Marion, speaking about the decline of education said:
> Perhaps I overgeneralized. But I don't think so. Where, for
>example, in America's traditional kindergarten-thru-graduate school
>curriculum, are students required to think about their assumptions having
>to do with causation?
In the April 22, 1996, issue of Forbes magazine, page 156, there is an
article by Peter Brimelow titled "The Devalued College Diploma". He
mentions a recent report titled "The Dissolution of General Education
1914-1993" put forth by a group at Princeton, N. J., called "The National
Association of Scholars". The report describes the results of a survey of
50 "institutions of higher education generally viewed as the most
selective in the country in terms of admission."
Here are a few of the findings, snipped for brevity:
o In 1914, about 90% took a beginning history course; today 2%
o In 1914, over 75% took a philosophy course, today 4%
o In 1914, 82% had specific math requirements, today 12%
o In 1914, no remedial English, today 70%
o In 1914, 304 courses offered, on average; today, 1,418
o In 1914, 8% of the courses had no prerequisites, today 41%
o In 1914, classes in session for 204 days, today 156
o In 1914, tuition averaged $609, today (adjusted for inflation) $4,000, at
the "representative state school, U. of Michigan"
I'm ordering the report. I suspect that it understates the deterioration.
John N. Warfield
Learning-org -- An Internet Dialog on Learning Organizations For info: <email@example.com> -or- <http://world.std.com/~lo/>