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Economic literacy contributes to a second class of knowledge.

For some economic decisions, such as buying a home or investing in the stock market, it is possible to hire professional or technical help when making a choice, but in most cases it is neither economical nor practical for an individual to hire a skilled professional every time an economic decision needs to be made.

There are three essential ingredients for effective economic education in the schools.

The development of economic literacy must begin in the schools. Even young children are capable of learning basic economic concepts that help them understand their economic world. In the secondary years, that initial foundation can be expanded to include instruction in a broader set of economic ideas and concepts

Some may think that economics is too difficult a subject to be taught to children and youth, and that such instruction should wait until college

Waiting until students are in college to teach economics is simply a matter of "too little and too late." The majority of students end their formal education with secondary school, and even those students who continue their learning at a college or university may not take an economics course.

Economic literacy improves the competence of each individual for making personal and social decisions about the multitude of economic issues that will be encountered over a lifetime.

First, teachers must be knowledgeable about the subject and be able to help students learn how to use basic economic concepts to analyze personal and social issues. Second, good curriculum guides and instructional materials are needed that present economic content at an appropriate level for the student to understand. Third, economics must have a central place in the school curriculum—similar to math, science, history and language arts—so that substantial classroom time is devoted to economics instruction

Over the past 40 years there has been a significant improvement in each area.

A study of high school transcripts shows that only about 44 percent of high school students take a separate course in economics. This course is usually offered in the 12th grade as an elective and lasts for only a semester.

Given this situation—that fewer than half of high school graduates take a course in economics—it should not be surprising that study after study show that there is widespread economic illiteracy among youth and the American public.

Some 87 percent of high school seniors rated their knowledge and understanding of economic and economic issues as only fair or poor.

Knowing what determines prices in a market economy and accepting the outcomes are two different things. If demand or supply conditions change, prices in a competitive market will rise and fall. Having a basic understanding of how markets work does not always mean that people will like price changes, especially if prices rise, but it should increase the probability of accepting the market outcome

The development of basic economic literacy is an important goal for a democratic society that relies heavily on informed citizenry and personal economic decision-making.

To achieve that goal will require that significant gaps in the economic education of youth be closed by giving economics a more central place in the school curriculum. More economics coursework at the precollege level sets a foundation for economic literacy, but it is only the beginning.

poor readers can sound out words from print, so in that sense, they can read. Yet they are functionally illiterate — they comprehend very little of what they can sound out. So what does comprehension require? Broad vocabulary, obviously. Equally important, but more subtle, is the role played by factual knowledge.

All prose has factual gaps that must be filled by the reader.

Knowledge also provides context.

You might think, then, that authors should include all the information needed to understand what they write.

Current education practices show that reading comprehension is misunderstood. It’s treated like a general skill that can be applied with equal success to all texts. Rather, comprehension is intimately intertwined with knowledge.

students who score well on reading tests are those with broad knowledge; they usually know at least a little about the topics of the passages on the test.

One experiment tested 11th graders’ general knowledge with questions from science (“pneumonia affects which part of the body?”), history (“which American president resigned because of the Watergate scandal?”), as well as the arts, civics, geography, athletics and literature. Scores on this general knowledge test were highly associated with reading test scores.

But those details would make prose long and tedious for readers who already know the information. “Write for your audience” means, in part, gambling on what they know.

That suggests three significant changes in schooling.

First, it points to decreasing the time spent on literacy instruction in early grades.

Third-graders spend 56 percent of their time on literacy activities but 6 percent each on science and social studies. This disproportionate emphasis on literacy backfires in later grades, when children’s lack of subject matter knowledge impedes comprehension.

Another positive step would be to use high-information texts in early elementary grades. Historically, they have been light in content.

Second, understanding the importance of knowledge to reading ought to make us think differently about year-end standardized tests. If a child has studied New Zealand, she ought to be good at reading and thinking about passages on New Zealand. Why test her reading with a passage about spiders, or the Titanic?

Third, the systematic building of knowledge must be a priority in curriculum design.

The Common Core Standards for reading specify nearly nothing by way of content that children are supposed to know — the document valorizes reading skills. State officials should go beyond the Common Core Standards by writing content-rich grade-level standards

Don’t blame the internet, or smartphones, or fake news for Americans’ poor reading. Blame ignorance. Turning the tide will require profound changes in how reading is taught, in standardized testing and in school curriculums. Underlying all these changes must be a better understanding of how the mind comprehends what it reads.

Daniel T. Willingham (@DTWillingham) is a professor of psychology at the University of Virginia and the author, most recently, of “The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads.”

When we consider how we engage with the news, some shortcuts we may want to pay close attention to, and reflect carefully on, are cognitive biases.

In fact, without these heuristics, it would be impossible for us to process all the information we receive daily. However, the use of these shortcuts can lead to “blind spots,” or unintentional ways we respond to information that can have negative consequences for how we engage with, digest, and share the information we encounter

These shortcuts, also called heuristics, streamline our problem-solving process and help us make relatively quick decisions.

Confirmation bias is the tendency to seek out and value information that confirms our pre-existing beliefs while discarding information that proves our ideas wrong.

Cognitive biases are best described as glitches in how we process information

Echo chamber effect refers to a situation in which we are primarily exposed to information, people, events, and ideas that already align with our point of view.

Anchoring bias, also known as “anchoring,” refers to people’s tendency to consider the first piece of information they receive about a topic as the most reliable

The framing effect is what happens when we make decisions based on how information is presented or discussed, rather than its actual substance.

Fluency heuristic occurs when a piece of information is deemed more valuable because it is easier to process or recall

Everyone operates under one or more cognitive biases. So, when searching for and reading the news (or other information), it is important to be aware of how these biases might shape how we make sense of this information.

In conclusion, we may not be able to control the content of the news — whether it is fake, reliable, or somewhere in between — but we can learn to be aware of how we respond to it and adjust our evaluations of the news accordingly.

subjects read several sentences. When he tested them 40 minutes later, they could generally remember the sentences word for word. Four days later, though, they were useless at recalling the specific phrasing of the sentences—but still very good at describing the meaning of them.

When you’re an expert in a subject, you can retain new factoids on your favorite topic easily. This only works for the subjects you’re truly passionate about, though

The groups that scored highest on a test of their transactive memory—in other words, the groups where members most relied on each other to recall information—performed better than those who didn't use transactive memory. Transactive groups don’t just remember better: They also analyze problems more deeply, too, developing a better grasp of underlying principles.

Wegner noticed that spouses often divide up memory tasks. The husband knows the in-laws' birthdays and where the spare light bulbs are kept; the wife knows the bank account numbers and how to program the TiVo

Together, they know a lot. Separately, less so.

Wegner suspected this division of labor takes place because we have pretty good "metamemory." We're aware of our mental strengths and limits, and we're good at intuiting the memory abilities of others.

We share the work of remembering, Wegner argued, because it makes us collectively smarter

They were, in a sense, Googling each other.

Transactive memory works best when you have a sense of how your partners' minds work—where they're strong, where they're weak, where their biases lie. I can judge that for people close to me. But it's harder with digital tools, particularly search engines

So humanity has always relied on coping devices to handle the details for us. We’ve long stored knowledge in books, paper, Post-it notes

And as it turns out, this is what we’re doing with Google and Evernote and our other digital tools. We’re treating them like crazily memorious friends who are usually ready at hand. Our “intimate dyad” now includes a silicon brain.

When Sparrow tested the students, the people who knew the computer had saved the information were less likely to personally recall the info than the ones who were told the trivia wouldn't be saved. In other words, if we know a digital tool is going to remember a fact, we're slightly less likely to remember it ourselves

believing that one won't have access to the information in the future enhances memory for the information itself, whereas believing the information was saved externally enhances memory for the fact that the information could be accessed.

Just as we learn through transactive memory who knows what in our families and offices, we are learning what the computer 'knows' and when we should attend to where we have stored information in our computer-based memories,

We’ve stored a huge chunk of what we “know” in people around us for eons. But we rarely recognize this because, well, we prefer our false self-image as isolated, Cartesian brains

We’re dumber and less cognitively nimble if we're not around other people—and, now, other machines.

When humans spew information at us unbidden, it's boorish. When machines do it, it’s enticing.

Though you might assume search engines are mostly used to answer questions, some research has found that up to 40 percent of all queries are acts of remembering. We're trying to refresh the details of something we've previously encountered.

"the thinking processes of the intimate dyad."

We need to develop literacy in these tools the way we teach kids how to spell and write; we need to be skeptical about search firms’ claims of being “impartial” referees of information

And on an individual level, it’s still important to slowly study and deeply retain things, not least because creative thought—those breakthrough ahas—come from deep and often unconscious rumination, your brain mulling over the stuff it has onboard.

you can stop worrying about your iPhone moving your memory outside your head. It moved out a long time ago—yet it’s still all around you.

Perhaps more fundamental, the rules that shape how the bricoleur selects the various elements have also changed. Religion is far less formative of our public discourse and culture in the deep, constitutive way that it was even as recently as the postwar period, due in large part to the rise of neo-liberalism.

if we ask Americans a range of questions about matters that extend beyond their immediate horizons, we would be somewhat amazed by the blind spots in our thinking. Ignorance about religion might very well extend to ignorance about geopolitical concerns or about other cultures generally. What is striking, and simultaneously disturbing, is the degree to which our comfort and certainty about ourselves as Americans and about the world we inhabit enable us to settle into a kind of willful ignorance. So I am not inclined to single out religion in this regard; something more fundamental has been revealed

To take seriously the results of the Pew quiz leads us to question the substance of our national commitment to religious tolerance and pluralism. If our knowledge of other religions (even our own) is shoddy, then what constitutes the substance of our toleration of others? Is it simply a procedural concern? And, more importantly, if we fail to know basic facts about others, do we make it easier to retreat into the comfort of insular spaces, deaf to the claims of others? Do we expect, at the end of the day, no matter our public announcements to the contrary, that all others should sound and believe as the majority of Americans do?

The Pew Forum’s Religious Knowledge Survey examines one type of religious knowledge: knowledge-that. Respondents were asked whether certain propositions about world religions were true. But it is an open question whether this really is the sort of knowledge that we have in mind when we are talking about religious knowledge. At least sometimes, it seems like we mean knowledge-how.

The unwritten premise of the survey is that belief ought to be individual, considered, and fully-informed. But that premise fits neither religious experience nor human subjectivity over the long term. Thus to ask these questions in this way is to presume a particular kind of religious subject that is largely nonexistent, then to take pleasure in clucking over its nonexistence.

what if religion is not primarily about knowledge? What if the defining core of religion is more like a way of life, a nexus of action? What if, as per Charles Taylor, a religious orientation is more akin to a “social imaginary,” which functions as an “understanding” on a register that is somewhat inarticulable? Indeed, I think Taylor’s corpus offers multiple resources for criticizing what he would describe as the “intellectualism” of such approaches to religion—methodologies that treat human persons as “thinking things,” and thus reduce religious phenomena to a set of ideas, beliefs, and propositions. Taylor’s account of social imaginaries reminds us of a kind of understanding that is “carried” in practices, implicit in rituals and routines, and can never be adequately articulated or made explicit. If we begin to think about religion more like a social imaginary than a set of propositions and beliefs, then the methodologies of surveys of religious “knowledge” are going to look problematic.

I’m reminded of an observation Wittgenstein makes in the Philosophical Investigations: One could be a master of a game without being able to articulate the rules.

belief, faith and knowledge, Pew Forum on Religion and Public Life, religion and science, religion in the U.S., religious literacy, surveys, U.S. Religious Knowledge Survey

The philosopher Immanuel Kant (1724–1804) argued in his Critique of Pure Reason that the human mind knows objects in innate, a priori ways. Kant claimed that humans, from birth, must experience all objects as being successive (time) and juxtaposed (space). His list of inborn categories describes predicates that the mind can attribute to any object in general. Arthur Schopenhauer (1788–1860) agreed with Kant, but reduced the number of innate categories to one—causality—which presupposes the others.

Modern nativism is most associated with the work of Jerry Fodor (1935–2017), Noam Chomsky (b. 1928), and Steven Pinker (b. 1954), who argue that humans from birth have certain cognitive modules (specialised genetically inherited psychological abilities) that allow them to learn and acquire certain skills, such as language.

For example, children demonstrate a facility for acquiring spoken language but require intensive training to learn to read and write. This poverty of the stimulus observation became a principal component of Chomsky's argument for a "language organ"—a genetically inherited neurological module that confers a somewhat universal understanding of syntax that all neurologically healthy humans are born with, which is fine-tuned by an individual's experience with their native language

In The Blank Slate (2002), Pinker similarly cites the linguistic capabilities of children, relative to the amount of direct instruction they receive, as evidence that humans have an inborn facility for speech acquisition (but not for literacy acquisition).

A number of other theorists[1][2][3] have disagreed with these claims. Instead, they have outlined alternative theories of how modularization might emerge over the course of development, as a result of a system gradually refining and fine-tuning its responses to environmental stimuli.[4]

Many empiricists are now also trying to apply modern learning models and techniques to the question of language acquisition, with marked success.[20] Similarity-based generalization marks another avenue of recent research, which suggests that children may be able to rapidly learn how to use new words by generalizing about the usage of similar words that they already know (see also the distributional hypothesis).[14][21][22][23]

The term universal grammar (or UG) is used for the purported innate biological properties of the human brain, whatever exactly they turn out to be, that are responsible for children's successful acquisition of a native language during the first few years of life. The person most strongly associated with the hypothesising of UG is Noam Chomsky, although the idea of Universal Grammar has clear historical antecedents at least as far back as the 1300s, in the form of the Speculative Grammar of Thomas of Erfurt.

This evidence is all the more impressive when one considers that most children do not receive reliable corrections for grammatical errors.[9] Indeed, even children who for medical reasons cannot produce speech, and therefore have no possibility of producing an error in the first place, have been found to master both the lexicon and the grammar of their community's language perfectly.[10] The fact that children succeed at language acquisition even when their linguistic input is severely impoverished, as it is when no corrective feedback is available, is related to the argument from the poverty of the stimulus, and is another claim for a central role of UG in child language acquisition.

Researchers at Blue Brain discovered a network of about fifty neurons which they believed were building blocks of more complex knowledge but contained basic innate knowledge that could be combined in different more complex ways to give way to acquired knowledge, like memory.[11

experience, the tests would bring about very different characteristics for each rat. However, the rats all displayed similar characteristics which suggest that their neuronal circuits must have been established previously to their experiences. The Blue Brain Project research suggests that some of the "building blocks" of knowledge are genetic and present at birth.[11]

modern nativist theory makes little in the way of specific falsifiable and testable predictions, and has been compared by some empiricists to a pseudoscience or nefarious brand of "psychological creationism". As influential psychologist Henry L. Roediger III remarked that "Chomsky was and is a rationalist; he had no uses for experimental analyses or data of any sort that pertained to language, and even experimental psycholinguistics was and is of little interest to him".[13]

, Chomsky's poverty of the stimulus argument is controversial within linguistics.[14][15][16][17][18][19]

Neither the five-year-old nor the adults in the community can easily articulate the principles of the grammar they are following. Experimental evidence shows that infants come equipped with presuppositions that allow them to acquire the rules of their language.[6]

Paul Griffiths, in "What is Innateness?", argues that innateness is too confusing a concept to be fruitfully employed as it confuses "empirically dissociated" concepts. In a previous paper, Griffiths argued that innateness specifically confuses these three distinct biological concepts: developmental fixity, species nature, and intended outcome. Developmental fixity refers to how insensitive a trait is to environmental input, species nature reflects what it is to be an organism of a certain kind, and the intended outcome is how an organism is meant to develop.[24]

Empowered by their own sources of information and their own interpretations of research, doubters have declared war on the consensus of experts.

Our lives are permeated by science and technology as never before. For many of us this new world is wondrous, comfortable, and rich in rewards—but also more complicated and sometimes unnerving. We now face risks we can’t easily analyze.

The world crackles with real and imaginary hazards, and distinguishing the former from the latter isn’t easy.

In this bewildering world we have to decide what to believe and how to act on that. In principle that’s what science is for.

“Science is not a body of facts,” says geophysicist Marcia McNutt,

“Science is a method for deciding whether what we choose to believe has a basis in the laws of nature or not.”

The scientific method leads us to truths that are less than self-evident, often mind-blowing, and sometimes hard to swallow.

We don’t believe you.

Galileo was put on trial and forced to recant. Two centuries later Charles Darwin escaped that fate. But his idea that all life on Earth evolved from a primordial ancestor and that we humans are distant cousins of apes, whales, and even deep-sea mollusks is still a big ask for a lot of people. So is another 19th-century notion: that carbon dioxide, an invisible gas that we all exhale all the time and that makes up less than a tenth of one percent of the atmosphere, could be affecting Earth’s climate.

we intellectually accept these precepts of science, we subconsciously cling to our intuitions

Shtulman’s research indicates that as we become scientifically literate, we repress our naive beliefs but never eliminate them entirely. They lurk in our brains, chirping at us as we try to make sense of the world.

Most of us do that by relying on personal experience and anecdotes, on stories rather than statistics.

We have trouble digesting randomness; our brains crave pattern and meaning.

we can deceive ourselves.

Even for scientists, the scientific method is a hard discipline. Like the rest of us, they’re vulnerable to what they call confirmation bias—the tendency to look for and see only evidence that confirms what they already believe. But unlike the rest of us, they submit their ideas to formal peer review before publishing them

other scientists will try to reproduce them

Scientific results are always provisional, susceptible to being overturned by some future experiment or observation. Scientists rarely proclaim an absolute truth or absolute certainty. Uncertainty is inevitable at the frontiers of knowledge.

Many people in the United States—a far greater percentage than in other countries—retain doubts about that consensus or believe that climate activists are using the threat of global warming to attack the free market and industrial society generally.

news media give abundant attention to such mavericks, naysayers, professional controversialists, and table thumpers. The media would also have you believe that science is full of shocking discoveries made by lone geniuses

science tells us the truth rather than what we’d like the truth to be. Scientists can be as dogmatic as anyone else—but their dogma is always wilting in the hot glare of new research.

But industry PR, however misleading, isn’t enough to explain why only 40 percent of Americans, according to the most recent poll from the Pew Research Center, accept that human activity is the dominant cause of global warming.

“science communication problem,”

yielded abundant new research into how people decide what to believe—and why they so often don’t accept the scientific consensus.

higher literacy was associated with stronger views—at both ends of the spectrum. Science literacy promoted polarization on climate, not consensus. According to Kahan, that’s because people tend to use scientific knowledge to reinforce beliefs that have already been shaped by their worldview.

“egalitarian” and “communitarian” mind-set are generally suspicious of industry and apt to think it’s up to something dangerous that calls for government regulation; they’re likely to see the risks of climate change.

“hierarchical” and “individualistic” mind-set respect leaders of industry and don’t like government interfering in their affairs; they’re apt to reject warnings about climate change, because they know what accepting them could lead to—some kind of tax or regulation to limit emissions.

For a hierarchical individualist, Kahan says, it’s not irrational to reject established climate science: Accepting it wouldn’t change the world, but it might get him thrown out of his tribe.

Science appeals to our rational brain, but our beliefs are motivated largely by emotion, and the biggest motivation is remaining tight with our peers.

organizations funded in part by the fossil fuel industry have deliberately tried to undermine the public’s understanding of the scientific consensus by promoting a few skeptics.

Internet makes it easier than ever for climate skeptics and doubters of all kinds to find their own information and experts

Internet has democratized information, which is a good thing. But along with cable TV, it has made it possible to live in a “filter bubble” that lets in only the information with which you already agree.

How to convert climate skeptics? Throwing more facts at them doesn’t help.

people need to hear from believers they can trust, who share their fundamental values.

We believe in scientific ideas not because we have truly evaluated all the evidence but because we feel an affinity for the scientific community.

“Believing in evolution is just a description about you. It’s not an account of how you reason.”

evolution actually happened. Biology is incomprehensible without it. There aren’t really two sides to all these issues. Climate change is happening. Vaccines really do save lives. Being right does matter—and the science tribe has a long track record of getting things right in the end. Modern society is built on things it got right.

Doubting science also has consequences.

In the climate debate the consequences of doubt are likely global and enduring. In the U.S., climate change skeptics have achieved their fundamental goal of halting legislative action to combat global warming.

“That line between science communication and advocacy is very hard to step back from,”

It’s their very detachment, what you might call the cold-bloodedness of science, that makes science the killer app.

that need to fit in is so strong that local values and local opinions are always trumping science.

not a sin to change your mind when the evidence demands it.

for the best scientists, the truth is more important than the tribe.

Students come away thinking of science as a collection of facts, not a method.

Shtulman’s research has shown that even many college students don’t really understand what evidence is.

“Everybody should be questioning,” says McNutt. “That’s a hallmark of a scientist. But then they should use the scientific method, or trust people using the scientific method, to decide which way they fall on those questions.”

science has made us the dominant organisms,

incredibly rapid change, and it’s scary sometimes. It’s not all progress.

Most people successfully avoided reading until about 300 years ago. It was about then that Western European priests and princes decided that everyone should be taught to read. These literacy-loving types tried various schemes to make common folks literate; the most effective of these, however, was naked coercion. By the nineteenth century, churches and states all over Europe and North America were forcing parents to send their kids to school to learn to read

So it happened that by the early twentieth century most people in Western Europe and North America could read. They had no choice in the matter. They still don’t.

Why don’t most people like to read? The answer is surprisingly simple: humans weren’t evolved to read. Note that we have no reading organs: our eyes and brains were made for watching, not for decoding tiny symbols on mulch sheets. To prepare our eyes and brains for reading, we must rewire them. This process takes years of hard work to accomplish, and some people never accomplish it all. Moreover, even after you’ve learned to read, you probably won’t find reading to be very much fun. It consumes all of your attention, requires active thought, and makes your eyes hurt. For most people, then, reading is naturally hard and, therefore, something to be avoided if at all possible.

we have misidentified the “problem” facing us: it is not the much-bemoaned reading gap, but rather a seldom-mentioned knowledge gap. Though it is immodest to say, we readers genuinely know more than those who do not read. Thus we are usually able to make better-informed decisions than non-readers can.

If we lived in an aristocracy of readers, this maldistribution of knowledge might be acceptable. But we don’t; rather, we live in a democracy (if we are lucky). In a democracy, the people – readers and non-readers alike – decide. Thus we would like all citizens to be knowledgeable so that they can make well-informed decisions about our common affairs. This has been a central goal of the Reading Class since the literacy-loving Enlightenment.

If we in the Reading Class want to teach the the reading-averse public more effectively than we have in the past, we must rid ourselves of our reading fetish and admit that we’ve been falling down on the job. Once we take this painful step, then a number of interesting options for closing the knowledge gap become available. The most promising of these options is using audio and video to share what we know with the public at large.

We have to laboriously learn to read, but we are born with the ability to watch and listen. We don’t find reading terribly pleasant, but we do find watching and listening generally enjoyable.

The results of this “natural experiment” are in: people would much rather watch/listen than read. This is why Americans sit in front of the television for three hours a day, while they read for only a tiny fraction of that time.

Our task, then, is to give them something serious to watch and listen to, something that conveys the richness and complexity of our written work in pictures and sounds. The good news is that we can easily do this.

Today any lecturer can produce and distribute high quality audio and video programs. Most scholars have the equipment on their desks (that is, a PC). The software is dead simple and inexpensive. And the shows themselves can be distributed the world over on the Internet for almost nothing.

I’ve done it. Here are two examples. The first is New Books in History, an author-interview podcast featuring historians with new books. Aside from the computer, the total hardware and software start-up costs were roughly $300. It took me no time to learn the software thanks to some handy on-line tutorials available on Lynda.com. Today New Books in History has a large international audience.

The “new books” podcasts are not about serious books; they are about the ideas trapped in those serious, and seriously un-read, books. Books imprison ideas; the “new books” podcasts set them free.)

iterating arguments explored in more depth in books like Al Gore’s “The Assault on Reason,” Susan Jacoby’s “The Age of American Unreason,” Robert Hughes’s “Culture of Complaint” and, of course, Richard Hofstadter’s 1963 classic, “Anti-Intellectualism in American Life.” Nichols’s source notes are one of the highlights of the volume, pointing the reader to more illuminating books and articles.

“resistance to intellectual authority” naturally took root in a country, dedicated to the principles of liberty and egalitarianism, and how American culture tends to fuel “romantic notions about the wisdom of the common person or the gumption of the self-educated genius.”

the “protective swaddling environment of the modern university infantilizes students,”

today’s populism has magnified disdain for elites and experts of all sorts, be they in foreign policy, economics, even science.

Trump won the 2016 election, Nichols writes, because “he connected with a particular kind of voter who believes that knowing about things like America’s nuclear deterrent is just so much pointy-headed claptrap.” Worse, he goes on, some of these voters “not only didn’t care that Trump is ignorant or wrong, they likely were unable to recognize his ignorance or errors,” thanks to their own lack of knowledge.

While the internet has allowed more people more access to more information than ever before, it has also given them the illusion of knowledge when in fact they are drowning in data and cherry-picking what they choose to read

it becomes easy for one to succumb to “confirmation bias” — the tendency, as Nichols puts it, “to look for information that only confirms what we believe, to accept facts that only strengthen our preferred explanations, and to dismiss data that challenge what we accept as truth.”

When confronted with hard evidence that they are wrong, many will simply double down on their original assertions. “This is the ‘backfire effect,’” Nichols writes, “in which people redouble their efforts to keep their own internal narrative consistent, no matter how clear the indications that they’re wrong.” As a result, extreme views are amplified online, just as fake news and propaganda easily go viral.

Today, all these factors have combined to create a maelstrom of unreason that’s not just killing respect for expertise, but also undermining institutions, thwarting rational debate and spreading an epidemic of misinformation. These developments, in turn, threaten to weaken the very foundations of our democracy.

“Laypeople complain about the rule of experts and they demand greater involvement in complicated national questions, but many of them only express their anger and make these demands after abdicating their own important role in the process: namely, to stay informed and politically literate enough to choose representatives who can act on their behalf.”

some said they are already witnessing deficiencies in young peoples’ abilities to focus their attention, be patient and think deeply. Some experts expressed concerns that trends are leading to a future in which most people become shallow consumers of information, endangering society."

Many of the respondents in this survey predict that Gen AO will exhibit a thirst for instant gratification and quick fixes and a lack of patience and deep-thinking ability due to what one referred to as “fast-twitch wiring.”

“The replacement of memorization by analysis will be the biggest boon to society since the coming of mass literacy in the late 19th to early 20th century.” — Paul Jones, University of North Carolina-Chapel Hill

“Teens find distraction while working, distraction while driving, distraction while talking to the neighbours. Parents and teachers will have to invest major time and efforts into solving this issue – silence zones, time-out zones, meditation classes without mobile, lessons in ignoring people.”

“Society is becoming conditioned into dependence on technology in ways that, if that technology suddenly disappears or breaks down, will render people functionally useless. What does that mean for individual and social resiliency?

“Short attention spans resulting from quick interactions will be detrimental to focusing on the harder problems and we will probably see a stagnation in many areas: technology, even social venues such as literature. The people who will strive and lead the charge will be the ones able to disconnect themselves to focus.”

“The underlying issue is that they will become dependent on the Internet in order to solve problems and conduct their personal, professional, and civic lives. Thus centralized powers that can control access to the Internet will be able to significantly control future generations. It will be much as in Orwell's 1984, where control was achieved by using language to shape and limit thought, so future regimes may use control of access to the Internet to shape and limit thought.”

“Increasingly, teens and young adults rely on the first bit of information they find on a topic, assuming that they have found the ‘right’ answer, rather than using context and vetting/questioning the sources of information to gain a holistic view of a topic.”

“Parents and kids will spend less time developing meaningful and bonded relationships in deference to the pursuit and processing of more and more segmented information competing for space in their heads, slowly changing their connection to humanity.”

“It’s simply not possible to discuss, let alone form societal consensus around major problems without lengthy, messy conversations about those problems. A generation that expects to spend 140 or fewer characters on a topic and rejects nuance is incapable of tackling these problems.”

The Common Core promotes 10 so-called "College and Career Readiness Anchor Standards" for reading that emphasize technical skills like analyzing, integrating, and delineating a text. But these expectations deal very little with ensuring students are actually appreciating the literature at hand—and say nothing about the personal engagement and life lessons to which my principal was referring

Kate Kinsella, an influential author who consults school districts across the country and is considered "a guiding force on the National Advisory Board for the Consortium on Reading Excellence," recently told me to "ditch literature" since "literary fiction is not critical to college success." Kinsella continued, "What’s represented by the standards is the need to analyze texts rather than respond to literature.

As a teacher working within this regimented environment, my classroom objectives have had to shift. I used to feel deeply satisfied facilitating a rich classroom discussion on a Shakespearean play; now, I feel proud when my students explicitly acknowledge the aforementioned "anchor standards" and take the initiative to learn these technical skills.

But as a man who used to be a high school student interested in pursuing wisdom, I’m almost startled to find myself up late at night, literally studying these anchor standards instead of Hamlet itself.

It just feels like a very slow, gradual cultural shift that I don’t even notice except for sudden moments of nostalgia, like remembering a dream out of nowhere

I get it: My job is to teach communication, not values, and maybe that’s reasonable. After all, I’m not sure I would want my daughter gaining her wisdom from a randomly selected high-school teacher just because he passed a few writing and literature courses at a state university (which is what I did). My job description has evolved, and I’m fine with that

This arrangement, in theory, allows students to read the literature on their own, when they get their own time—and I’m fine with that. But then, where are they getting the time and space to appreciate the deeper lessons of classic literature, to evaluate its truth and appropriately apply it to their own lives?

research suggests that a significant majority of teens do not attend church, and youth church attendance has been decreasing over the past few decades. This is fine with me. But then again, where are they getting their wisdom?

I’m not talking about my child, or your child. I’m absolutely positive that my daughter will know the difference between Darcy and Wickham before she’s in eighth grade; and it's likely that people who would gravitate toward this story would appreciate this kind of thinking

I’m talking about American children in general—kids whose parents work all day, whose fathers left them or whose mothers died

even for the parents who do prioritize the humanities in their households, I’m not sure that one generation is actually sharing culturally relevant wisdom with the next one—not if the general community doesn’t even talk about what that wisdom specifically means. Each family can be responsible for teaching wisdom in their own way, and I’m fine with that. But then, does the idea of cultural wisdom get surrendered in the process?

Secular wisdom in the public schools seems like it should inherently spring from the literature that’s shaped American culture. And while the students focus on how Whitman’s "purpose shapes the content and style of his text," they’re obviously exposed to the words that describe his leaves of grass.

But there is a noticeable deprioritization of literature, and a crumbling consensus regarding the nation’s idea of classic literature. The Common Core requires only Shakespeare, which is puzzling if only for its singularity

The country’s disregard for the institutional transfer of cultural wisdom is evident with this single observation: None of the state assessments has a single question about the content of any classic literature. They only test on reading skills

But where are the students getting their wisdom?

Admittedly, nothing about the Common Core or any modern shifts in teaching philosophies is forbidding me from sharing deeper lessons found in Plato’s cave or Orwell’s Airstrip One. The fine print of the Common-Core guidelines even mentions a few possible titles. But this comes with constant and pervasive language that favors objective analysis over personal engagement.

Later, a kid who reminds me of the teenager I was in high school—a boy who is at different times depressed, excited, naive, and curious—asked me why I became an English teacher. I smiled in self-defense, but I was silent again, not knowing what to say anymore.

The important thing to remember amid all this, and the thing that has changed the game when it comes to the free speech/content moderation conversation, is that Elon Musk himself loves conspiracy theorie

The media isn’t just unduly critical—a perennial sore spot for Musk—but “all news is to some degree propaganda,” meaning he won’t label actual state-affiliated propaganda outlets on his platform to distinguish their stories from those of the New York Times.

In his mind, they’re engaged in the same activity, so he strikes the faux-populist note that the people can decide for themselves what is true, regardless of objectively very different track records from different sources.

Musk’s “just asking questions” maneuver is a classic Trump tactic that enables him to advertise conspiracy theories while maintaining a sort of deniability.

At what point should we infer that he’s taking the concerns of someone like Loomer seriously not despite but because of her unhinged beliefs?

Musk’s skepticism seems largely to extend to criticism of the far-right, while his credulity for right-wing sources is boundless.

This is part of the argument for content moderation that limits the dispersal of bullshit: People simply don’t have the time, energy, or inclination to seek out the boring truth when stimulated by some online outrage.

Refuting bullshit requires some technological literacy, perhaps some policy knowledge, but most of all it requires time and a willingness to challenge your own prior beliefs, two things that are in precious short supply online.

Brandolini’s Law holds that the amount of energy needed to refute bullshit is an order of magnitude bigger than that needed to produce it.

Here we can return to the example of Loomer’s tweet. People did fact-check her, but it hardly matters: Following Musk’s reply, she ended up receiving over 5 million views, an exponentially larger online readership than is normal for her. In the attention economy, this counts as a major win. “Thank you so much for posting about this, @elonmusk!” she gushed in response to his reply. “I truly appreciate it.”

the problem isn’t limited to elevating Loomer. Musk had his own stock of misinformation to add to the pile. After interacting with her account, Musk followed up last Tuesday by tweeting out last week a 2021 Federalist article claiming that Facebook founder Mark Zuckerberg had “bought” the 2020 election, an allegation previously raised by Trump and others, and which Musk had also brought up during his recent interview with Tucker Carlson.

If Zuckerberg wanted to use his vast fortune to tip the election, it would have been vastly more efficient to create a super PAC with targeted get-out-the-vote operations and advertising. Notwithstanding legitimate criticisms one can make about Facebook’s effect on democracy, and whatever Zuckerberg’s motivations, you have to squint hard to see this as something other than a positive act addressing a real problem.

It’s worth mentioning that the refutations I’ve just sketched of the conspiratorial claims made by Loomer and Musk come out to around 1,200 words. The tweets they wrote, read by millions, consisted of fewer than a hundred words in total. That’s Brandolini’s Law in action—an illustration of why Musk’s cynical free-speech-over-all approach amounts to a policy in favor of disinformation and against democracy.

Moderation is a subject where Zuckerberg’s actions provide a valuable point of contrast with Musk. Through Facebook’s independent oversight board, which has the power to overturn the company’s own moderation decisions, Zuckerberg has at least made an effort to have credible outside actors inform how Facebook deals with moderation issues

Meanwhile, we are still waiting on the content moderation council that Elon Musk promised last October:

The problem is about to get bigger than unhinged conspiracy theorists occasionally receiving a profile-elevating reply from Musk. Twitter is the venue that Tucker Carlson, whom advertisers fled and Fox News fired after it agreed to pay $787 million to settle a lawsuit over its election lies, has chosen to make his comeback. Carlson and Musk are natural allies: They share an obsessive anti-wokeness, a conspiratorial mindset, and an unaccountable sense of grievance peculiar to rich, famous, and powerful men who have taken it upon themselves to rail against the “elites,” however idiosyncratically construed

f the rumors are true that Trump is planning to return to Twitter after an exclusivity agreement with Truth Social expires in June, Musk’s social platform might be on the verge of becoming a gigantic rec room for the populist right.

These days, Twitter increasingly feels like a neighborhood where the amiable guy-next-door is gone and you suspect his replacement has a meth lab in the basement.

even if Twitter’s increasingly broken information environment doesn’t sway the results, it is profoundly damaging to our democracy that so many people have lost faith in our electoral system. The sort of claims that Musk is toying with in his feed these days do not help. It is one thing for the owner of a major source of information to be indifferent to the content that gets posted to that platform. It is vastly worse for an owner to actively fan the flames of disinformation and doubt.

It also offers its experts' predictions about what the most-desired life skills (for young people, but ostensibly for everyone else, too) will be in the year 2020. Among the skills they highlighted: public problem-solving through cooperative work -- crowdsourcing and the like; the ability to search effectively for information online; the ability to distinguish the quality and veracity of online discoveries; the ability to synthesize, or combine facts and details from different sources into coherent narratives; the ability to concentrate; and the ability to distinguish between the signal and the noise as the information we're exposed to gets bigger, and broader, and more plentiful.

All these skills can be taught. The question is whether kids will learn them in school, or outside of it.

Mr. Trachtenberg understood the centrality of the university as a physical place. New structures were a visceral sign of progress. They told visitors, donors and civic leaders that the institution was, like beams and scaffolding rising from the earth, ascending. He added new programs, recruited more students, and followed the dictate of constant expansion.

the American research university had evolved into a complicated and somewhat peculiar organization. It was built to be all things to all people: to teach undergraduates, produce knowledge, socialize young men and women, train workers for jobs, anchor local economies, even put on weekend sports events. And excellence was defined by similarity to old, elite institutions. Universities were judged by the quality of their scholars, the size of their endowments, the beauty of their buildings and the test scores of their incoming students.

John Silber embarked on a huge building campaign while bringing luminaries like Saul Bellow and Elie Wiesel on board to teach and lend their prestige to the B.U. name, creating a bigger, more famous and much more costly institution. He had helped write a game plan for the aspiring college president.

GWU is, for all intents and purposes, a for-profit organization. Best example: study abroad. Their top program, a partnering with Sciences Po, costs each student (30 of them, on a program with 'prestige' status?) a full semester's tuition. It costs GW, according to Sciences Po website, €1000. A neat $20,000 profit per student (who is in digging her/himself deeper and deeper in debt.) Moreover, the school takes a $500 admin fee for the study abroad application! With no guarantee that all credits transfer. Students often lose a partial semester, GW profits again. Nor does GW offer help with an antiquated, one-shot/no transfers, tricky registration process. It's tough luck in gay Paris.Just one of many examples. Dorms with extreme mold, off-campus housing impossible for freshmen and sophomores. Required meal plan: Chick-o-Filet etc. Classes with over 300 students (required).This is not Harvard, but costs same.Emotional problems? Counselors too few. Suicides continue and are not appropriately addressed. Caring environment? Extension so and so, please hold.It's an impressive campus, I'm an alum. If you apply, make sure the DC experience is worth the price: good are internships, a few colleges like Elliot School, post-grad.GWU uses undergrad $$ directly for building projects, like the medical center to which students have NO access. (Student health facility is underfunded, outsourced.)Outstanding professors still make a difference. But is that enough?

Mr. Trachtenberg, however, understood something crucial about the modern university. It had come to inhabit a market for luxury goods. People don’t buy Gucci bags merely for their beauty and functionality. They buy them because other people will know they can afford the price of purchase. The great virtue of a luxury good, from the manufacturer’s standpoint, isn’t just that people will pay extra money for the feeling associated with a name brand. It’s that the high price is, in and of itself, a crucial part of what people are buying.

Mr. Trachtenberg convinced people that George Washington was worth a lot more money by charging a lot more money. Unlike most college presidents, he was surprisingly candid about his strategy. College is like vodka, he liked to explain.

The Absolut Rolex plan worked. The number of applicants surged from some 6,000 to 20,000, the average SAT score of students rose by nearly 200 points, and the endowment jumped from $200 million to almost $1 billion.

The university became a magnet for the children of new money who didn’t quite have the SATs or family connections required for admission to Stanford or Yale. It also aggressively recruited international students, rich families from Asia and the Middle East who believed, as nearly everyone did, that American universities were the best in the world.

U.S. News & World Report now ranks the university at No. 54 nationwide, just outside the “first tier.”

The watch and vodka analogies are correct. Personally, I used car analogies when discussing college choices with my kids. We were in the fortunate position of being able to comfortably send our kids to any college in the country and have them leave debt free. Notwithstanding, I told them that they would be going to a state school unless they were able to get into one of about 40 schools that I felt, in whatever arbitrary manner I decided, that was worth the extra cost. They both ended up going to state schools.College is by and large a commodity and you get out of it what you put into it. Both of my kids worked hard in college and were involved in school life. They both left the schools better people and the schools better schools for them being there. They are both now successful adults.I believe too many people look for the prestige of a named school and that is not what college should be primarily about.

In 2013, only 14 percent of the university’s 10,000 undergraduates received a grant — a figure on a par with elite schools but far below the national average. The average undergraduate borrower leaves with about $30,800 in debt.

When I talk to the best high school students in my state I always stress the benefits of the honors college experience at an affordable public university. For students who won't qualify for a public honors college. the regular pubic university experience is far preferable to the huge debt of places like GW.

Carey would do well to look beyond high ticket private universities (which after all are still private enterprises) and what he describes as the Olympian heights of higher education (which for some reason seems also to embitter him) and look at the system overall . The withdrawal of public support was never a policy choice; it was a political choice, "packaged and branded" as some tax cutting palaver all wrapped up in the argument that a free-market should decide how much college should cost and how many seats we need. In such an environment, trustees at private universities are no more solely responsible for turning their degrees into commodities than the administrations of state universities are for raising the number of out-of-state students in order to offset the loss of support from their legislatures. No doubt, we will hear more about market based solutions and technology from Mr. Carey

I went to GW back in the 60s. It was affordable and it got me away from home in New York. While I was there, Newsweek famously published a article about the DC Universities - GW, Georgetown, American and Catholic - dubbing them the Pony league, the schools for the children of wealthy middle class New Yorkers who couldn't get into the Ivy League. Nobody really complained. But that wasn't me. I went because I wanted to be where the action was in the 60s, and as we used to say - "GW was literally a stone's throw from the White House. And we could prove it." Back then, the two biggest alumni names were Jackie Kennedy, who's taken some classes there, and J. Edgar Hoover. Now, according to the glossy magazine they send me each month, it's the actress Kerry Washington. There's some sort of progress there, but I'm a GW alum and not properly trained to understand it.

This explains a lot of the modern, emerging mentality. It encompasses the culture of enforced grade inflation, cheating and anti-intellectualism in much of higher education. It is consistent with our culture of misleading statistics and information, cronyism and fake quality, the "best and the brightest" being only schemers and glad handers. The wisdom and creativity engendered by an honest, rigorous academic education are replaced by the disingenuous quick fix, the winner-take-all mentality that neglects the common good.

I attended nearby Georgetown University and graduated in 1985. Relative to state schools and elite schools, it was expensive then. I took out loans. I had Pell grants. I had work-study and GSL. I paid my debt of $15,000 off in ten years. Would I have done it differently? Yes: I would have continued on to graduate school and not worried about paying off those big loans right after college. My career work out and I am grateful for the education I received and paid for. But I would not recommend to my nieces and nephews debts north of $100,000 for a BA in liberal arts. Go community. Then go state. Then punch your ticket to Harvard, Yale or Stanford — if you are good enough.

American universities appear to have more and more drifted away from educating individuals and citizens to becoming high priced trade schools and purveyors of occupational licenses. Lost in the process is the concept of expanding a student's ability to appreciate broadly and deeply, as well as the belief that a republican democracy needs an educated citizenry, not a trained citizenry, to function well.Both the Heisman Trophy winner and the producer of a successful tech I.P.O. likely have much in common, a college education whose rewards are limited to the financial. I don't know if I find this more sad on the individual level or more worrisome for the future of America.

This is now a consumer world for everything, including institutions once thought to float above the Shakespearean briars of the work-a-day world such as higher education, law and medicine. Students get this. Parents get this. Everything is negotiable: financial aid, a spot in the nicest dorm, tix to the big game. But through all this, there are faculty - lots of 'em - who work away from the fluff to link the ambitions of the students with the reality and rigor of the 21st century. The job of the student is to get beyond the visible hype of the surroundings and find those faculty members. They will make sure your investment is worth it

My experience in managing or working with GW alumni in their 20's or 30's has not been good. Virtually all have been mentally lazy and/or had a stunning sense of entitlement. Basically they've been all talk and no results. That's been quite a contrast to the graduates from VA/MD state universities.

More and more, I notice what my debt-financed contributions to the revenue streams of my vendors earn them, not me. My banks earned enough to pay ridiculous bonuses to employees for reckless risk-taking. My satellite tv operator earned enough to overpay ESPN for sports programming that I never watch--and that, in turn, overpays these idiotic pro athletes and college sports administrators. My health insurer earned enough to defeat one-payor insurance; to enable the opaque, inefficient billing practices of hospitals and other providers; and to feed the behemoth pharmaceutical industry. My church earned enough to buy the silence of sex abuse victims and oppose progressive political candidates. And my govt earned enough to continue ag subsidies, inefficient defense spending, and obsolete transportation and energy policies.

as the parent of GWU freshman I am grateful for every opportunity afforded her. She has a generous merit scholarship, is in the honors program with some small classes, and has access to internships that can be done while at school. GWU also gave her AP credits to advance her to sophomore status. Had she attended the state flagship school (where she was accepted into that exclusive honors program) she would have a great education but little else. It's not possible to do foreign affairs related internship far from D.C. or Manhattan. She went to a very competitive high school where for the one or two ivy league schools in which she was interested, she didn't have the same level of connections or wealth as many of her peers. Whether because of the Common Application or other factors, getting into a good school with financial help is difficult for a middle class student like my daughter who had a 4.0 GPA and 2300 on the SAT. She also worked after school.The bottom line - GWU offered more money than perceived "higher tier" universities, and brought tuition to almost that of our state school system. And by the way, I think she is also getting a very good education.

This article reinforces something I have learned during my daughter's college application process. Most students choose a school based on emotion (reputation) and not value. This luxury good analogy holds up.

The entire education problem can be solved by MOOCs lots and lots of them plus a few closely monitored tests and personal interviews with people. Of course many many people make MONEY off of our entirely inefficient way of "educating" -- are we even really doing that -- getting a degree does NOT mean one is actually educated

As a first-generation college graduate I entered GW ambitious but left saddled with debt, and crestfallen at the hard-hitting realization that my four undergraduate years were an aberration from what life is actually like post-college: not as simple as getting an [unpaid] internship with a fancy titled institution, as most Colonials do. I knew how to get in to college, but what do you do after the recess of life ends?I learned more about networking, resume plumping (designated responses to constituents...errr....replied to emails), and elevator pitches than actual theory, economic principles, strong writing skills, critical thinking, analysis, and philosophy. While relatively easy to get a job after graduating (for many with a GW degree this is sadly not the case) sustaining one and excelling in it is much harder. It's never enough just to be able to open a new door, you also need to be prepared to navigate your way through that next opportunity.

this is a very telling article. Aimless and directionless high school graduates are matched only by aimless and directionless institutes of higher learning. Each child and each parent should start with a goal - before handing over their hard earned tuition dollars, and/or leaving a trail of broken debt in the aftermath of a substandard, unfocused education.

it is no longer the most expensive university in America. It is the 46th.Others have been implementing the Absolut Rolex Plan. John Sexton turned New York University into a global higher-education player by selling the dream of downtown living to students raised on “Sex and the City.” Northeastern followed Boston University up the ladder. Under Steven B. Sample, the University of Southern California became a U.S. News top-25 university. Washington University in St. Louis did the same.

I currently attend GW, and I have to say, this article completely misrepresents the situation. I have yet to meet a single person who is paying the full $60k tuition - I myself am paying $30k, because the school gave me $30k in grants. As for the quality of education, Foreign Policy rated GW the #8 best school in the world for undergraduate education in international affairs, Princeton Review ranks it as one of the best schools for political science, and U.S. News ranks the law school #20. The author also ignores the role that an expanding research profile plays in growing a university's prestige and educational power.

And in hundreds of regional universities and community colleges, presidents and deans and department chairmen have watched this spectacle of ascension and said to themselves, “That could be me.” Agricultural schools and technical institutes are lobbying state legislatures for tuition increases and Ph.D. programs, fitness centers and arenas for sport. Presidents and boards are drawing up plans to raise tuition, recruit “better” students and add academic programs. They all want to go in one direction — up! — and they are all moving with a single vision of what they want to be.

this is the same playbook used by hospitals the past 30 years or so. It is how Hackensack Hospital became Hackensack Medical Center and McComb Hospital became Southwest Mississippi Regional Medical Center. No wonder the results have been the same in healthcare and higher education; both have priced themselves out of reach for average Americans.

a world where a college is rated not by the quality of its output, but instaed, by the quality of its inputs. A world where there is practically no work to be done by the administration because the college's reputation is made before the first class even begins! This is isanity! But this is the swill that the mammoth college marketing departments nationwide have shoved down America's throat. Colleges are ranked not by the quality of their graduates, but rather, by the test scores of their incoming students!

The Pew Foundation has been doing surveys on what students learn, how much homework they do, how much time they spend with professors etc. All good stuff to know before a student chooses a school. It is called the National Survey of Student Engagement (NSSE - called Nessy). It turns out that the higher ranked schools do NOT allow their information to be released to the public. It is SECRET.Why do you think that is?

The article blames "the standard university organizational model left teaching responsibilities to autonomous academic departments and individual faculty members, each of which taught and tested in its own way." This is the view of someone who has never taught at a university, nor thought much about how education there actually happens. Once undergraduates get beyond the general requirements, their educations _have_ to depend on "autonomous departments" because it's only those departments know what the requirements for given degree can be, and can grant the necessary accreditation of a given student. The idea that some administrator could know what's necessary for degrees in everything from engineering to fiction writing is nonsense, except that's what the people who only know the theory of education (but not its practice) actually seem to think. In the classroom itself, you have tremendously talented people, who nevertheless have their own particular strengths and approaches. Don't you think it's a good idea to let them do what they do best rather than trying to make everyone teach the same way? Don't you think supervision of young teachers by older colleagues, who actually know their field and its pedagogy, rather than some administrator, who knows nothing of the subject, is a good idea?

it makes me very sad to see how expensive some public schools have become. Used to be you could work your way through a public school without loans, but not any more. Like you, I had the advantage of a largely-scholarship paid undergraduate education at a top private college. However, I was also offered a virtually free spot in my state university's (then new) honors college

My daughter attended a good community college for a couple of classes during her senior year of high school and I could immediately see how such places are laboratories for failure. They seem like high schools in atmosphere and appearance. Students rush in by car and rush out again when the class is over.The four year residency college creates a completely different feel. On arrival, you get the sense that you are engaging in something important, something apart and one that will require your full attention. I don't say this is for everyone or that the model is not flawed in some ways (students actually only spend 2 1/2 yrs. on campus to get the four yr. degree). College is supposed to be a 60 hour per week job. Anything less than that and the student is seeking himself or herself

This. Is. STUNNING. I have always wondered, especially as my kids have approached college age, why American colleges have felt justified in raising tuition at a rate that has well exceeded inflation, year after year after year. (Nobody needs a dorm with luxury suites and a lazy river pool at college!) And as it turns out, they did it to become luxury brands. Just that simple. Incredible.I don't even blame this guy at GWU for doing what he did. He wasn't made responsible for all of American higher ed. But I do think we all need to realize what happened, and why. This is front page stuff.

I agree with you, but, unfortunately, given the choice between low tuition, primitive dorms, and no athletic center VS expensive & luxurious, the customers (and their parents) are choosing the latter. As long as this is the case, there is little incentive to provide bare-bones and cheap education.

Wesleyan University in CT is one school that is moving down the rankings. Syracuse University is another. Reed College is a third. Why? Because these schools try hard to stay out of the marketing game. (With its new president, Syracuse has jumped back into the game.) Bryn Mawr College, outside Philadelphia hasn't fared well over the past few decades in the rankings, which is true of practically every women's college. Wellesley is by far the highest ranked women's college, but even there the acceptance rate is significantly higher than one finds at comparable coed liberal arts colleges like Amherst & Williams. University of Chicago is another fascinating case for Mr. Carey to study (I'm sure he does in his forthcoming book, which I look forward to reading). Although it has always enjoyed an illustrious academic reputation, until recently Chicago's undergraduate reputation paled in comparison to peer institutions on the two coasts. A few years ago, Chicago changed its game plan to more closely resemble Harvard and Stanford in undergraduate amenities, and lo and behold, its rankings shot up. It was a very cynical move on the president's part to reassemble the football team, but it was a shrewd move because athletics draw more money than academics ever can (except at engineering schools like Cal Tech & MIT), and more money draws richer students from fancier secondary schools with higher test scores, which lead to higher rankings - and the beat goes on.

College INDUSTRY is out of control. Sorry, NYU, GW, BU are not worth the price. Are state schools any better? We have the University of Michigan, which is really not a state school, but a university that gives a discount to people who live in Michigan. Why? When you have an undergraduate body 40+% out-of-state that pays tuition of over $50K/year, you tell me?Perhaps the solution is two years of community college followed by two at places like U of M or Michigan State - get the same diploma at the end for much less and beat the system.

In one recent yr., the majority of undergrad professors at Harvard, according to Boston.com, where adjuncts. That means low pay, no benefits, no office, temp workers. Harvard.Easily available student loans fueled this arms race of amenities and frills that in which colleges now engage. They moved the cost of education onto the backs of people, kids, who don't understand what they are doing.Students in colleges these days are customers and the customers must be able to get through. If it requires dumbing things down, so be it. On top of tuition, G.W. U. is known by its students as the land of added fees on top of added fees. The joke around campus was that they would soon be installing pay toilets in the student union. No one was laughing.

You could written the same story about my alma mater, American University. The place reeked of ambition and upward mobility decades ago and still does. Whoever's running it now must look at its measly half-billion-dollar endowment and compare it to GWU's $1.5 billion and seethe with envy, while GWU's president sets his sights on an Ivy League-size endowment. And both get back to their real jobs: 24/7 fundraising,Which is what university presidents are all about these days. Money - including million-dollar salaries for themselves (GWU's president made more than Harvard's in 2011) - pride, cachet, power, a mansion, first-class all the way. They should just be honest about it and change their university's motto to Ostende mihi pecuniam! (please excuse my questionable Latin)Whether the students are actually learning anything is up to them, I guess - if they do, it's thanks to the professors, adjuncts and the administrative staff, who do the actual work of educating and keep the school running.

When I was in HS (70s), many of my richer friends went to GW and I was then of the impression that GW was a 'good' school. As I age, I have come to realize that this place is just another façade to the emptiness that has become America. All too often are we faced with a dilemma: damned if we do, damned if we don't. Yep, 'education' has become a trap for all too many of our citizen.

I transferred to GWU from a state school. I am forever grateful that I did. I wanted to get a good rigorous education and go to one of the best International Affairs schools in the world. Even though the state school I went to was dirt-cheap, the education and the faculty was awful. I transferred to GW and was amazed at the professors at that university. An ambassador or a prominent IA scholar taught every class. GW is an expensive school, but that is the free market. If you want a good education you need to be willing to pay for it or join the military. I did the latter and my school was completely free with no debt and I received an amazing education. If young people aren't willing to make some sort of sacrifice to get ahead or just expect everything to be given to then our country is in a sad state.We need to stop blaming universities like GWU that strive to attract better students, better professors, and better infrastructure. They are doing what is expected in America, to better oneself.

"Whether the students are actually learning anything is up to them, I guess." How could it possibly be otherwise??? I am glad that you are willing to give credit to teachers and administrators, but it is not they who "do the actual work of educating." From this fallacy comes its corollary, that we should blame teachers first for "under-performing schools". This long-running show of scapegoating may suit the wallets and vanity of American parents, but it is utterly senseless. When, if ever, American culture stops reeking of arrogance, greed and anti-intellectualism, things may improve, and we may resume the habit of bothering to learn. Until then, nothing doing.

Universities sell knowledge and grade students on how much they have learned. Fundamentally, there is conflict of interest in thsi setup. Moreover, students who are poorly educated, even if they know this, will not criticize their school, because doing so would make it harder for them to have a career. As such, many problems with higher education remain unexposed to the public.

I've lectured and taught in at least five different countries in three continents and the shortest perusal of what goes on abroad would totally undermine most of these speculations. For one thing American universities are unique in their dedication to a broad based liberal arts type education. In France, Italy or Germany, for example, you select a major like mathematics or physics and then in your four years you will not take even one course in another subject. The amount of work that you do that is critically evaluated by an instructor is a tiny fraction of what is done in an American University. While half educated critics based on profoundly incomplete research write criticism like this Universities in Germany Italy, the Netherlands, South Korea and Japan as well as France have appointed committees and made studies to explain why the American system of higher education so drastically outperforms their own system. Elsewhere students do get a rather nice dose of general education but it ends in secondary school and it has the narrowness and formulaic quality that we would just normally associate with that. The character who wrote this article probably never set foot on a "campus" of the University of Paris or Rome

The university is part of a complex economic system and it is responding to the demands of that system. For example, students and parents choose universities that have beautiful campuses and buildings. So universities build beautiful campuses. State support of universities has greatly declined, and this decline in funding is the greatest cause of increased tuition. Therefore universities must compete for dollars and must build to attract students and parents. Also, universities are not ranked based on how they educate students -- that's difficult to measure so it is not measured. Instead universities are ranked on research publications. So while universities certainly put much effort into teaching, research has to have a priority in order for the university to survive. Also universities do not force students and parents to attend high price institutions. Reasonably priced state institutions and community colleges are available to every student. Community colleges have an advantage because they are funded by property taxes. Finally learning requires good teaching, but it also requires students that come to the university funded, prepared, and engaged. This often does not happen. Conclusion- universities have to participate in profile raising actions in order to survive. The day that funding is provided for college, ranking is based on education, and students choose campuses with simple buildings, then things will change at the university.

This is the inevitable result of privatizing higher education. In the not-so-distant past, we paid for great state universities through our taxes, not tuition. Then, the states shifted funding to prisons and the Federal government radically cut research support and the GI bill. Instead, today we expect universities to support themselves through tuition, and to the extent that we offered students support, it is through non-dischargeable loans. To make matters worse, the interest rates on those loans are far above the government's cost of funds -- so in effect the loans are an excise tax on education (most of which is used to support a handful of for-profit institutions that account for the most student defaults). This "consumer sovereignty" privatized model of funding education works no better than privatizing California's electrical system did in the era of Enron, or our privatized funding of medical service, or our increasingly privatized prison system: it drives up costs at the same time that it replace quality with marketing.

There are data in some instances on student learning, but the deeper problem, as I suspect the author already knows, is that there is nothing like a consensus on how to measure that learning, or even on when is the proper end point to emphasize (a lot of what I teach -- I know this from what students have told me -- tends to come into sharp focus years after graduation).

Michael (Baltimore) has hit the nail on the head. Universities are increasingly corporatized institutions in the credentialing business. Knowledge, for those few who care about it (often not those paying for the credentials) is available freely because there's no profit in it. Like many corporate entities, it is increasingly run by increasingly highly paid administrators, not faculty.

GWU has not defined itself in any unique way, it has merely embraced the bland, but very expensive, accoutrements of American private education: luxury dorms, food courts, spa-like gyms, endless extracurricular activities, etc. But the real culprit for this bloat that students have to bear financially is the college ranking system by US News, Princeton Review, etc. An ultimately meaningless exercise in competition that has nevertheless pushed colleges and universities to be more like one another. A sad state of affairs, and an extremely expensive one for students

It is long past time to realize the failure of the Reagonomics-neoliberal private profits over public good program. In education, we need to return to public institutions publicly funded. Just as we need to recognize that Medicare, Social Security, the post office, public utilities, fire departments, interstate highway system, Veterans Administration hospitals and the GI bill are models to be improved and expanded, not destroyed.

George Washington is actually not a Rolex watch, it is a counterfeit Rolex. The real Rolexes of higher education -- places like Hopkins, Georgetown, Duke, the Ivies etc. -- have real endowments and real financial aid. No middle class kid is required to borrow $100,000 to get a degree from those schools, because they offer generous need-based financial aid in the form of grants, not loans. The tuition at the real Rolexes is really a sticker price that only the wealthy pay -- everybody else on a sliding scale. For middle class kids who are fortunate enough to get in, Penn actually ends up costing considerably less than a state university.The fake Rolexes -- BU, NYU, Drexel in Philadelphia -- don't have the sliding scale. They bury middle class students in debt.And really, though it is foolish to borrow $100,000 or $120,000 for an undergraduate degree, I don't find the transaction morally wrong. What is morally wrong is our federal government making that loan non-dischargeable in bankruptcy, so many if these kids will be having their wages garnished for the REST OF THEIR LIVES.There is a very simple solution to this, by the way. Cap the amount of non-dischargeable student loan debt at, say, $50,000

The slant of this article is critical of the growth of research universities. Couldn't disagree more. Modern research universities create are incredibly engines of economic opportunity not only for the students (who pay the bills) but also for the community via the creation of blue and white collar jobs. Large research university employ tens of thousands of locals from custodial and food service workers right up to high level administrators and specialist in finance, computer services, buildings and facilities management, etc. Johns Hopkins University and the University of Maryland system employ more people than any other industry in Maryland -- including the government. Research universities typically have hospitals providing cutting-edge medical care to the community. Local business (from cafes to property rental companies) benefit from a built-in, long-term client base as well as an educated workforce. And of course they are the foundry of new knowledge which is critical for the future growth of our country.Check out the work of famed economist Dr. Julia Lane on modeling the economic value of the research university. In a nutshell, there are few better investments America can make in herself than research universities. We are the envy of the world in that regard -- and with good reason. How many *industries* (let alone jobs) have Stanford University alone catalyzed?

What universities have the monopoly on is the credential. Anyone can learn, from books, from free lectures on the internet, from this newspaper, etc. But only universities can endow you with the cherished degree. For some reason, people are will to pay more for one of these pieces of paper with a certain name on it -- Ivy League, Stanford, even GW -- than another -- Generic State U -- though there is no evidence one is actually worth more in the marketplace of reality than the other. But, by the laws of economics, these places are actually underpriced: after all, something like 20 times more people are trying to buy a Harvard education than are allowed to purchase one. Usually that means you raise your price.

Overalll a good article, except for - "This comes on the heels of Richard Arum and Josipa Roksa’s “Academically Adrift,” a study that found “limited or no learning” among many college students." The measure of learning you report was a general thinking skills exam. That's not a good measure of college gains. Most psychologists and cognitive scientists worth their salt would tell you that improvement in critical thinking skills is going to be limited to specific areas. In other words, learning critical thinking skills in math will make little change in critical thinking about political science or biology. Thus we should not expect huge improvements in general critical thinking skills, but rather improvements in a student's major and other areas of focus, such as a minor. Although who has time for a minor when it is universally acknowledged that the purpose of a university is to please and profit an employer or, if one is lucky, an investor. Finally, improved critical thinking skills are not the end all and be all of a college education even given this profit centered perspective. Learning and mastering the cumulative knowledge of past generations is arguably the most important thing to be gained, and most universities still tend to excel at that even with the increasing mandate to run education like a business and cultivate and cull the college "consumer".

As for community colleges, there was an article in the Times several years ago that said it much better than I could have said it myself: community colleges are places where dreams are put on hold. Without making the full commitment to study, without leaving the home environment, many, if not most, community college students are caught betwixt and between, trying to balance work responsibilities, caring for a young child or baby and attending classes. For males, the classic "end of the road" in community college is to get a car, a job and a girlfriend, one who is not in college, and that is the end of the dream. Some can make it, but most cannot.

as a scientist I disagree with the claim that undergrad tuition subsidizes basic research. Nearly all lab equipment and research personnel (grad students, technicians, anyone with the title "research scientist" or similar) on campus is paid for through federal grants. Professors often spend all their time outside teaching and administration writing grant proposals, as the limited federal grant funds mean ~%85 of proposals must be rejected. What is more, out of each successful grant the university levies a "tax", called "overhead", of 30-40%, nominally to pay for basic operations (utilities, office space, administrators). So in fact one might say research helps fund the university rather than the other way around. Flag

It's certainly overrated as a research and graduate level university. Whether it is good for getting an undergraduate education is unclear, but a big part of the appeal is getting to live in D.C..while attending college instead of living in some small college town in the corn fields.

movement in the nervous system created memories

memories are the encoding of experiences on webs of neurons in the brain

memory involved molecular changes via neurotransmitters in the brain

the neuron cell bodies themselves have some connection to the memory and control over the development and sustainment of synapses.

“Long-term memory is not stored at the synapse,”

part of memory is stored within the cells (neurons) themselves, and that they are using this memory storage to determine how many synapses to form and where.

Long-term memory is a function of the growth of new synaptic connections caused by the serotonin

As long-term memories are formed, the brain creates new proteins that are involved in making new synapses. If that process is disrupted — for example by a concussion or other injury — the proteins may not be synthesized and long-term memories cannot form. This is why people cannot remember what happened moments before a concussion.

Our brain was designed to make binary decisions—fight or flight—and avoid dangers,” Barnett says. But modern life with its ample choices and options doesn’t match how our brains naturally process information—explaining some ultimately self-defeating reactions such as impulsivity or inaction.