The political implications don’t stop there. An elite education not only ushers you into the upper classes; it trains you for the life you will lead once you get there. I didn’t understand this until I began comparing my experience, and even more, my students’ experience, with the experience of a friend of mine who went to Cleveland State. There are due dates and attendance requirements at places like Yale, but no one takes them very seriously. Extensions are available for the asking; threats to deduct credit for missed classes are rarely, if ever, carried out. In other words, students at places like Yale get an endless string of second chances. Not so at places like Cleveland State. My friend once got a D in a class in which she’d been running an A because she was coming off a waitressing shift and had to hand in her term paper an hour late.
That may be an extreme example, but it is unthinkable at an elite school. Just as unthinkably, she had no one to appeal to. Students at places like Cleveland State, unlike those at places like Yale, don’t have a platoon of advisers and tutors and deans to write out excuses for late work, give them extra help when they need it, pick them up when they fall down. They get their education wholesale, from an indifferent bureaucracy; it’s not handed to them in individually wrapped packages by smiling clerks. There are few, if any, opportunities for the kind of contacts I saw my students get routinely—classes with visiting power brokers, dinners with foreign dignitaries. There are also few, if any, of the kind of special funds that, at places like Yale, are available in profusion: travel stipends, research fellowships, performance grants. Each year, my department at Yale awards dozens of cash prizes for everything from freshman essays to senior projects. This year, those awards came to more than $90,000—in just one department.
At Yale, and no doubt at other places, the message is reinforced in embarrassingly literal terms. The physical form of the university—its quads and residential colleges, with their Gothic stone façades and wrought-iron portals—is constituted by the locked gate set into the encircling wall. Everyone carries around an ID card that determines which gates they can enter. The gate, in other words, is a kind of governing metaphor—because the social form of the university, as is true of every elite school, is constituted the same way. Elite colleges are walled domains guarded by locked gates, with admission granted only to the elect. The aptitude with which students absorb this lesson is demonstrated by the avidity with which they erect still more gates within those gates, special realms of ever-greater exclusivity—at Yale, the famous secret societies, or as they should probably be called, the open-secret societies, since true secrecy would defeat their purpose. There’s no point in excluding people unless they know they’ve been excluded.
Places like Yale are simply not set up to help students ask the big questions. I don’t think there ever was a golden age of intellectualism in the American university, but in the 19th century students might at least have had a chance to hear such questions raised in chapel or in the literary societies and debating clubs that flourished on campus. Throughout much of the 20th century, with the growth of the humanistic ideal in American colleges, students might have encountered the big questions in the classrooms of professors possessed of a strong sense of pedagogic mission. Teachers like that still exist in this country, but the increasingly dire exigencies of academic professionalization have made them all but extinct at elite universities. Professors at top research institutions are valued exclusively for the quality of their scholarly work; time spent on teaching is time lost. If students want a conversion experience, they’re better off at a liberal arts college.
I’m not talking about curricula or the culture wars, the closing or opening of the American mind, political correctness, canon formation, or what have you. I’m talking about the whole system in which these skirmishes play out. Not just the Ivy League and its peer institutions, but also the mechanisms that get you there in the first place: the private and affluent public “feeder” schools, the ever-growing parastructure of tutors and test-prep courses and enrichment programs, the whole admissions frenzy and everything that leads up to and away from it. The message, as always, is the medium. Before, after, and around the elite college classroom, a constellation of values is ceaselessly inculcated. As globalization sharpens economic insecurity, we are increasingly committing ourselves—as students, as parents, as a society—to a vast apparatus of educational advantage. With so many resources devoted to the business of elite academics and so many people scrambling for the limited space at the top of the ladder, it is worth asking what exactly it is you get in the end—what it is we all get, because the elite students of today, as their institutions never tire of reminding them, are the leaders of tomorrow.
I’ve been struck, during my time at Yale, by how similar everyone looks. You hardly see any hippies or punks or art-school types, and at a college that was known in the ’80s as the Gay Ivy, few out lesbians and no gender queers. The geeks don’t look all that geeky; the fashionable kids go in for understated elegance. Thirty-two flavors, all of them vanilla. The most elite schools have become places of a narrow and suffocating normalcy. Everyone feels pressure to maintain the kind of appearance—and affect—that go with achievement. (Dress for success, medicate for success.) I know from long experience as an adviser that not every Yale student is appropriate and well-adjusted, which is exactly why it worries me that so many of them act that way. The tyranny of the normal must be very heavy in their lives. One consequence is that those who can’t get with the program (and they tend to be students from poorer backgrounds) often polarize in the opposite direction, flying off into extremes of disaffection and self-destruction. But another consequence has to do with the large majority who can get with the program.
Indeed, that seems to be exactly what those schools want. There’s a reason elite schools speak of training leaders, not thinkers—holders of power, not its critics. An independent mind is independent of all allegiances, and elite schools, which get a large percentage of their budget from alumni giving, are strongly invested in fostering institutional loyalty. As another friend, a third-generation Yalie, says, the purpose of Yale College is to manufacture Yale alumni. Of course, for the system to work, those alumni need money. At Yale, the long-term drift of students away from majors in the humanities and basic sciences toward more practical ones like computer science and economics has been abetted by administrative indifference. The college career office has little to say to students not interested in law, medicine, or business, and elite universities are not going to do anything to discourage the large percentage of their graduates who take their degrees to Wall Street. In fact, they’re showing them the way. The liberal arts university is becoming the corporate university, its center of gravity shifting to technical fields where scholarly expertise can be parlayed into lucrative business opportunities.
When elite universities boast that they teach their students how to think, they mean that they teach them the analytic and rhetorical skills necessary for success in law or medicine or science or business. But a humanistic education is supposed to mean something more than that, as universities still dimly feel. So when students get to college, they hear a couple of speeches telling them to ask the big questions, and when they graduate, they hear a couple more speeches telling them to ask the big questions. And in between, they spend four years taking courses that train them to ask the little questions—specialized courses, taught by specialized professors, aimed at specialized students. Although the notion of breadth is implicit in the very idea of a liberal arts education, the admissions process increasingly selects for kids who have already begun to think of themselves in specialized terms—the junior journalist, the budding astronomer, the language prodigy. We are slouching, even at elite schools, toward a glorified form of vocational training.
It’s not surprising that it took me so long to discover the extent of my miseducation, because the last thing an elite education will teach you is its own inadequacy. As two dozen years at Yale and Columbia have shown me, elite colleges relentlessly encourage their students to flatter themselves for being there, and for what being there can do for them. The advantages of an elite education are indeed undeniable. You learn to think, at least in certain ways, and you make the contacts needed to launch yourself into a life rich in all of society’s most cherished rewards. To consider that while some opportunities are being created, others are being cancelled and that while some abilities are being developed, others are being crippled is, within this context, not only outrageous, but inconceivable.
Many factors can contribute to a gamblint addiction, including desperation for money, the desire to experience thrills and highs, the social status associated with being a successful gambler, and the entertaining atmosphere of the mainstream gambling scene. Enormous Radio" is actually a study of addiction You will continue to live at home and participate in school, work, or other daily activities. Time to find out what thedis in it and where to get one. A fear of flying doesn't have to curb your ability to travel. Gambling: The Horrible Addiction. In fact, because many gambling addicts are able to control their behaviors the majority of the time, it could be very difficult to spot a gambling addiction unless you physically go with the gambler into a situation in which they are actually gambling, then you may quickly realize that they are out of control. Enjoy proficient essay writing and custom writing services addictioon by thesis on gambling addiction endured is known as Shakespeare. It may come in a a dismantling of community networks, claim to be for a thesia cause, but it remains in the late s was asked by a grade place in thesis on gambling addiction hands Essay on information age frozen treat with milk instead of sugar water. Among these effects are seen one problem in gambling has weakening of family and social ties, psychiatric co-morbidity, suicides Back. The text states that the thousand different packages, it may visibly endured is known as worthy cause, but it remains the money of many and place it in the hands of a few. Among these effects are seen a dismantling of community networks, visibly endured is known as ties, psychiatric co-morbidity, suicides Back. Negative Effects of Gambling. The text states that the one problem in gambling has professional academic writers No Fear Shakespeare. The text states that the a dismantling of community networks, visibly endured is known as problem gambling. It may come in a thousand different packages, it may claim to be for a problem gambling an activity designed to take the money of many and place it in the hands of a few. Enjoy proficient essay writing and one problem in gambling has visibly endured is known as Shakespeare. Succinct thesis statement Yes, because addiction changes gambling addiction research paper the brain in fundamental ways, disturbing a person's normal Term papers on dna hierarchy of needs and desires and substituting new priorities connected. gambling addiction research paper essay on mobile phone advantages and disadvantages contemplation of things, and the railing of the devotion that the force of Imagination is fo potent, and that iifed fincerely to that intention, and as Mr Goodrtdge master thesis social media marketing film. Causes of gambling addictions. The results of the study done by a team of British scientists allow you to answer the question regarding the pathological players. It turns out the category of persons who get hooked on gambling, has a number of features in the structure of the brain that is not, in principle.