Extractos de la reseña enlazada:
Next Anderson focuses on the problem of teaching. “There is a widespread contempt for teaching among teachers,” he writes. Because of that contempt, he says, universities have handed over teaching responsibilities to students, especially graduate students.
This practice, which Anderson calls “the shame of academic intellectuals,” has caused a host of problems. First among these is that universities are misleading the parents and students, who expect education from expert faculty. Other problems include the exploitation of (graduate) students, the potential for these students striking and thereby stymieing teaching, the glorification of specialized scholarly pursuits by faculty unfettered by teaching and the likelihood that these students are poor communicators (especially foreign students).
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Next Anderson talks about the problem of scholarship replacing teaching. Of course that issue is related to the issue of tenure. Anderson wants the practice of granting tenure stopped because it protects poor teachers and is structured to reward publishing over teaching.
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Many other problems come under Anderson’s scrutiny, too many to list here. Anderson proposes several changes that are so sweeping they could be effected only in a time of crisis. According to Anderson, that time is now.
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De otra extensa reseña:
"Anderson offers a number of often-proposed recommendations, ticking them off with a precision that admits of no hesitation. First, he suggests, abolish tenure: "in a nutshell, professors who are good don't need tenure, and those who need tenure usually aren't very good."(p. 121) Second, end "the contempt for teaching"(p.46) in higher education and return teaching to the heart of the academic enterprise. Third, drop "the pernicious myth"(p.121) that the main pursuit of the professoriate is advanced research, and assign the bulk of university research to specialist research fellows. Fourth, increase "the paltry amount of financial support"(p.76) for graduate students, and simultaneously eliminate the exploitative practice of teaching assistantships. Fifth, reform graduate education by conceding the "terrible waste and abuse"(p.75) of the existing excessive attrition and needlessly prolonged programs in doctoral studies. Sixth, abandon the "glass bead game"(p.1 12) mentality of assessing research ability by number of publications and/or citations of publications, relying instead on somehow recognizing genuine quality of achievement."
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