After months in which university after university signed on to the bandwagon for Massive Open Online Courses called MOOCs, the battle over the future of education has finally begun. This week Duke University pulled out of EdX, the Harvard/MIT led consortium of Massive Open Online Courses called MOOC’s.
The reason: Its faculty rebelled. According to The New York Times,
While [Duke provost Peter] Lange saw the consortium as expanding the courses available to Duke students, some faculty members worried that the long-term effect might be for the university to offer fewer courses — and hire fewer professors. Others said there had been inadequate consultation with the faculty.
The Times also reports that faculty at Amherst College, my alma mater and former employer, voted against joining EdX. Again, the faculty saw danger. My former colleagues worried that the introduction of online courses would detrimentally impact the quality and spirit of education and the small liberal arts college. They also, as our friends over at ViaMeadia report, worried that MOOCs would “take student tuition dollars away from so-called middle-tier and lower-tier” schools, pushing their colleagues at these institutions out of their jobs.
And that brings us to ground zero of the battle between the faculty and the MOOCs: San Jose State University. San Jose State has jumped out as a leader in the use of blended online and offline courses. Mohammad H. Qayoumi, the university's president, has defended his embrace of online curricula on both educational and financial grounds. He points to one course, "Circuits & Electronics," offered by EdX. In a pilot program, students in that course did better than students in similar real-world courses taught by San Jose State professors. Where nearly 40% of San Jose students taking their traditional course received a C or lower, only 9% of students taking the EdX course did. For Qayoumi and others, such studies offer compelling grounds for integrating MOOCs into the curriculum. The buzzword is “blended courses,” in which the MOOCs are used in conjunction with faculty tutors. In this “flipped classroom,” the old model in which students listen to lectures in lecture halls and then do assignments at home, is replaced by online lectures supplemented by discussions and exercises done in class with professors. As I have written, such a model can be pedagogically powerful, if done right.
But as attractive as MOOCs may be, they carry with them real dangers. And these dangers emerge front and center in the hard-hitting Open Letter that the philosophy department at San Jose State University has published addressed to Michael Sandel. Sandel is the Harvard Professor famous for his popular and excellent course “Justice,” that has been wowing and provoking Harvard undergraduates for decades. Sandel not only teaches his course, he has branded it. He sells videos of the course; he published a book called Justice based on the course, and, most recently, created an online video version of the course for EdX. San Jose State recently became one of the first public universities in the country to sign a contract paying for the use of EdX courses. This is what led to the letter from the philosophers.
The letter begins by laying out the clear issue. The San Jose Philosophy department has professors who can teach courses in justice and ethics of the kind Sandel teaches. From their point of view, “There is no pedagogical problem in our department that JusticeX solves, nor do we have a shortage of faculty capable of teaching our equivalent course.” In short, while some students may prefer a course with a famous Harvard professor, the faculty at San Jose State believe that they are qualified to teach about Justice.
Given their qualifications, the philosophy professors conclude that the real reason for the contract with EdX is not increased educational value, but simply cost. As they write: "We believe that long-term financial considerations motivate the call for massively open online courses (MOOCs) at public universities such as ours.
In short, the faculty sees the writing on the wall. Whatever boilerplate rhetoric about blended courses and educational benefit may be fashionable and necessary, the real issue is simple. Public universities (and many private ones as well) will not keep paying the salaries of professors when those professors are not needed.
While for now professors are kept on to teach courses in a blended classroom, there will soon be need for many fewer professors. As students take Professor Sandel’s class at universities around the country, they will eventually work with teaching assistants—just as students do at Harvard, where Professor Sandel has pitifully little interaction with his hundreds of students in every class. These teaching assistants make little money, significantly less than a tenured or even a non-tenured professor. It is only a matter of time before many university classes are taught virtually by superstar professors assisted by armies of low-paid onsite assistants. State universities will then be able to educate significantly more students at a fraction of the current cost. For many students this will be a great boon—a certified and possibly quality education at a cheap price. For most California voters, this is a good deal. But it is precisely what the faculty at San Jose State fear. As they write:
We believe the purchasing of online and blended courses is not driven by concerns about pedagogy, but by an effort to restructure the U.S. university system in general, and our own California State University system in particular. If the concern were pedagogically motivated, we would expect faculty to be consulted and to monitor quality control. On the other hand, when change is financially driven and involves a compromise of quality it is done quickly, without consulting faculty or curriculum committees, and behind closed doors. This is essentially what happened with SJSU's contract with edX. At a press conference (April 10, 2013 at SJSU) announcing the signing of the contract with edX, California Lieutenant Governor Gavin Newsom acknowledged as much: "The old education financing model, frankly, is no longer sustainable." This is the crux of the problem. It is time to stop masking the real issue of MOOCs and blended courses behind empty rhetoric about a new generation and a new world. The purchasing of MOOCs and blended courses from outside vendors is the first step toward restructuring the CSU.
The San Jose State philosophy professors are undoubtedly correct. We are facing a systematic transformation in higher education in this country and also in secondary education as well. Just as the Internet has revolutionized journalism and just as it is now shaking the foundations of medicine and law, the Internet will not leave education alone. Change seems nigh. Part of this change is being driven by cost. Some of it is also being driven by the failures and perceived failures of our current system. The question for those of us in the world of higher education is whether we can respond intelligently to save the good and change out the bad. It is time that faculties around the country focus on this question and for that we should all be thankful to the philosophy professors at San Jose State.
The Open Letter offers three main points to argue that it is bad pedagogy to replace them with the blended course model of MOOCs and teaching assistants.
First, they argue that good teaching requires professors engaged in research. When professors are engaged in active research programs, they are interested in and motivated by their fields. Students can perceive if a professor is bored with a class and students will always learn more and be driven to study and excel by professors who feel that their work matters. Some may wonder what the use of research is that is read by only a few colleagues around the world, but one answer is that such research is necessary to keep professors fresh and sharp. We all know the sad fate of professors who have disengaged from research.
Second, the philosophy professors accept the argument of many including myself that large lectures are not the best way to teach. They teach by the Socratic method, interacting with students. Such classes, they write, are much better than having students watch Professor Sandel engage Socratically with faculty at Harvard. Of course, the MOOC model would still allow for Socratic and personal engagement, just by much lower paid purveyors of the craft. The unanswered question is whether low-paid assistants can be trained to teach well. The answer may well be yes.
Third, the philosophy faculty worry about the exact same moral justice course being taught across the country. We can already see the disciplinary barricades being drawn. It may be one thing to teach Math to the whole country from one or two MOOCs, but philosophy needs multiple perspectives. But how many? The philosophy professors suggest that their highly diverse and often lower-middle-class students have different experiences and references than do Professor Sandel’s Harvard students. They can, in the classroom, better connect with these students than Professor Sandel via online lectures.
The points the San Jose State philosophy professors raise are important. In many ways, however, their letter misses the point. Our educational system is now structured on a few questionable premises. First, that everyone who attends college wants a liberal arts education. That is simply not true. Many students simply want a credential to get a job. If these students can be taught well and more cheaply, we should help them. There is a question of whether we need to offer everyone the same kind of highly personalized and expensive education. While such arguments will be lambasted as elitist, it is nevertheless true that not everyone wants or needs to read Kant closely. We should seek to protect the ability of those who do—no matter their economic class—and also allow those who don’t a more efficient path through school.
A second questionable premise is that specialization is necessary to be a good teacher. This also is false. Too much specialization removes one from the world of common sense. As I have argued before, we need professors who are educated more generally. It is important to learn about Shakespeare and Aristotle, but you don’t need to be a specialist in Shakespeare or Aristotle to teach them well and thoughtfully to undergraduates. This is not an argument against the Ph.D. It is important to study and learn an intellectual tradition if you are going to teach. But it is an argument against the professionalization of the Ph.D. and of graduate education in general. It is also an argument against the dominance of undergraduate curriculum by professionalized scholars.
Third, and perhaps most importantly, is the premise that everyone needs to go to college. If we put a fraction of the resources we currently spend on remedial education for college students back into public high schools in this country, we could begin the process of transforming high school into a serious and meaningful activity. For one thing, we could begin employing Ph.D.s as high school teachers as are many of the emerging early colleges opening around the country.
I am sympathetic to the philosophy professors at San Jose State. I too teach a course on Justice called “The Foundation of Law: The Quest for Justice.” It is a course quite similar and yet meaningfully different from Michael Sandel’s course on Justice. I believe it is better, no offense meant. And I would be upset if I were told next year that instead of teaching my course I would be in effect a glorified TA for Professor Sandel. I hope it doesn’t come to that, but I know it might.
The only response for those whose jobs are being replaced by computers or the Internet is to go out and figure out how to do it better. That is what happened to journalists who were fired in droves. Many quit voluntarily and began developing new models of journalism, including blogs that have enriched our public discourse and largely rejuvenated public journalism in this country. Blogs, of course, are not perfect, and there is the question of how to make a living writing one. But enterprising bloggers like Andrew Sullivan and Walter Russell Mead are figuring that out. So too are professors like Michael Sandel and Andrew Ng.
We need educators to become experimental these days, to create small schools and intensive curricula within larger institutions that make the most of the personal interaction that is the core of true pedagogy. If that happens, and if teachers offer meaningful education for which students or our taxpayers will pay, then our jobs will be safe. And our students will be better for it. For this reason, we should welcome the technology as a push to make ourselves better teachers.
The Open Letter to Michael Sandel deserves a response. I hope Professor Sandel offers one. Until then, I recommend that this beautiful Spring weekend you read the letter from the San Jose State Philosophy Department. It is your weekend read.
Governor Mitt Romney released his taxes for the last two years today. He refused to release earlier records. These two years of records are from the years when he knew he was running for President for the second time.
We can assume they are to some degree cleansed of the most egregious of offenses. That said: Wow!
As my friend John Drabinski just wrote:
Romney has Cayman Island, Luxembourg, and Swiss bank accounts (I'm sure that's patriotic), made over $20 million and paid a 13.9% rate (wtf?!), and I'm telling you, if folks don't flip out over this, then we deserve what we get in this country.
Romney's tax rate is below 15%! That is even below the capital gains rate and the unjustifiable carried interest rate for hedge fund investors. Why? Because he has tax havens and secret Swiss bank accounts that he uses to reduce his taxes. He just closed a Swiss bank account (not fast enough I guess).
This is disgrace. Someone who uses the gray zone of tax haven law to hide his income is not simply playing by the rules. Money in tax havens is protected from taxes, but also from regulations and disclosure rules. I am not saying Romney broke laws. But he wants to be President, the personification of the public spiritedness of the nation. To hide money around the world in tax dodges and secret accounts sends a clear message: protecting my money is more important than paying my fair share to the country. While this may be legal, it is hardly a recommendation for public service.
Unfortunately, Romney's approach to financial secrecy is all too common amongst the people in his elite circle. It is one thing to have a low capital gains rate tax for investment in equipment and factories. That does spur investment. I would favor a low 5% or so capital gains tax—but only if it were limited to actual capital investment. However, to tax investment in stocks at that low rate makes no economic sense. And the idea that carried interest (the profit a hedge fund manager or private equity manager makes on their investments) should be taxed at 15% is ludicrous, as every hedge fund manager I know admits in private.
Tax havens and tax policies are not simply economic questions. A just system of taxation is essential to preserve our democracy. You simply cannot have a country that puts the common interest above the private interests of its members when the wealthiest of its citizens are employing armies of lawyers and consultants to hide their money and assets.
The best account of these tax havens is found in Nicholas Shaxson's book Treasure Island: Uncovering the Damage of Offshore Banking and Tax Havens. Here are a few key quotes:
It is essential to understand from the outset that the offshore system is ultimately not about celebrity tax exiles and mobsters.... The offshore system is also about a more generalized subversion of democracy by our increasingly unaccountable elites. "Taxes are for the little people," The New York millionaire Leona Helmsley once famously said.
Much of what happens offshore is technically legal. A lot of it is plainly illegal and often criminal. And there is a vast gray area in between. All of it is profoundly dangerous, corrosive to democracy, and morally indefensible.
The Offshore World is All Around Us. Over half of world trade passes, at least on paper, through tax havens. Over half of all bank assets, and a third of foreign direct investment by multinational corporations, are routed offshore. Some 85 percent of international banking and bond issuance takes place in the so-called Euromarkets, a stateless offshore zone that we shall soon explore. Nearly every multinational corporation uses tax havens, and their largest users—by far—are on Wall Street.
Tax havens don't just offer an escape from tax. They also provide wealthy and powerful elites with secrecy and all manner of ways to shrug off the laws and duties that come along with living in and obtaining benefits from society—taxes, prudent financial regulation, criminal laws, inheritance rules, and many others. offering these escape routes is the tax havens' core line of business. It is what they do.
Just last week, the watchdog Global Financial Integrity revealed that the developing world suffered nearly $1 trillion in illicit financial outflows in 2009, "a number that is almost 10 times larger than the official development assistance they receive each year from Western economies like the United States, United Kingdom and Norway." As Raymond Baker writes:
A shadow financial system consisting of tax havens, secrecy jurisdictions and anonymous corporate vehicles makes it easy for corrupt dictators, terrorists, drug traffickers and tax evaders to quietly shepherd their funds out of the developing world and around the planet without notice.
Again, I don't know if Governor Romney broke laws. I imagine he stayed just this side of illegality.
But we have a moral and ethical problem in this country. A republic, as Montesquieu saw, runs on the fuel of the virtue of its citizens, which Montesquieu defined as their willingness to put the public interest above their private interests. We are a nation in need of renewal, and that demands leadership that inspires us to re-commit ourselves to the American dream and the American story. It is a great story, one worthy of being re-imagined. But how can someone lead us to that promised land when he has, by his actions, shown himself to care more about protecting his money in offshore tax havens than doing his duty as a citizen? He can't.
Andrew Sullivan calls for President Obama to go big and make tax reform a central priority in the State of the Union tonight. I agree. He also says:
It seems to me that this is not about Romney and shouldn't be about Romney. He broke no laws; he seems admirably charitable; his massive wealth is not a marker against him. The issue is the system. My basic view has long been for a flat, simple tax code, in which everyone pays either the same rate, or two or three clear rates, and all deductions are removed. You tax income and dividends at the same rate. You get government out of the way of an economy's market decisions, by not tilting the playing field.
I agree that Romney's tax write is not a marker against him. It is one thing to play by the rules and pay the required capital gains tax rate. And yes, he did give $7.1 Million to charity which comes to something like 17% of his income. But the issue is that he also seems to have taken aggressive measures to hide and protect that money offshore. While this is not technically illegal, it is not simply playing by the rules of the tax system. It is employing accountants and lawyers to seek loopholes and avoid the intent of those rules. And that is wrong, even it is not illegal.
Sullivan gets the main point right on:
To put it more bluntly: The president and the Democrats should not be piling on Romney because he's rich. They should be piling on the tax code because it is so insane. This issue is populist and good economics. With a full-scale Bowles-Simpson attack on deductions, reform could keep taxation simple and low and easier to understand. And that restrains lobbyists, who suddenly have far less to lobby for; and it restrains taxation. If you have three simple rates - say, 10, 20, 30 - then any increase in them is very, very visible. You want a government that can be monitored and controlled by the people? Simplify the tax code!
Read Andrew Sullivan here
Have you not watched Newt Gingrich's take down of CNN's John King at the opening of the Republican debate last night? You should.
Gingrich's supremely confident critique of the media's obsession with personal issues certainly put the Republican contest back in play and may have set him on the road to the nomination. It is also fascinating in the widely divergent reactions it has spawned.
The Republicans attending the debate gave Gingrich two standing ovations within three minutes. Most commentators have concluded that Gingrich won the debate in the first five minutes. But reaction on the left has been contemptuous.
Andrew Sullivan has great coverage and collects the responses.
John Marshall marvels at his hubris: "Shameless, hubris, chutzpah, whatever. It was pitch perfect for his intended audience. He took control of the debate and drew down all the tension about when the debate would turn to the open marriage stuff."
Andrew Sprung writes of an "astounding display of the Audacity of Hubris."
PM Carpenter shouts that it was "the most despicable display of grotesque demagoguery I have ever witnessed."
Tim Stanley (hat tip to Andrew Sullivan) has the best characterization of the rhetorical power of Gingrich's answer.
To understand the full power of Gingrich’s answer, you really have to watch him give it. The former Speaker has three standard expressions: charmed bemusement (“Why are you asking me that, you fool?”), indignant (“Why are you asking me that, you swine?”) and supreme confidence (“That’s not the question I would have asked, you moron”). Each comes with its own number of chins. For his stunning “No, but I will”, Newt employed the full dozen. He looked straight down them, with half moon goblin eyes. “I think the destructive, vicious, negative nature of much of the news media makes it harder to govern this country, harder to attract decent people to run for public office. And I am appalled that you would begin a presidential debate on a topic like that.” By the time his chins unfolded, Gingrich was in total command of the debate.
The interesting question is: was Gingrich wrong to react the way he did? Did his angry and forceful response show hubris and contempt? Or is it the confident and powerful response of a true leader?
For years, liberals and conservatives alike have kvetched unceasingly about how the media cares more about scandal than substance.
What was John King thinking starting off the last Republican debate before a crucial primary with a question about marital infidelity from decades ago? One can of course argue that infidelity goes to character, and maybe it could have been asked about in some way. But is it really the most important issue of the debate? There are plenty of questions about Gingrich's character that are more pertinent to his ability to be President. Whether he once asked his wife to allow him to keep a mistress is not what disqualifies him to be President.
The reason Gingrich is still in this contest is because he has a supreme confidence in himself. He believes that he is the only candidate with big ideas, the only one willing to really buck the status quo. He styles himself a leader, and the strengths and weaknesses of his idea of leadership were on display in his answer to John King.
The strengths are clear. He elevated himself far above his questioner. He assumed a leadership position and pushed through without any self-doubt or self-criticism. Imagine someone like President Obama acting with such assurance? It is almost inconceivable. I can't imagine watching Gingrich and not feeling something like: Finally! someone has the courage to say what they believe and tell the media to get over their titillations and focus on the fact that this is the most important Presidential election in a generation.
Gingrich's weaknesses are clear as well. The man is imperious. He lives at times in a fantasy world of his own, one in which he is the philosopher king straining to keep calm and save the rest of us before he explodes at our idiocy. Nothing is more indicative of his hubris is his contempt for the Congressional Budget Office, the non-partisan body that Gingrich regularly assails and wants to abolish. Why that has never been asked about in the debates is a travesty, and in many ways supports Gingrich's tirade. In any case, it speaks much more to the question of character and leadership than his marital problems.
Andrew Sullivan has an excellent essay in The Daily Beast about the undeniable allure of the Occupy Wall Street protests, in spite of what he calls "the hippie problem." As much as there are elements of the protests and the protesters that sound naïve and even coarse, as much as they at times seem out of touch, there is a core truth to the Occupy Wall Street movements that is so profound that it cannot be denied. In short, we must agree with the basic idea: that our democracy and our political system are broken. Here is Sullivan:
The theme that connects them all is disenfranchisement, the sense that the world is shifting deeply and inexorably beyond our ability to control it through our democratic institutions. You can call this many things, but a “democratic deficit” gets to the nub of it. Democracy means rule by the people—however rough-edged, however blunted by representative government, however imperfect. But everywhere, the people feel as if someone else is now ruling them—and see no way to regain control.
If you have any doubt that we have lost all trust in our democratic government (and who has such doubts), read this front-page article in today's NY Times.
A healthy democracy needs at least two things.
First, a strong middle class. As thinkers from Aristotle to Arendt have emphasized, political life requires that the people share a common world. Those who are too rich or too poor are excluded from what the people share; they exist often on the fringes of that consensus of common sense. It is the middle classes that determine a strong and meaningful sense of what the people are and give depth and sense to the public world. The best Constitution, Aristotle writes in his Politics, is one that encourages the largest middle class. The loss of our middle class has weakened that common sense and threatens our political system.
Second, a healthy democracy needs a shared factual world. As Hannah Arendt has argued, without a shared factual world, we cannot talk, argue, or disagree with others; we are left with nothing to do but talk to those with whom we already agree. In a world without facts, we risk undermining the venture of politics as Arendt understood it: to create together a common world, one as unruly, disorderly, and argumentative as such togetherness demands.
The Hannah Arendt Center for Politics and Humanities at Bard College convenes a conference exploring the loss of fact and the attack on common sense that have corroded our political world and fed our unprecedented distrust of politics. The conference—Truthtellng: Democracy in an Age Without Facts—is this weekend, Friday and Saturday, Oct. 28-29. You can watch the conference via live web simulcast by going to the Arendt Center website on Friday, beginning at 10:30 am.
To read more of Andrew Sullivan's article, click here.