CURIOSITY KILLED BY THE GATT
If academics are to be believed, today's university students are appallingly ignorant:
All of them have noted that such ignorance isn't new -- students have always possessed far less knowledge than they should, or think they have. But in the past, ignorance tended to be a source of shame and motivation. Students were far more likely to be troubled by not-knowing, far more eager to fill such gaps by learning. As one of my reviewers, Stanley Trachtenberg, once said, "It's not that they don't know, it's that they don't care about what they don't know."Most people would probably agree. So, what's the cause?
This lack of curiosity is especially disturbing because it infects our broader culture. Unfortunately, it seems both inevitable and incurable.
In our increasingly complex world, the amount of information required to master any particular discipline -- e.g. computers, life insurance, medicine -- has expanded geometrically. We are forced to become specialists, people who know more and more about less and less.Bullshit. My father had only a high school education, worked 12-hours a day, six days a week running his own business but was very well informed. That's because he wasn't the product of a no boundaries, self-esteem promoting, learn at your own pace, there is no such thing as personal responsibility, make everything warm and cuddly, rote learning is pointless, lefty dominated education system.
Add to this two other factors: the mind-set that puts work at the center of American life and the deep fear spawned by the rise of globalization and other free market approaches that have turned job security into an anachronism. In this frightening new world, students do not turn to universities for mind expansion but vocational training. In the parlance of journalism, they want news they can use.
Upon graduation, they must devote ever more energy to mastering the floods of information that might help them keep their wobbly jobs. Crunched, they have little time to learn about far-flung subjects.
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