Advertisement

Chapter 14: Why Students Don’t Suffer

  • Lee TrepanierEmail author
Chapter

Abstract

In this chapter, Trepanier argues that the external achievements and affirmations of students and the lack of self-examination of their interior lives is a result of the university seeing them as commodities and customers rather than human beings who need cultivation. Students consequently see suffering—to be vulnerable, exposed, and unguarded—as a type of personal weakness and moral failing because it does not affirm their external accomplishments. There is to be no discrepancy between the flatness of one’s interior life and the mountain of achievements in the external one. To do so otherwise is tantamount to admitting failure.

References

  1. Ansell, B. and J. Gingrich. “Mismatch: University’s Education and Labor Market Institutions.” PS: Political Science & Politics 50, no. 2 (2017): 423–25.Google Scholar
  2. Arum, R. and J. Roksa. Academically Adrift: Limited Learning on College Campuses. Chicago: University of Chicago Press, 2011.Google Scholar
  3. Bauerlin, M. “The Bad Faith of the Professors.” Modern Age 59, no. 3 (2017): 49–60.Google Scholar
  4. Beer, D. Metric Power. New York: Palgrave Macmillan, 2016.Google Scholar
  5. Best, J. and E. Best. The Student Loan Mess: How Good Intentions Created a Trillion-Dollar Problem. Berkeley: University of California Press, 2014.Google Scholar
  6. Bok, D. Universities in the Marketplace: The Commercialization of Higher Education. Princeton: Princeton University Press, 2003.Google Scholar
  7. Bok, D. Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More. Princeton: Princeton University Press, 2006.Google Scholar
  8. Bowen, W. G. and E. M. Tobin. Locus of Authority: The Evolution of Faculty Roles in the Governance of Higher Education. Princeton: Princeton University Press, 2015.Google Scholar
  9. Brooks, D. “The Organizational Kid.” The Atlantic, April 2001. Available at https://www.theatlantic.com/magazine/archive/2001/04/the-organization-kid/302164/.
  10. Brook, D. The Trap: Selling Out to Stay Afloat in Winner-Take-All-America. New York: Times Books, 2007.Google Scholar
  11. Bunce, L., A. Baird, and S. E. Jones. “The Student-as-Consumer Approach in Higher Education and Its Effect on Academic Performance.” Studies in Higher Education 40, no. 11 (2017): 1958–78.Google Scholar
  12. Caplan, B. The Case Against Education: Why the Education System Is a Waste of Time and Money. Princeton: Princeton University Press, 2018.Google Scholar
  13. Davidson, C. N. The New Education: How to Revolutionize the University to Prepare Students for a World in Flux. New York: Basic Books, 2017.Google Scholar
  14. Deresiewicz, W. Excellent Sheep: The Miseducation of the American Elite and the Way to a Meaningful Life. New York: Free Press, 2014.Google Scholar
  15. Eaton, C. “Still Public: State Universities and America’s New Student-Debt Coalitions.” PS: Political Science & Politics 50, no. 2 (2017): 408–12.Google Scholar
  16. Egginton, W. The Splintering of the American Mind: Identity Politics, Inequality, and Community on Today’s College Campuses. London: Bloomsbury, 2018.Google Scholar
  17. Floridi, L. The 4th Revolution: How the Infosphere Is Reshaping Human Reality. Oxford: Oxford University Press, 2014.Google Scholar
  18. Freedman, J. O. Liberal Education and the Public Interest. Iowa, IA: University of Iowa Press, 2003.Google Scholar
  19. Furedi, F. What’s Happened to the University? A Sociological Exploration of Its Infanilisation. New York: Routledge, 2016.Google Scholar
  20. Gallagher, S. R. The Future of University Credentials: New Development at the Intersection of Higher Education and Hiring. Cambridge, MA: Harvard University Press, 2016.Google Scholar
  21. Ginsberg, B. The Fall of Faculty: The Rise of the All-Administrative University and Why It Matters. Oxford: Oxford University Press, 2011.Google Scholar
  22. Ginsberg, B. “The Unholy Alliance of College Administrators and Left-Liberal Activists.” Modern Age 59, no. 3 (2017): 17–27.Google Scholar
  23. Graf, L. and J. W. Powell. “How Employer Interests and Investments Shape Advanced Skill Formation.” PS: Political Science & Politics 50, no. 2 (2017): 418–22.Google Scholar
  24. Hacker, A. and C. Dreifu. Higher Education? How Colleges Are Wasting Our Money and Failing Our Kids—And What We Can Do About. New York: Times Books, 2010.Google Scholar
  25. Hess, D. E. Controversy in the Classroom: The Democratic Power of Discussion. New York: Routledge, 2009.Google Scholar
  26. Hess, D. E. and P. McAvoy. The Political Classroom: Evidence and Ethics in Democratic Education. New York: Routledge, 2015.Google Scholar
  27. von Heyking, J. and L. Trepanier. Teaching in an Age of Ideology. Lanham, MD: Lexington Books, 2012.Google Scholar
  28. Kaufman-Osborn, T. “Disenchanted Professionals: The Politics of Faculty Governance in the Neoliberal Academy.” Perspectives on Politics 15, no. 1 (2017): 100–15.Google Scholar
  29. Kelchen, R. Higher Education Accountability. Baltimore: John Hopkins University Press, 2018.Google Scholar
  30. Kronman, A. Education’s End: Why Our Colleges and Universities Have Given Up on the Meaning of Life. New Haven: Yale University Press, 2008.Google Scholar
  31. Levine, D. N. Powers of the Mind: The Reinvention of Liberal Learning in America. Chicago: University of Chicago Press, 2006.Google Scholar
  32. Lukianoff, G. and J. Haidt. The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure. New York: Penguin Books, 2018.Google Scholar
  33. Mattingly, P. H. America Academic Cultures: A History of Higher Education. Chicago: University of Chicago Press, 2017.Google Scholar
  34. McWhorter, J. H. “Closed Minds on Campus.” Wall Street Journal, November 27, 2015. Available at https://www.wsj.com/articles/closed-minds-on-campus-1448634626.
  35. Michaels, W. B. The Trouble with Diversity: How We Learned to Love Identity and Ignore Inequality. Dallas: Metropolitan, 2006.Google Scholar
  36. Moreno-Riano, G., P. Hamilton, and L. Trepanier. “Statesmanship and Democracy in a Global and Comparative Context.” In The Liberal Arts in America, ed. L. Trepanier. Cedar City, UT: Southern Utah University Press, 2012a: 128–48.Google Scholar
  37. Moreno-Riano, G., P. Hamilton, and L. Trepanier. “Teaching the American Political Tradition in a Global Context.” In The Liberal Arts in America, ed. L. Trepanier. Cedar City, UT: Southern Utah University Press, 2012b: 149–66.Google Scholar
  38. Muller, J. Z. The Tyranny of Metrics. Princeton: Princeton University Press, 2018.Google Scholar
  39. Newfield, C. The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them. Baltimore: John Hopkins University Press, 2016.Google Scholar
  40. Nussbaum, M. Cultivating Humanities: A Classical Defense of Reform in Liberal Education. Cambridge, MA: Harvard University Press, 1997.Google Scholar
  41. Nussbaum, M. Not for Profit: Why Democracy Needs the Humanities. Princeton: Princeton University Press, 2010.Google Scholar
  42. Palfrey, J. and U. Gasser. Born Digital: Understanding the First Generation of Digital Natives. New York: Basic Books, 2008.Google Scholar
  43. Palloff, R. M. and K. Pratt. Excellent Online Instructor Strategies for Professional Development. Hoboken, NJ: Wiley, 2011.Google Scholar
  44. Phillips, S. D. and K. Kisner, eds. Accreditation on the Edge: Challenging Quality Assurance in Higher Education. Baltimore: John Hopkins University Press, 2018.Google Scholar
  45. Rectenwalk, M. Springtime for Snowflakes: “Social Justice” and Its Postmodern Parentage. Nashville, TN: New England Review Press, 2018.Google Scholar
  46. Riley, N. S. The Faculty Lounges, and Other Reasons, Why You Won’t Get the College Education You Paid For. Lanham, MD: Ivan R. Dee, 2011.Google Scholar
  47. Roche, M. W. Why Choose the Liberal Arts. Notre Dame: University of Notre Dame, 2010.Google Scholar
  48. Rose, D. “Higher Education and the Transformation of American Citizenship.” PS: Political Science & Politics 50, no. 2 (2017): 403–7.Google Scholar
  49. Spelling, M. A Test of Leadership: Charting the Future of U.S. Higher Education. Washington, DC: U.S. Department of Education, 2006. Available at http://www2.ed.gov/about/bdscomm/list/hiedfuture/reports/pre-pub-report.pdf.
  50. Srigley, R. “Dear Parents: Everything You Need to Know About Your Son’s and Daughter’s University but Don’t.” Los Angeles Review of Books, December 9, 2015. Available at https://lareviewofbooks.org/article/dear-parents-everything-you-need-to-know-about-your-son-and-daughters-university-but-dont/.
  51. Srigley, R. “Whose University Is It Anyway?” Los Angeles Review of Books, February 22, 2018. Available at https://lareviewofbooks.org/article/whose-university-is-it-anyway/#!.
  52. Suskie, L. “Why Are We Assessing?” Inside Higher Ed, October 26, 2010. Available at https://www.insidehighered.com/views/2010/10/26/why-are-we-assessing.
  53. Taylor, M. C. Crisis on Campus: A Bold Plan for Reforming Our Colleges and Universities. New York: Kopf, 2010.Google Scholar
  54. Tocqueville, A. Democracy in America, Volume 2. Trans. Phillips Bradley. New York: Vintage Classics, 1990.Google Scholar
  55. Trepanier, L. Technology, Science, and Democracy. Cedar City, UT: Southern Utah University Press, 2008a.Google Scholar
  56. Trepanier, L. “The Recovery of Science in Eric Voegelin’s Thought.” In Technology, Science, and Democracy, ed. L. Trepanier. Cedar City, UT: Southern Utah University Press, 2008b: 44–54.Google Scholar
  57. Trepanier, L. The Democratic Discourse of Liberal Education. Cedar City, UT: Southern Utah University Press, 2009.Google Scholar
  58. Trepanier, L. “Tocqueville, Weber, and Democracy: The Condition of Equality and the Possibility of Charisma in America.” In Political Rhetoric and Leadership in Democracy, ed. L. Trepanier. Cedar City, UT: Southern Utah University Press, 2011: 22–48.Google Scholar
  59. Trepanier, L. The Liberal Arts in America. Cedar City, UT: Southern Utah University Press, 2012.Google Scholar
  60. Trepanier, L. “A Philosophy of Prudence and the Purpose of Higher Education Today.” In The Relevance of Higher Education, ed. T. Simpson. Lanham, MD: Lexington Books, 2013: 1–23.Google Scholar
  61. Trepanier, L. Why the Humanities Matter Today: In Defense of Liberal Education. Lanham, MD: Lexington Books, 2017a.Google Scholar
  62. Trepanier, L. The Socratic Method Today: Student-Centered and Transformative Teaching in Political Science. New York: Routledge, 2017b.Google Scholar
  63. Wood, P. “Libertarian vs. Progressives: The New Campus Divide.” In Minding the Campus: Reforming Our University, November 30, 2014. Available at https://www.mindingthecampus.org/2014/11/30/libertarians-vs-progressives-the-new-campus-divide/.
  64. Yaylaci, S. and E. Beauvais. “The Role of Social Group Membership on Classroom Participation.” PS: Political Science & Politics 50, no. 2 (2017): 559–64.Google Scholar
  65. Zemsky, R., G. R. Wegner, and A. J. Duffield. Making Sense of the College Curriculum: Faculty Stories, Conflict, and Accommodation. New Brunswick, NJ: Rutgers University Press, 2018.Google Scholar
  66. Zumeta, W., D. W. Brenman, P. M. Callahn, and J. E. Finney. Financing American Higher Education in the Era of Globalization. Cambridge, MA: Harvard Education Press, 2012.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.Saginaw Valley State UniversityUniversity CenterUSA

Personalised recommendations