See Thru Edu is a project of the Texas Public Policy Foundation
Thomas K. Lindsay, Ph.D., Editor in Chief and Director, Center for Higher Education, Texas Public Policy Foundation
For-profit colleges and universities have been under siege for nearly a decade. The latest existential threat is not from regulators but from traditional colleges and universities who are embracing online education.
Last week, Puerto Rico lawmakers sent a proposal to Gov. Ricardo Rossello’s desk that would create more learning opportunities for K-12 students, and teacher unions created a storm.
In the days of the Soviet Union, workers used to say, “We pretend to work and they pretend to pay us.” In these social justice classes, professors pretend to teach, while students pretend to learn.
Children start using computers in grade school. They use them to search digital libraries, write research reports, and for all manner of everyday consumer uses. Why in the world would anybody consider banning their use in a college classroom?
There’s a new March Madness in town: not the one advancing basketball teams, but the one advancing low-income kids from poor homes to graduation and good jobs.
Job training is great—but the liberal arts, rightly taught, prepare the student not so much for workplace proficiency as for skill in the business of living.
America’s image of college students as 18-year-olds ambling through leafy quads or attending weekend football games is woefully out of date.
One telling example of the way the Confucius Institutes try to slant perceptions and block criticism was the demand made by North Carolina State’s Institute in 2009 that the university rescind the invitation to the Dalai Lama to speak on campus.
From the very beginning when multiculturalism displaced Western civilization as the steering wheel of the humanities curriculum, you could tell that they didn’t mean it.
Justice Antonin Scalia observed: “If you stop speech that hurts other peoples’ feelings, the First Amendment will become a dead letter.”
