Zero Robot Work

In his [Rifkin’s] most recent book, The Third Industrial Revolution, he says that a reshaping of society made possible by a variety of trends, including automation systems and green technology, could leave people more time for what he calls “deep play.”

He imagines robots’ making manufacturing so cheap and efficient that most people will simply be able to work less to meet their basic needs. He says we will then be free to start new kinds of nonprofit activities that link us with other people in new ways, helping us lead more-fulfilling lives.

The New Industrial Revolution“Jeffrey R. Young

I shouldn’t complain about mainstream journalists who seem to lack historical awareness, but I will: the Chronicle of Higher Education, which is supposed to be written to and for intellectuals, can be almost shockingly unaware of history. Perhaps the problem is less a lack of historical awareness and more a question of an institutional sensitivity to recent trends. They want to be relevant. I suppose these two things are identical.

The Chronicle writers are also mainstream in avoiding anything that might be leftist, much less Marxist, less they be accused of (a liberal media) bias. In this case, the article mentions Henrik Christensen and Burton J. Bledstein and Jeremy Rifkin– all very trendy– but says nothing about Terry Eagleton, much less Harry Cleaver and Karl Marx, all of whom have more interesting things to say about productivity, work, and technological change.

Capitalism creates problems (contradictions) by making certain forms of work obsolete. It then has to reinvent work, not for existential or economic reasons, but for political reasons. Work is the central organizing ideology of capitalism and without it, as Marx said, “the knell of capitalist private property sounds.” These liberal academic debates about the loss of meaning from the loss of work are silly. We can figure out how to live without it.

The Men Behind the Curtain

As part of my doctoral research, I am conducting an institutional analysis of the growth of for-profit colleges. What about the mid 1990s made the environment so ripe for rapid expansion? Kevin Kinser gets at this neo-institutionally with a fine analysis of regulation and financialization.

Yet, there must something more than regulatory changes and market innovation to such a massive change in college-going in such a short period of time. Something created a million new people who suddenly wanted a college degree.

In my sample of currently enrolled for-profit students there is one motivation that subsumes all others: job insecurity.

How “Admissions” Works Differently At For-Profit Colleges: Sorting and Signaling,” tressiemc22

I found this blog via Education and Class and it seems worth following. In the next several years I expect a lot of curtains to be drawn, revealing that the wizards behind the for-profit sector are simply salesmen with a flair for theater. Their main trick was a sexy dual appeal: first, to our sense of injustice– that great mass of people who have no access to a college education– and second, to our technological and consumer fetishes.

When I say “we” I mean those of us who study these things and are doing well financially. In Higher Education, that means the tenured and tenure track faculty, now a small minority of higher education teachers. We loved our technology, we had enough money at least to be early adopters, and we thought that these new communication technologies would help us reach people who had never been reached, much less heard. A great dream.

We are slowly learning to pay no attention to the man behind the curtain; I lost my bid for tenure. I am bothered by one thing, though. As people have said in many contexts, the recent story of higher education, or, rather, the historians, tend to ignore the teachers when they tell the story of the system and the students. This isn’t just a story about students and new institutions and class, it is also a story about creating the adjunct system.

Topsy Turvy Teaching

New data from a long-term study by the Community College Research Center at Columbia University’s Teachers College suggest that some of the students most often targeted in online learning’s access mission are less likely than their peers to benefit from — and may in fact be hurt by — digital as opposed to face-to-face instruction.

Who Benefits From Online Ed?” Doug Lederman

One of the first things I learned about college is that the academic pecking order is upside down. It’s especially dramatic in an English department, where the students who need the most work and help– the college freshman– tend to get the lowest paid teachers, that is, adjuncts and graduate students. The students who need the least help– junior and senior English majors– get the best paid, most experienced tenured professors.

Traditionally, English professors (each a literary specialist) taught freshman, if they did at all, only as a part of a kind of hazing ritual. Once you earned tenure you got the small classes with the (self-selected, experienced) best students. This has changed as Rhetoric and Composition nears a kind of numerical equality with Literary Studies. The more Rhetoric and Composition matures, however, the further it seems to go from those freshman.

Online education has tended to duplicate these patterns in curious ways, by focusing on those very students who seem least likely to do well in an online setting. Here, as elsewhere in academia, those students who most need the sorts of help you can only get in the traditional classroom– and in small classes– seem to be the main target audience for online education. And online education has even fewer full-time tenured professors.