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RE: [SACC-L] Re: U. Minn professor lambasts budget cuts (you-tube)

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  • Deborah Shepherd
    As a graduate of U of Minn, I found this enthralling and maddening. Here s the youtube link, if you want to listen to her.
    Message 1 of 2 , Aug 3, 2010
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      As a graduate of U of Minn, I found this enthralling and maddening. Here's the youtube link, if you want to listen to her. http://www.youtube.com/watch?v=7vsIZAFOd-c

      She does a fine job for a three-minute time limit.

      Thanks for the tip, George.

      Deborah
      ________________________________
      From: SACC-L@yahoogroups.com [SACC-L@yahoogroups.com] On Behalf Of George Thomas [broruprecht@...]
      Sent: Friday, July 30, 2010 2:16 PM
      To: sacc-l@yahoogroups.com
      Subject: [SACC-L] Re: U. Minn professor lambasts budget cuts (you-tube)



      You might find this comment interesting on Eve Von Dassow's speech to the U. Minn Board of Regents. This historian puts the current difficulties with academic funding into a perspective we can at least look at. Practical solutions? Who knows? I don't think things would end well if this were presented to any regents or college administrators. But this historian friend suggests that we are passing through some kind of Dickensian phase in education, as during the 1850s, when practical business concerns took precedence over academics. Trying to recall what happened when the pendulum swung back.
      George
      ~ ~ ~ ~ ~

      "Elected representatives were elected to represent their constituents and to use their own judgment. At least this was Edmund Burke's thought and he was no fool and not only did he have principles he sometimes went against the wishes of the small electorate. He was removed once but quickly found another constituency.

      "Of course the professor was correct and had all the appropriate facts on her side except the philistinism and stupidity of the regents, who in most states are failed political hacks who are generally impervious to logic. I would also imagine the university president is also involved. Part of the problem lay with the faculty. When I was a university professor, it was expected (and painful) that the senior members of the faculty would be the administration for set terms. These would be scholar-administrators who would be able to balance the needs and desires of the different academic units since they would be going back to teaching after 4 or 6 years. Instead, they led the way to hire "professional" administrators who know nothing of the teaching or scholarly mission and who represent the basest, most commercial part of the world of learning. They seek only to "maximize revenue" and deal only with the "practical."

      "The parallel is the plight of the Chinese universities during the waning of the Cultural Revolution, when theoretical study in the sciences and engineering and research in the humanities were abandoned as "elitist" and efforts were bent to spur on the "practical." After that spasm of stupidity passed after 1979, the Chinese found they could not replicate the next generation of researchers, that is the production of knowledge (along with its commercial application) was at a dead end and the country had to send a generation of university students abroad to study in order to restart the academic engine.

      "While not Maoist, the current trend at American universities can be called a very crude form of economism in which all knowledge is given a monetary value. Welcome to the world of Mr. Gradgrind's school."

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