How often pragmatism leads to or belies shortsightedness and narrowmindedness. Or rather how often claims, justifications and rationalizations of realism undermine greater pragmatic results, capitalist realism allied with realpolitik cynicism often being the worst.
The question as always: Pragmatic toward what?
In education, what is sought to be achieved and created? Not just for the individual. Not just for the workforce and economy. But for all of society. What makes a morally and intellectually well-rounded human being? What makes a good citizen, both of a nation and of the world? What makes for the public good?
These questions are even more important in a democracy. When democracy is given short shrift, when democracy is devalued or made secondary, if not tertiary, that bodes not well for the long-term survival of a democratic society. Nor does it offer much hope for moral results of any kind. Freedom of the individual, freedom of markets, freedom of all of society is dependent on how each generation is raised and acculturated, trained and educated.
Every society seeks pragmatic results, as defined by their political structure and cultural traditions. The Nazis and Stalinists all sought to be pragmatic toward achieving their desired end. They were as caught up in their fascist realism and communist realism as we are caught up in our capitalist realism. How about some plain old civic-minded democracy instead?
Let us be pragmatic about something that truly matters, something that can inspire and benefit everyone. Let us be pragmatic about democracy in all of its forms.
Let us create and sustain a democratic system and citizenry. Let us create and sustain a democratic economy and democratic markets. Let us create and sustain a democratic education system.
Let us do all of this pragmatically, not just with rhetoric and propaganda, but with real world results. Let us finally for the first time in history take democracy seriously, both on the large-scale and for the long-term. Let us together build the practical infrastructure and the grassroots culture of democracy.
Let us begin with a new generation by preparing them for a new era of democracy. Let us fulfill the democratic promise of education for all.
The colleges that survive will be those, in Selingo’s words, that “prove their worth.” Fair enough. But there’s a problem with this formulation, which presumes a narrow definition of worth that can be captured in data like rates of early job attainment or levels of lifetime income.
In times of economic stress, it’s entirely reasonable for students and families to demand evidence that paying for college makes sense. Bennett construes college as a business proposition, but Selingo allows himself to reflect on what’s sacrificed in such a view: “I worry at times about what might be lost in an unbound, personalized experience for students. Will they discover subjects they never knew existed? If a computer is telling them where to sit for class discussions, will they make those random connections that lead to lifelong friends? Will they be able to develop friendships and mentors if they move from provider to provider?”
These are the right questions. In striving to “prove their worth,” America’s colleges risk losing their value as places young people enter as adventurous adolescents and from which they emerge as intellectually curious adults. Such a loss could never be compensated by any gain.