Andrew Delbanco’s book “College: What it Was, Is, and Should Be” offers a comprehensive and critical exploration of the ethical dilemmas, inequalities, and challenges that colleges and universities face in the modern era. Delbanco delves into the complex issues surrounding college admissions, wealth disparities, and the shifting landscape of higher education, prompting readers to reevaluate the purpose and ideals of higher learning institutions.
At the heart of Delbanco’s argument is the contention that merely listing inequities falls short of addressing the underlying ethical concerns. He posits that these issues are deeply ethical in nature, particularly when examining the intricate landscape of college admissions. Delbanco maintains that while it is easy to condemn such practices, they should be regarded as part of broader ethical questions. He highlights the historical context, noting that for centuries, society did not raise objections to practices that effectively amounted to affirmative action for white students, illustrating the nuanced historical underpinnings of contemporary debates.
Delbanco’s central assertion is that modern college admissions processes are disproportionately skewed in favor of students from affluent backgrounds. He argues that colleges inadvertently perpetuate wealth disparities rather than working to rectify them. While present-day exclusionary practices are less overt than historical discriminatory practices, they are arguably more insidious. This growing gap between privileged and underprivileged students further contributes to a lack of understanding between socioeconomic classes.
To underscore his points, Delbanco draws upon Michael Young’s 1958 book “The Rise of the Meritocracy.” This satirical work serves as a cautionary tale about a society dominated by economic expansion and meritocracy. Delbanco uses Young’s critique to underscore the contemporary problems within colleges, arguing that many institutions are too closely aligned with financial interests. He highlights the increasing divide between the majority of students and a select few, as well as the colleges’ focus on marketing and amenities rather than educational quality.
Throughout his book, Delbanco identifies a pervasive sense of “drift” within the college system. He contends that colleges have deviated from their historical mission of providing opportunities for personal and societal advancement. This erosion of purpose is particularly evident in a society where individuals question the value of a college degree, especially as student loan debt continues to rise and navigating the complex higher education landscape becomes increasingly difficult.
Delbanco also addresses the underappreciated role of teaching within higher education. He expresses concern over the decline of full-time, tenure-track professors and emphasizes the importance of educators who are genuinely invested in teaching. Delbanco identifies a disconnection between teaching and research in graduate programs, advocating for student-centered doctoral education that prepares scholars to excel in both realms. This emphasis on teaching as an essential component of academia challenges the current trend of prioritizing research.
In his concluding chapter, Delbanco addresses the potential trajectory of colleges and universities. He acknowledges the challenges posed by technological advancements and changing societal expectations. Despite these challenges, he argues that the fundamental ideals of colleges must not be abandoned. Delbanco emphasizes the importance of community, equity, and the intrinsic value of education. He contends that colleges play a crucial role in nurturing democratic values and social responsibility.
In essence, Delbanco’s book serves as a clarion call for a critical evaluation of higher education institutions. By examining the ethical questions inherent in college admissions, wealth disparities, and the evolving nature of education, Delbanco prompts readers to consider the role that colleges play in shaping individuals and society at large. His exploration of historical context, coupled with a passionate plea for change, encourages readers to reflect on the intricate connections between education, societal progress, and the pursuit of equity and justice.
In conclusion, Andrew Delbanco’s “College: What it Was, Is, and Should Be” offers a thought-provoking analysis of the challenges and ethical concerns facing colleges and universities today. His comprehensive examination of the historical foundations, contemporary realities, and potential futures of higher education institutions prompts readers to engage in critical discourse about the purpose, value, and ethical responsibilities of these institutions. As Delbanco passionately advocates for the preservation of colleges’ core ideals, he challenges us to consider how education can contribute to a more equitable and democratic society.
