7 ms·
Yeah, Murray Sperber called it the “faculty-student non-aggression pact" - “Professors don’t ask much of their students and students don’t ask much of their pro
by edtechdev 11y ago
Yeah, Murray Sperber called it the “faculty-student non-aggression pact" - “Professors don’t ask much of their students and students don’t ask much of their professors".
And a newer book called "Academically Adrift" found that students aren't learning much in college.
How do they get away with all this? One explanation is the signaling theory of education. A degree (and the prestige/selectivity/reputation of the school and program) is a proxy (signal) for IQ plus an indicator of persistence (toughing it out to make it through a degree program).
- gavazzy 11y agoEconTalk has a great episode on this. "ryan Caplan of George Mason University and blogger at EconLog talks to EconTalk host Russ Roberts about the value of a college education. Caplan argues that the extra amount that college graduates earn relative to high school graduates is misleading as a guide for attending college--it ignores the fact that a sizable number of students don't graduate and never earn that extra money. Caplan argues that the monetary benefits of a college education have a large signaling component rather than representing the value of the knowledge that's learned. Caplan closes by arguing that the subsidies to education should be reduced rather than increased." http://www.econtalk.org/archives/2014/04/bryan_caplan_on.html http://www.econtalk.org/archives/2014/04/bryan_caplan_on.htm...
- jackpirate 11y agoI think that's a completely different issue. In my experience, in the "real" cs courses, professors and students expect quite a bit from each other. It's just these filler classes that noone expects anything from each other because everyone knows they're a joke.