The Palm Beach Post

Partisan division continues to undermine education

- By Michael S. Roth Michael S. Roth is president of Wesleyan University in Middletown, Conn. His most recent book is “Beyond the University: Why Liberal Education Matters.” He wrote this for InsideSour­ces.com.

One thing that all too many Americans have in common these days is a loss of faith in higher education. The Pew Charitable Trusts’ most recent survey of Americans’ views of national institutio­ns showed that in the past two years, a majority of Republican­s had come to believe that colleges no longer had a positive effect on the country’s direction.

The fact that confidence in higher ed among Democrats increased should provide little comfort, for even here the trend is disturbing. When attitudes toward universiti­es become one more symptom of our partisan divide, the very mission of universiti­es is undermined.

On the right, the condemnati­on of “tenured radicals” is a staple of stump speeches, but this criticism is nothing new. During the Vietnam War, conservati­ves looked at colleges as breeding grounds for radicalism that undermined core American values. During the culture wars of the 1980s and 1990s, higher education was accused of being responsibl­e for the “closing of the American mind,” as students and professors alike were said to be turning their backs on enduring questions in favor of the posturing of the moment.

And now, President Trump and his advisers express satisfacti­on with changes in the tax code harming elite universiti­es because they see these institutio­ns as “playpens of the left.”

Even educators who identify as liberals can’t help becoming critics of the culture of higher education. This fall, Columbia professor Mark Lilla famously complained that campuses were controlled by social justice warriors who were more concerned with ideologica­l purity than they were about making genuine civic contributi­ons. And self-styled progressiv­es on campus are quick to dismiss programs aimed at increasing equity and inclusion as just public relations ploys by administra­tors hoping to burnish the brands of their neo-liberal universiti­es.

Higher education has become an appealing target for liberals and conservati­ves who claim to be concerned with political correctnes­s, free speech or simply the failure of young people to act like old folks remember acting when they were young. Attacking political correctnes­s or group think at universiti­es is by now, at best, a vapid, smug way of piling on.

Today’s “war on universiti­es” is a symptom of our polarized public life. The “you’re either for us or against us” attitudes that are so prevalent deny the possibilit­y that one can engage in honest inquiry without knowing the answers in advance. These attitudes have resulted in self-satisfied cynics (on the left and right) showing only condescens­ion toward teachers and students willing to consider alternativ­e, complex responses to enduring issues or contempora­ry problems.

Higher education depends on this willingnes­s to find unexpected answers, to develop stimulatin­g interpreta­tions of perennial questions. It depends on not letting partisan opinion completely control inquiry. That’s why we are seeing increased attention at universiti­es to the cultivatio­n of intellectu­al diversity, offering a wide variety of resources to undergradu­ates to expand their capacity to confront problems and create opportunit­y.

Students today know what they’re up against. Issues I hear them talking about the most are slowing economic growth, climate change and increasing inequality. They are well aware that the world they will be entering after graduation is one in desperate need of creative approaches to political and economic challenges that earlier generation­s failed to address adequately.

The alternativ­e to learning, to experiment­ing with other points of view and new domains of inquiry, is increasing partisansh­ip and close-mindedness. We are already seeing this in very public refusals to listen to people with contrary views; in the rejection of basic science; in the petty nastiness that comes from the resentment that other people are learning something you don’t know. But such attitudes are more prevalent in government than they are on campus.

Higher education should never be uncontrove­rsial, and for that very reason it deserves our respect and support.

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