Susan D. Blum reviews Cathy N. Davidson’s new book, The New Education: How to Revolutionize the University to Prepare Students for a World in Flux.
Out with the Old! What Students Need Now
Cathy N. Davidson has been writing about her experiments in education for years (for example here and here and here). She brings to her new book deep understanding of the context, history, successes, and shortcomings of the dominant forms of higher education—college—and highlights several dozen approaches that are more successful. These are more appropriate, she argues, than the conventional forms, which have not changed in more than a hundred years, because they respect students’ abilities, teach them to employ the affordances of not only technology but also other people, and anticipate that the content of whatever they do in college will have only limited relevance in the future—so they need to focus on learning to learn. Conventional colleges have outlived their initial purposes, which were to train managers in a newly industrializing and urbanizing society, when books were scarce and simply ingesting information was challenging enough. They selected only top students and churned them through a disciplinary mill, certified by authorities.
That’s not what we need now.
Continue reading Cathy N. Davidson, “The New Education”
Susan D. Blum has recently published an unusually personal contribution to social research on university culture, in her wide-reaching book I Love Learning, I Hate School: An Anthropology of College (2016). Blum is an anthropology professor at Notre Dame, and the book expresses a desire to make existential sense of her own confusing experience as a college teacher. As such, it struck a particular chord with me as I was trying to make sense of my own students last year at Whittier College, when I was doing my postdoc. Blum’s book speaks mainly to fellow college and university teachers; at one point, Blum addresses her readers as “dear fellow faculty” (20). As a book for teachers by a teacher, it has the counterintuitive mission of getting us to empathize with bad students, and of making sense of bad classroom atmospheres, which it considers inevitable rather than merely unfortunate. In this sense, it is a more critical and expansive alternative to the discourse of “teaching tips” and “rubrics for best practices” that circulate in a mock-cheerful — but always to my ear vaguely threatening and technocratic — fashion in numerous “Centers for Teaching and Learning.”
Continue reading Susan Blum, “I Love Learning, I Hate School”