This time, it is about philosophers.
In 2015, Marco Rubio decisively alienated the philosopher voting base by suggesting that philosophers would be better off as welders.
“Welders make more money than philosophers,” the Florida senator claimed during a Republican presidential debate. “We need more welders and less philosophers.”
Now, it seems, Rubio has flip-flopped on his assessment. He is in favor of philosophical thinking, he announced to Twitter.
All these remind me of my op-ed from two years ago, which was a slightly edited version of this blog-post:I made fun of philosophy 3 years ago but then I was challenged to study it, so I started reading the stoics. I’ve changed my view on philosophy. But not on welders. We need both! Vocational training for workers & philosophers to make sense of the world. https://t.co/ahww7lxN8p— Marco Rubio (@marcorubio) March 28, 2018
“School teaches you only to be better at school” said a student who is graduating in June, in response to my question to the class on whether they thought they were ready for the world of employment. The other students immediately and unhesitatingly agreed with her.
In a highly entertaining and sarcastic TED talk back in 2006—way before “TED talk” became a part of the common regular vocabulary—Sir Ken Robinson noted that “you'd have to conclude the whole purpose of public education throughout the world is to produce university professors.” The student, too, was channeling Robinson’s point. Psychology professors are keen on creating more psychology professors and biology professors want to make biologists out of students, so to speak.
I will be at least a tad happy if that student’s statement were true. I am not convinced that school is teaching students to be better at school. An increasing body of research questions the value-added over the four-plus years of undergraduate schooling.
But, even more do I worry that higher education has become a diluted and credential-chasing process that it is falling way short when it comes to preparing students for employment.
It begins when graduating high school seniors and college freshmen are bombarded about their academic majors. This is where the machinery of school teaching students to be better at school does a tremendous disservice because college is really not about the major.
The myth persists, despite all the research, that there are some academic majors that are more geared for employment than others are. That is, of course, the case if students are in professional undergraduate programs—like elementary school teaching. But, otherwise, the link between a college major and productive employment is nebulous at best—unless one wants to be a college professor.
Even the composition of the academic credits towards a college degree gives this away—for instance, while a minimum of 180 credits are required to graduate from Western Oregon University, a majority of those credits will not be in the major. Or, to rephrase it differently, if college education is only about a major, then an undergraduate experience can be easily wrapped up within a year and a half.
Preparation for productive employment is rarely about the major itself. The skills that employers repeatedly cite as important—skills like writing, thinking, researching, and more—are gained through a broad array of topics outside of one’s major, and that is what most of the undergraduate education is all about as well.
If we are truly interested in how higher education is serving the young—and, hence, the country’s future—the debate we ought to be engaged in is not about whether majoring in science, technology, engineering, and math (often grouped as STEM) is better than a geography major, or whether we need philosophers or plumbers . Instead, society—especially the faculty and administrators across Oregon’s colleges and universities—needs to carefully monitor whether students are mastering those skills that are prized by employers. Else, it will continue to be the case that the only thing that school teaches the young is to be better at school.