The Issue at a Glance

Higher Education’s Precarious Hold on Consumer Confidence (doi:10.1007/s12129-011-9231-1

Peter Wood, National Association of Scholars

Is there bubble in higher education? NAS president Peter Wood responds point-by-point to those who argue against the overwhelming signs that there is. In the process, Dr. Wood makes a convincing case that higher education badly needs an overhaul in order to operate more effectively and efficiently.

Cost Versus Enrollment Bubbles (doi:10.1007/s12129-011-9232-0)

Richard K. Vedder, The Independent Institute and Ohio University

Andrew Gillen, Center for College Affordability and Productivity

In addressing the same question, Richard K. Vedder and Andrew Gillen systematically explain how we are currently facing two potential and interacting bubbles: costs and enrollments. As bubbles inflate, “it is easy to rationalize continuing trends and mock critics as doomsayers,” but the unconvinced should carefully consider why—based on the best estimate of yearly instructional costs for current students—Americans “are still spending $409 billion on higher education when it should cost around $150 billion.”

Success without College (doi:10.1007/s12129-011-9233-z)

Jason Fertig, University of Southern Indiana

Jason Fertig tackles the question by looking at the careers of both well-known and “ordinary” people who have achieved success and satisfaction in life without the benefit of a college degree, and urges those concerned with higher education to “shift your energies away from proving the existence of the bubble to advocating solutions to the problem.”

Scholasticism: Causes and Cures (doi:10.1007/s12129-011-9234-y)

Lawrence M. Mead, New York University

In the second part of “The Other Danger…Scholasticism in Academic Research” (Winter 2010), Lawrence M. Mead defines “scholasticism” as the ever narrowing focus on subject matter that is of interest only to other academics studying the same arcane material, and uses his own field of political science to discuss the proliferation (in quantity) and the diminution (in quality) of academic research, particularly in the social sciences.

Counseling and Social Justice (doi:10.1007/s12129-011-9242-y)

Robert C. Hunsaker, University of Phoenix

Robert C. Hunsaker expands on The Scandal of Social Work Education, a National Association of Scholars study documenting the commitment to left-wing “social justice” in social work programs at ten major public institutions. In this detailed and thoroughly documented article, Prof. Hunsaker outlines the changes social justice activists are pursuing, and exhorts opponents of this powerful movement to “respond now or struggle against the likelihood of many alienating changes to come.” He also reminds professional psychology and counseling organizations of their “ethical obligation to be more critical of the movement’s exclusive politics.”

On Hypertext, or Back to the Landau (doi:10.1007/s12129-011-9235-x)

David Solway

In another of his clever and learned ruminations, wordsmith David Solway unravels the truth about “hypertext,” and shows how those never-ending links to others works in online publication can actually fragment and disorient the student mind. Dr. Solway proves that that if a book is a fortifying font of knowledge, hypertext is a debilitating labyrinth.

Catholic in Name Only (doi:10.1007/s12129-011-9237-8)

Anne Hendershott, The King’s College

A number of Catholic colleges and universities have become as secularized as many once identifiably Protestant institutions of higher education. Anne Hendershott describes some of the most egregious examples of this devolution, as well as various efforts to counteract it.

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