Education: Practical vs Personal Value

[Ethos]

I'd like to open a discussion on the ultimate value of education in our (American) society, specifically High School and College level. No doubt most of us have suffered through a class with little benefit beyond being mandated for our chosen curriculum. At times it seems far too much value is placed on certain components of a "well-rounded education", while others are ignored entirely.

In the end of course we come down to the economic viability of a college degree, which offers the ability to claim higher pay depending on the demands of free market capitalism. For those of us who rate personal value over practical (or perhaps those who equate them), is a philosophy degree more "valuable" than a business degree? Could such a paradigm shift occur in the market, especially as the volume of business-related graduates dilutes the supply-side of the equasion?

Ethos

[lawman]

Interesting topic. For myself, I find that the "economic" value of a degree is a secondary consideration at best, and a misleading one at that -- I'm sure we've all known (or been!) highly educated individuals whose degrees didn't necessarily translate into desirable jobs. There are too many other factors in today's culture and economy for any single factor to be a silver bullet to career success. And of course, ironically, even if all other variables were equal... the more people who pursue advanced degrees, the less value those degrees will have on the job market, as employers have a larger pool of "qualified" applicants from which to choose.

For me, the real value of higher education is how it enriches you as a person, expanding your understanding of yourself, your fellow humans, and the world in which you live. It's robust and interdisciplinary, a classic "liberal education." Fortunately, I found my way to the University of Chicago, a school (one of the few these days, IMHO) that embraces and inculcates that attitude throughout its curriculum.

[Ethos]

It's my opinion that the value of education is the learning process itself, rather than the material being taught. There seems very little practical application of trigonometry for the typical individual (at least not thus far in my own experience), however the process of absorbing, evaluating, and utilizing novel information is a critical skill set. My primary concern with American society's anti-intellectualism isn't necessarily the rejection of knowledge, but the disruption to a process of developing the ability to truly think about a topic that this mentality indicates.

Ethos

[Atticus]

Interesting topic. For myself, I find that the "economic" value of a degree is a secondary consideration at best, and a misleading one at that -- I'm sure we've all known (or been!) highly educated individuals whose degrees didn't necessarily translate into desirable jobs. There are too many other factors in today's culture and economy for any single factor to be a silver bullet to career success. And of course, ironically, even if all other variables were equal... the more people who pursue advanced degrees, the less value those degrees will have on the job market, as employers have a larger pool of "qualified" applicants from which to choose.

For me, the real value of higher education is how it enriches you as a person, expanding your understanding of yourself, your fellow humans, and the world in which you live. It's robust and interdisciplinary, a classic "liberal education." Fortunately, I found my way to the University of Chicago, a school (one of the few these days, IMHO) that embraces and inculcates that attitude throughout its curriculum.I agree with you, though I don't think there is a shortage of schools that adopt your perspective. Nearly all liberal arts colleges fall into that category.

[burntgorilla]

I see education as the end in itself. Many people see university as a necessary step to get a good job. While this is true, I think I would still like to go to university even if it didn't affect my earning potential. This is reflected a little in my choice of subject - languages, rather than business or economics or something. Over here there is a worrying trend where chemistry departments are shutting down due to lack of money and students. Everyone wants to do medicine instead.

[Atticus]

I see education as the end in itself. Many people see university as a necessary step to get a good job. While this is true, I think I would still like to go to university even if it didn't affect my earning potential. This is reflected a little in my choice of subject - languages, rather than business or economics or something. Over here there is a worrying trend where chemistry departments are shutting down due to lack of money and students. Everyone wants to do medicine instead.Here's another recent story that complicates that picture: NYT--"Certain Degrees Now Cost More at Public Universities" (http://www.nytimes.com/2007/07/29/education/29tuition.html?_r=1&em&ex=1185768000&en=398f88edf9684955&ei=5087%0A&oref=slogin)Should an undergraduate studying business pay more than one studying psychology? Should a journalism degree cost more than one in literature? More and more public universities, confronting rising costs and lagging state support, have decided that the answers may be yes and yes.

Starting this fall, juniors and seniors pursuing an undergraduate major in the business school at the University of Wisconsin, Madison, will pay $500 more each semester than classmates. The University of Nebraska last year began charging engineering students a $40 premium for each hour of class credit.

And Arizona State University this fall will phase in for upperclassmen in the journalism school a $250 per semester charge above the basic $2,411 tuition for in-state students.

Such moves are being driven by the high salaries commanded by professors in certain fields, the expense of specialized equipment and the difficulties of getting state legislatures to approve general tuition increases, university officials say.

“It is something of a trend,” said Barmak Nassirian, associate executive director of the American Association of Collegiate Registrars and Admissions Officers.