What is the purpose of universities?
For centuries, universities have advanced humanity toward truth. Professor Jonathan Haidt speaks to why college campuses are suddenly heading in the opposite direction.
08 January, 2021
Credit: Institute for Humane Studies, and Adobe Stock
- In a lecture at UCCS, NYU professor Jonathan Haidt considers the 'telos' or purpose of universities: To discover truth.
- Universities that prioritize the emotional comfort of students over the pursuit of truth fail to deliver on that purpose, at a great societal cost.
- To make that point, Haidt quotes CNN contributor Van Jones: "I don't want you to be safe ideologically. I don't want you to be safe emotionally. I want you to be strong—that's different."
<p>Imagine someone had a knife and told you, "This is a great knife. The only problem is it can't cut anything."</p><p>You'd think, <em>Then it's not a great knife.</em></p><p>"<em>Telos</em> is the Greek word that Aristotle and others use to define the end or purpose of something," <strong>Jonathan Haidt</strong>, professor at New York University Stern School of Business and bestselling coauthor of <a href="https://smile.amazon.com/dp/0735224919?tag=amz-mkt-chr-us-20&ascsubtag=1ba00-01000-s1060-mac00-other-smile-us000-pcomp-feature-scomp-wm-5&ref=aa_scomp" target="_blank" rel="noopener noreferrer"><em>The Coddling of the American Mind</em></a>, says in a <a href="https://www.youtube.com/watch?v=Xi499A4VsN8&t=28s" target="_blank" rel="noopener noreferrer">recorded lecture</a> at the University of Colorado Colorado Springs. The <em>telos</em> of a knife is to cut. What, Haidt asks, is the <em>telos</em> of a university?</p>
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<p><span>Truth—that's the purpose of higher education, Haidt says. The academy aims to be an arena where truth is sought, discovered, and explored. When the university is functioning at its best, students learn to present arguments and receive counter-arguments in pursuit of truth.</span></p><p>The question is then: Are today's universities achieving their purpose?</p><p>In his lecture, Haidt suggests that changes in campus culture over the past decade have rerouted university resources away from the pursuit of truth and towards creating an emotionally and intellectually comfortable environment for students.</p><p>"From out of nowhere, students in 2014 began asking for trigger warnings," Haidt says. A growing contingent among student bodies and administrators seemed to believe students were fragile and needed to be aggressively protected from "bad" ideas, offensive imagery, and provocative arguments. Students began reporting faculty, protesting speakers, and publicly shaming peers whose words made them uncomfortable.</p>
<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yNTI2NjQ3NS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY1NTY4MzI2Nn0.6sKah5XVHLOLAcK5dFmyuxRk65-XBNNll3Ow9QEOTSc/img.jpg?width=980" id="73a87" class="rm-shortcode" data-rm-shortcode-id="29b948cc5bcb85976d5337221ae99640" data-rm-shortcode-name="rebelmouse-image" data-width="2000" data-height="1125" />
CNN contributor Van Jones speaks onstage at the EMA IMPACT Summit in 2018.
Credit: Michael Kovac/Getty Images for Environmental Media Association
<p>There are many places and institutions whose purpose, or <em>telos</em>, is comfort. But a university is not one of those places. To make that point, Haidt quotes CNN contributor Van Jones:</p><p style="margin-left: 20px;">I don't want you to be safe ideologically. I don't want you to be safe emotionally. I want you to be strong—that's different. I'm not going to pave the jungle for you. Put on some boots and learn how to deal with adversity. I'm not going to take all the weights out of the gym. That's the whole point of the gym. <em>This</em> is the gym.</p><p>By prioritizing comfort over the pursuit of truth, universities are ignoring their purpose. Higher education should be an arena of open inquiry and free expression, where ideas are exchanged, tested, and scrutinized. A liberal education should be "an invitation to be concerned not with the employment of what is familiar but with understanding what is not yet understood," <a href="https://books.google.com/books?id=Jpu7BAAAQBAJ&pg=PT286&lpg=PT286&dq=%22an+invitation+to+be+concerned+not+with+the+employment+of+what+is+familiar+but+with+understanding+what+is+not+yet+understood.%E2%80%9D&source=bl&ots=bmqaS1BxSm&sig=ACfU3U0aOokPZOGJlLFUVO9-a8VBV50tCw&hl=en&sa=X&ved=2ahUKEwi_u-jd1_btAhWqzVkKHSdKBMsQ6AEwAnoECAEQAg#v=onepage&q=%22an%20invitation%20to%20be%20concerned%20not%20with%20the%20employment%20of%20what%20is%20familiar%20but%20with%20understanding%20what%20is%20not%20yet%20understood.%E2%80%9D&f=false" target="_blank">according</a> to philosopher Michael Oakeshott.</p><p>What are the social repercussions if universities fail to achieve their purpose? New generations could lose more than academic muscle; they could lose the ability and inclination to pursue and prioritize truth. They could become so dependent on emotional comfort that they refuse to contemplate "what is not yet understood" in good faith, instead catastrophizing everything that doesn't fit into comfortable frameworks.</p><p>This is already happening, Haidt points out in his lecture. "We isolate young people from the adult skills that they will one day have to master," he says. This manifests in <a href="https://www.npr.org/sections/health-shots/2019/05/28/727509438/college-students-and-their-parents-face-a-campus-mental-health-epidemic" target="_blank">growing anxiety, depression, and other disorders</a> among college students.</p><p>With college enrollment on the decline, and the global economy under tremendous strain, universities need to realize their <em>telos</em>—or they'll risk losing their essential role in society.</p>
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Want Americans to graduate college? Make it affordable.
Research from MIT's School Effectiveness & Inequality Initiative found making college more affordable cut dropout rates and boosted degree attainment.
29 December, 2020
Credit: Adobe Stock
<ul class="ee-ul"></ul>
<p>The <a href="https://www.pewresearch.org/fact-tank/2014/02/11/6-key-findings-about-going-to-college/" target="_blank">benefits bestowed by a college degree</a> are well-known. Degrees open access to job opportunities and, with them, economic stability. The average earning potential of a college graduate is roughly twice that of someone with only a high school diploma. Graduates are less likely to live in poverty, more likely to be married, and more likely to be satisfied with their life and career choices. And the number of jobs that require a degree or postsecondary school training <a href="https://cew.georgetown.edu/cew-reports/recovery-job-growth-and-education-requirements-through-2020/" target="_blank">continue to increase</a>.</p><p>Many Americans can recite this litany, yet when it comes to attaining college degrees, the United States is woefully behind its Western peers. According to <a href="https://www.ed.gov/college" target="_blank">the U.S. Department of Education</a>, America was the world leader in degree attainment by young adults a generation ago. Today, it ranks thirteenth. Nearly half of students who begin college don't finish within six years, with <a href="https://www.brookings.edu/research/eight-economic-facts-on-higher-education/" target="_blank" rel="noopener noreferrer">a quarter of low-income students</a> dropping out by their second year. </p><p>Meanwhile, tuition continues to rise. Even after adjusting for inflation, the costs of attending a four-year public school have doubled in only three decades. Such ballooning expenses have spearheaded <a href="https://www.cnbc.com/2020/06/12/how-student-debt-became-a-1point6-trillion-crisis.html" target="_blank" rel="noopener noreferrer">a $1.6 trillion student debt crisis</a>.</p><p>For many young people looking toward a brighter future, college has become a gateway locked from the inside. As the Department of Education concluded: "Today, college remains the greatest driver of socioeconomic mobility in America, but if we don't do more to keep it within reach for middle-class families and those striving to get into the middle class, it could have the opposite effect."</p><p>Research has looked into the predicament and now suggests a daring, counterintuitive means of increasing degree completion among young people: We make college affordable.</p>
The study groups
<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yNDk1OTU2OS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY1NzYyMjgyMH0.HoOUfA4eXLgFltk-M_Mu3E3qORUh2shzeYoVa3wk86E/img.jpg?width=1245&coordinates=0%2C237%2C0%2C237&height=700" id="861dd" class="rm-shortcode" data-rm-shortcode-id="cfef9e15abee21ae82c46b76199c4436" data-rm-shortcode-name="rebelmouse-image" data-width="1245" data-height="700" />An aerial view of MIT and Harvard Bridge. The university's School Effectiveness & Inequality Initiative partnered with the Susan Thompson Buffett Foundation for the study.
Credit: Adobe Stock
<p>The study comes from <a href="https://seii.mit.edu/" target="_blank">MIT's School Effectiveness & Inequality Initiative</a>. Its researchers wanted to determine the effect scholarships had on degree attainment. As they put it, </p><p style="margin-left: 20px;">"Financial aid is typically motivated by a desire to increase postsecondary attainment by making college more affordable. This raises the question of whether aid meets this test by boosting educational attainment. As with any sort of award or subsidy, it's worth considering the extent to which financial aid changes behavior. The fact that aid is motivated by the desire to increase schooling does not mean aid programs accomplish this."</p><p>To test this question, they partnered with <a href="https://buffettscholarships.org/" target="_blank">the Susan Thompson Buffett Foundation</a>, an organization that offers scholarships to first-time freshman attending public colleges in Nebraska. The researchers designed a partially randomized study around the Foundation's 2012–2016 scholarship applicants, a cohort of roughly 16,500 students seeking aid. </p><p>Because low-scoring applicants were unlikely to complete college, they were not provided a scholarship and were removed from the study. Similarly, while high-scoring applicants were awarded a scholarship, they too were removed from the study as their degree completion was likely with or without the financial abetment. This left a middle pool of applicants, each sporting a comparable level of need and college-readiness.</p><p>The Foundation awarded scholarships randomly to this middle group of applicants; those who did not receive scholarships served as the controls. Because the number of applicants far exceeded the available aid, no student was artificially denied a scholarship for the study's sake. All told, the study included 3,699 scholarship-awarded participants and 4,491 controls. Most sought degrees at four-year colleges though some matriculated into two-year schools.</p><p>As this group was comparable in areas such as GPA, colleges attended, and expected family contributions, any statistically significant difference between the recipients and the controls would provide some evidence of a causal connection between financial aid and degree attainment.</p>Easing the six-year itch
<p>The researchers followed the students' college careers, from freshman year to spring 2019, and found that the scholarships did change behavior. Enrollment was only slightly higher for the aid recipients than the controls—98.7 percent compared to 96.1—but as the two groups' college careers continued, a noticeable difference emerged in dropout rates. By the end of their fourth year, only 71.6 percent of the control group remained, a dropout rate of 24.5 percent; meanwhile, the scholarship group only declined by 18 percent.</p><p>The scholarships also bolstered degree completion. Though bachelor degree completion was roughly even by the end of the fourth year, the aid recipients began to pull ahead after that. By the end of their sixth year, 71 percent of the award recipients received their degree, 8.4 percentage points more than the control. This suggests that as degree completion began to drag on longer, the infusion of extra financial resources made the final push more manageable.</p><p>The researchers not only found that aid promotes full-time enrollment, but that it benefitted historically underrepresented groups most, including non-white and first-generation applicants. These findings support a <a href="https://vtechworks.lib.vt.edu/handle/10919/100548" target="_blank">growing</a> <a href="https://files.eric.ed.gov/fulltext/ED545465.pdf" target="_blank" rel="noopener noreferrer">body</a> of <a href="https://kuscholarworks.ku.edu/bitstream/handle/1808/12507/Shulenburger_University.pdf;sequence=1" target="_blank" rel="noopener noreferrer">research</a> that suggests college affordability directly impacts student decision-making and degree attainment.</p><p>The study, titled "<a href="https://seii.mit.edu/wp-content/uploads/2020/10/SEII-Discussion-Paper-2020.06-Angrist-Autor-Pallais.pdf" target="_blank" rel="noopener noreferrer">Marginal Effects of Merit Aid for Low-Income Students</a>," is part of an ongoing research study. Additional reports will be released as the study continues.</p>What does college affordability mean?
<span style="display:block;position:relative;padding-top:56.25%;" class="rm-shortcode" data-rm-shortcode-id="2f032882b6038c7d6734ac69f95fbb69"><iframe type="lazy-iframe" data-runner-src="https://www.youtube.com/embed/qZTnmMxnU0A?rel=0" width="100%" height="auto" frameborder="0" scrolling="no" style="position:absolute;top:0;left:0;width:100%;height:100%;"></iframe></span><p>Scholarships are one way of making college more affordable, but they are part of a much larger conversation as to what affordability means.</p><p>The <a href="https://www.cnbc.com/2019/10/24/why-college-tuition-keeps-rising.html" target="_blank">ballooning cost of tuition</a> in recent decades is another concern. Factors for this surge include a massive increase in demand, cuts in state funding, new student services, and <a href="https://www.chronicle.com/article/executive-compensation-at-public-and-private-colleges/#id=table_public_2019" target="_blank" rel="noopener noreferrer">bloated administrative compensation</a>. While colleges could certainly rein in some of their more extravagant expenses, and legislators agree to fund more, <a href="https://www.luminafoundation.org/files/publications/ideas_summit/College_Affordability-What_Is_It_and_How_Can_We_Measure_It.pdf" target="_blank" rel="noopener noreferrer">the question of affordability</a> goes further still. </p><p>It concerns the quality of education, whether students are dependent or independent, their resources before matriculating, what they can expect from the investment after graduation, and how much of their future income they are willing (or able) to pay. The calculus must also consider <a href="https://bigthink.com/kenzie-academy/software-engineering-school" target="_self">available alternatives</a>, their costs, and their potential outcomes. It's a multifaceted balancing act between what's available, what students can afford, and what schools can offer with the resources they have available—which, of course, ties directly to the funds that schools have available. </p><p>In <a href="https://www.higheredtoday.org/2017/05/16/think-college-affordability/" target="_blank" rel="noopener noreferrer">an op-ed for Higher Education Today</a><em>, </em>Susan Baum, a senior fellow in the Education Policy Program at the Urban Institute, correctly points out that a "low-cost program designed purely to train people for an occupation that is unlikely to exist in 10 years, while appearing 'affordable,' is not affordable at all."</p><p>So then, how should we think about college affordability?</p><p>Baum recommends we start the conversation with need-based considerations at the forefront. "The financial resources available to a student at the time of enrollment are critical. Students have very different starting points for measuring outcomes and value depending on their circumstances," Baum writes. But it also requires us to think beyond funding; we need to consider the resources colleges need to provide a valuable education as well as the types of experiences that students want. </p><p>If we want more students to graduate, we need to discover the right balance between moderate spending, need-based aid, and program quality, a balance that will make college accessible to all who desire to attend.</p>
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Believe in learners. Education that empowers people, empowers society.
For too many people, a poor education is a destructive barrier in their lives—a source of limitation rather than opportunity. Together, we can change this.
17 December, 2020
Credit: Robyn Beck / AFP / Getty Images
- Education should fuel lifelong learning that encourages every individual to discover, develop, and deploy their unique aptitudes to improve their life and society.
- To improve education, we need more approaches that are individualized — based on a student's aptitudes and interests.
- We can make a difference by empowering people to create bottom-up solutions that help individuals unlock their potential.
<p>An inspiring reality of humanity is that every individual has extraordinary potential. Each person has unique talents and abilities independent of external factors like household income or family life. But all too often our outdated notion of what education should look like, and its purpose, prevents learners from discovering their gifts, identifying their aptitudes, and understanding how they can create value in society in their unique way.</p><p>The consequences are serious. Consider these facts: </p><ul><li>Student loan debt stands at <a href="https://www.forbes.com/sites/zackfriedman/2020/02/03/student-loan-debt-statistics/?sh=71d157f8281f" target="_blank">$1.6 trillion+</a> — and is growing. </li><li>61% of graduates would go back and <a href="https://www.cnbc.com/2020/02/27/82percent-of-college-grads-believe-their-degree-was-a-good-investment.html" target="_blank">change their major if they could.</a></li><li>Only a third of students at four-year institutions believe they will <a href="https://www.stradaeducation.org/press-release/new-survey-reveals-crisis-of-confidence-in-workforce-readiness-among-college-students/" target="_blank">graduate with the skills and knowledge</a> to be successful in the workplace</li></ul><p>The current approach to postsecondary education is not working for everyone. We shouldn't be surprised. The two- and four-year degree models that define our postsecondary education system were built for a different time and place, and our failure to innovate in anticipation of learners' evolving needs and interests has set up millions of people for disappointing life outcomes. </p><p>We need to change how we think and act about the role of education, full stop. </p><p>This means we stop thinking about education in terms of deeply flawed proxies for learning — like degrees, diplomas, seat time, and credits — and start thinking about the tools that empower outcomes like lifelong learning, demonstrable skills, fulfillment, and service to others. The learner must develop the agency to drive and create their own pathway based on who they are as they push the boundaries of their potential. </p><p>Let's challenge everything we think we know about education and be willing to take risks rather than continuing to tweak at the margins. We can't afford to fall back on old and flawed assumptions.</p>
<blockquote>Believing in learners means pivoting away from the top-down solutions that have shaped postsecondary education in the past.</blockquote>
<p>At the Charles Koch Foundation, we're inspired by the exceptional faculty we support at colleges and universities across the nation. These partners generate new ideas and solutions that are applied to society's most pressing challenges. They produce groundbreaking academic research, and help students develop a passion for learning about and engaging with a diversity of ideas.</p><p>Such scholarship and mentorship will continue to be critical pieces of the Foundation's giving. But we won't stop there. If our vision is to remove the barriers preventing people from reaching their potential, we have to invest in transforming how our society thinks, talks about, and understands education itself.</p><p>That's why our foundation is using this principle to guide our efforts: We believe in learners.</p><p>Believing in learners means pivoting away from the top-down solutions that have shaped postsecondary education in the past. It requires a belief in a multiplicity of bottom-up solutions that fuel passion for lifelong learning and uncover each student's unique aptitudes, resulting in better outcomes for all learners.</p><p>The solutions we're seeking to support can be characterized by 3 Ds:</p><p><strong>Discover.</strong> Individuals must discover their unique talents and abilities in order to get the most value from them, both personally and as a member of society. New, innovative solutions and programs need to support learners throughout that discovery process.</p><p><strong>Develop. </strong>When people begin to understand who they are and the extent of their capabilities, they can begin to turn that knowledge into valued skills. That development must be as rigorous and individual as the person.</p><p><strong>Deploy. </strong>Learners deploy, or apply, their knowledge and aptitudes in a way that creates value for themselves and for others in society, and in doing so they help society improve.</p><p>There is a growing number of social-change entrepreneurs who share the principles and perspective that animate our vision. They are breaking down traditional barriers in education with new, innovative solutions that help all learners reach their potential. These leaders have figured out how to effectively challenge the status-quo and demonstrate that we can do better for students now and for future generations. Our job as a philanthropy is to empower <a href="https://bigthink.com/charles-koch-foundation/" target="_self">these leaders and innovations</a> to drive real change.</p><p>Believing in a one-size-fits-all, standardized approach will not transform education. Believing in and empowering learners will.</p>
<p><em>Ryan Stowers is executive director of the Charles Koch Foundation, which supports scholars and social entrepreneurs who are leading programs and research that will help every person realize their potential.</em></p>
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The 3 keys to solving complex global problems
We have the money to change the world. What's standing in the way?
23 November, 2020
- What does it actually take to drive large-scale change? Co-Impact founder and CEO Olivia Leland argues that it takes more than money, voting in elections, and supporting your favorite nonprofit. Solving complex global issues takes philanthropy in concert with community advocacy, support from businesses, innovation, an organized vision, and a plan to execute it.
- Leland has identified three areas that need to be addressed before real and meaningful change can happen. To effectively provide support, we must listen to the people who are already doing the work, rather than trying to start from scratch; make it easier for groups, government, and others to collaborate; and change our mindsets to think more long-term so that we can scale impact in ways that matter.
- Through supporting educational programs like Pratham and its Teaching at the Right Level model, Co-Impact has seen how these collaborative strategies can be employed to successfully tackle a complex problem like child literacy.
Become a data science pro with this Excel course
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