- Dec 2024
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Local file Local file
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In the first volume of his autobiography, Philosopher atLarge, Adler reminisced:During the late forties and early fifties, I was frequently asked by oneinstitution or another to meet with a curriculum committee whichhad been set up to reform the collegiate course of study. On suchoccasions, I laid out a set of negative conditions which I regarded asprerequisite to any reform aimed in the right direction ... The condi-tions were as follows: (1) there should be no vocational training ofany sort; (2) there should be no electives, no majors or minors, nospecialization in subject matter; (3) there should be no division ofthe faculty into professors competent in one department of learn-ing rather than another; (4) no member of the faculty should beunprepared to teach the course of study as a whole; (5) no textbooksor manuals should be assigned as reading material for the students;(6) not more than one lecture a week should be given to the studentbody; (7) there should be no written examination.33
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- Aug 2023
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danallosso.substack.com danallosso.substack.com
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Remember ChatGPT? It is going to do to the white collar world what robotics and offshoring did to blue collar America. So maybe this isn't the best time to be abandoning the Humanities to focus on vocational training?
This is one of the things that doesn't seem to be being explored enough presently, or at least I'm not seeing it outside of the SAG and WGA strikes where it seems to be a side issue rather than a primary issue.
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- Jul 2016
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www.seattletimes.com www.seattletimes.com
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much more tied to employment
Cue Thorstein.
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- Jun 2016
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www.jisc.ac.uk www.jisc.ac.uk
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Businesses are not saying "I want someone who went through a programme that promised them a job".
In the Ivory Tower, we hear less about that part of the relationship between Higher Ed. and businesses. Those colleagues of ours who are so against the 100-year push for universities to become more vocational tend to assume that employers are the ones doing the pushing. While it’s quite possible that some managers wish for universities to produce optimised employees, many people on that side of the equation argue that they’re quite able to train employees, as long as they’re able to learn. Now, there’s a whole thing about the “talent pipeline” which might get faculty in a tizzy. But it’s not about moulding learners into employees. Like much of Higher Ed., it’s about identifying (and labeling) people who conform to a certain set of standards. Not less problematic, perhaps, but not so much of a distinction between academia and employability.
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