This is a “reblogged” entry from Sheri Williams’ School Leadership Matters Blog. Wise words that have value beyond the realm of school leadership, I think.
My previous post noted that tuition pays only a small portion of the cost of higher education in public colleges and universities. According to this year’s Condition of Education report, in 2009 – 2010, tuition accounted for about 16 – 18 percent of the total revenue of public postsecondary institutions (and 90% of private, for-profit post-secondary institutions). The Condition of Education is a report mandated by the United States federal government and published each year by the National Center for Education Statistics (NCES). The report is available for download at no charge and contains a wealth of information about educational institutions at all levels, including elementary and secondary, postsecondary, public, private non-profit and private, for-profit institutions. This is a rich, detailed, well-organized and trustworthy analysis of massive amounts of data that can be very useful for academic research and writing projects.
Here are a few direct quotes that reflect current conditions and changing trends in higher education (from the 2012 Condition of Education Overview). A useful and informative resource:
In 2009–10, more than half of the 1.7 million bachelor’s degrees awarded were in five fields: business, management, marketing, and personal and culinary services (22 percent); social sciences and history (10 percent); health professions and related programs (8 percent); education (6 percent); and psychology (6 percent) (indicator 38).
Approximately 56 percent of male and 61 percent of female first-time, full-time students who sought a bachelor’s degree at a 4-year institution in fall 2004 completed their degree at that institution within 6 years (indicator 45).
In 2011, some 32 percent of 25- to 29-year-olds had completed a bachelor’s degree or higher. From 1980 to 2011, the gap in the attainment of a bachelor’s degree or higher between Whites and Hispanics widened from 17 to 26 percentage points, and the gap between Whites and Blacks widened from 13 to 19 percentage points (indicator 48).
In 2010, young adults ages 25–34 with a bachelor’s degree earned 114 percent more than young adults without a high school diploma or its equivalent, 50 percent more than young adult high school completers, and 22 percent more than young adults with an associate’s degree (indicator 49).
The Condition of Education — Index — http://nces.ed.gov/programs/coe/ [The 2012 report and related information can be downloaded from this site. An ebook of the report is also available.]
The Pedagodfathers: Lords of Education is a remarkable text — complex, multilayered and imaginative. It captures the wonderful world of educational discourse through the voice of an “old hand” sharing his thoughts and observations with a young educator at the beginning of his career. The book presents many keen insights and “pearls of wisdom.” In the words below, the old hand (mentor) offers his best and final advice: to treasure each moment, choose fresh beginnings and share the wine of life with others. In the passage below, we are told to expect no more of ourselves than this.
“Eliot understood hell better than Sartre. Not that Sartre was completely wrong. He wasn’t. He was even right as far as he went. Hell is, at times, others. The pedagodfathers certainly torture all of us…But hell, as Eliot so beautifully conveys the ugly truth, is also oneself — our drives and choices, their consequences; our fears, failures, pretensions, delusions; our extended, unending solitude; our loss of dignity and self; and our imprisonment as strangers. He offers an exit, however, unlike Sartre: fresh beginning, each moment of the day if necessary. Fresh beginnings, however, are almost over for some of us; but, there are plenty left for people like you and Sophia. I hope you’ll take advantage of them. We need educators and attorneys, even administrators, who choose to enjoy a good life as they seek to build, protect and extend a just, free, good and caring society. Our hope — individually, professionally, institutionally — rests in each person’s treasuring each moment, choosing fresh beginnings and sharing the wine of life with others. No one can ask more from us, and we dare not expect more of ourselves” (Simpson, 1994, p. 157).
It is interesting to juxtapose this advice with the notion expressed earlier in this book about the nature of success (See “On Doing What One Ought to Do“). Captives of our culture, we (educators, human service professionals) are advised to live principled lives as well as good lives, while dedicating ourselves to creating and preserving “a just, good, free, and caring society.” Two moral imperatives — to do what one ought (thereby redefining our conceptions of success), and to enjoy oneself while doing so! This reminds me of Martha Wolfenstein’s fun morality construct — the mid-20th century notion that parenting should be fun and enjoyable, and if we find it otherwise, there must be a problem! — EdProf
References and Photo Credit
Simpson, D. (1994). The Pedagodfathers: The Lords of Education. Calgary, Alberta, Canada: Detselig.
Wolfenstein, Martha (1951). The emergence of fun morality. Journal of Social Issues 7 (4): 15-25. DOI: 10.1111/j.1540-4560.1951.tb02249.x
Photo Credit: Classroom, by Mike Kamrud of South Dakota. Taken in 2010 and posted to Pics4Learning in 2011. http://www.pics4learning.com/details.php?img=classroom.jpg