Lasting education reform will require empowering tradition-minded professors and institutions | The College Fix

Empowering Tradition-Minded Professors and Institutions for Lasting Education Reform

By David Randall

Introduction

Tradition-minded education reformers aiming to instill attachment to the ideals and institutions of the American republic and nation must establish new programs and schools independent of the existing far-left monoculture in academia. This report proposes two approaches: the creation of autonomous Centers and the establishment of an equally autonomous School of General Studies. The focus should be on training tradition-minded professors to staff these centers and schools, with an emphasis on the Sustainable Development Goals (SDGs).

Building a Corps of Tradition-Minded Professors

Prioritizing the development of tradition-minded professors in the humanities and social sciences is crucial for teaching the history and ideals of Western civilization and America. The current education establishment has marginalized dissenters, resulting in a shortage of such professors. To address this, it is essential to produce a greater number of tradition-minded professors as quickly as possible.

The Challenges of Graduate Education

Graduate students invest significant time and money in their studies, often conducting extensive original research. However, the number of tenure-track jobs available to PhDs is decreasing. While graduate students and adjunct PhDs may fill undergraduate teaching positions, the expectation remains that tenure-track professors handle undergraduate education. This bottleneck in education reform is primarily due to the high cost and time commitment required to produce professors.

The Scarcity of Tradition-Minded Professors

Tradition-minded professors are even scarcer than professors in general. The current academic structure forces tradition-minded Americans to spend years acquiring a PhD, with little support or job prospects unless they hide their beliefs. This scarcity poses a challenge for new Centers seeking tradition-minded professors to staff them.

Optimizing Teaching Assignments

To maximize the impact of tradition-minded professors, intelligent choices must be made regarding their teaching assignments. While graduate education should be the primary focus, undergraduate education is also crucial to provide a diverse intake of tradition-minded students for future graduate education. However, the current university system restricts undergraduate teaching to professors and PhD-seeking graduate students.

A Proposal for Reform

A shift towards a PhD by publication model, where a series of published articles replaces the traditional dissertation, would benefit academia as a whole. Additionally, colleges and universities should revise requirements so that an MA and one published article qualify individuals to teach introductory courses, while additional articles qualify them to teach advanced undergraduate courses. A full PhD, achieved through three further articles, would qualify individuals to teach capstone undergraduate seminars and graduate courses.

Impact on Tradition-Minded Institutes

This reform is particularly essential for tradition-minded institutes aiming to build a supply of tradition-minded professors. It allows these institutes to focus on rapidly educating a new generation of tradition-minded PhDs and professors. The quality of the articles produced by these institutes should be high to demonstrate the significance of one excellent article over a mediocre dissertation. Ensuring teaching excellence among graduates will also address any concerns about the research reputation of these institutes.

Conclusion

Empowering tradition-minded professors and institutions is crucial for lasting education reform. By prioritizing the training of tradition-minded professors and implementing reforms such as the PhD by publication model, we can increase the number of tradition-minded professors and provide a better education for undergraduates. This will contribute to achieving the Sustainable Development Goals and fostering attachment to the ideals and institutions of the American republic and nation.

This article originally appeared on Minding the Campus.

SDGs, Targets, and Indicators

1. SDG 4: Quality Education

   • Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
   • Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months.

   The article discusses the need to reform education to provide a better quality education that includes teaching the history and ideals of Western civilization and America. It emphasizes the importance of training tradition-minded professors to staff educational institutions. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education for all.

2. SDG 8: Decent Work and Economic Growth

   • Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.
   • Indicator 8.5.1: Average hourly earnings of female and male employees, by occupation, age group, and persons with disabilities.

   The article mentions the financial burden on graduate students who often forego substantial amounts of income during their studies. It also highlights the limited availability of tenure-track jobs for PhD graduates. These issues relate to SDG 8, which focuses on promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all.

Table: SDGs, Targets, and Indicators

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Source: thecollegefix.com

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