Yes, tenure helps. If you're pursuing really strange paths, with a high probability of failure (but a big payoff if they work) tenure helps. One example jumps to mind: Lotfi Zadeh says he could never have worked on fuzzy logic if he hadn't already got tenure. It took both intellectual and missionary work over more than a decade before it even began to pay off. As a young untenured assistant professor, he could never have done this--he'd be out after his sixth year.

I could write an essay on where the liberal arts went wrong (an old English major here) but I'll spare you except to say as disciplines, they went from irrelevant to downright scandalous, the result of one part science-envy, one part who the hell knows. I'm speaking here of literary studies, not anthropologists or psychologists, who have an honest claim to be scientists, in that they study phenomena to try and understand them, illuminate those phenomena for others.

Merle and others have smacked our wrists for thinking about employability, but it's a fact of life for most people. I don't think it needs to be THE central issue in higher education, but it needs to be considered. However, I like her idea that the university is a complex adaptive system waiting to happen, and would love to take that discussion on further.

Pamela




On Apr 28, 2009, at 10:47 PM, Owen Densmore wrote:

On Apr 28, 2009, at 6:47 PM, Pamela McCorduck wrote:
Some other takes on the essay, from Dave Farber's listserv:

Nice! I suspect it's pretty right on in the academic world. Although I'm a bit surprised at the mud-slinging at "far liberal arts".

In industry, we were delighted to have the humanities finally become part of the high tech world. We had anthropologists study our organizations, and Human Interface experts (with expertise spanning everything from psychology to brain studies) help us figure out how to integrate computers into human activities.

I've never had Tenure.  Does it really help?

   -- Owen

From: "David P. Reed" <dpr...@reed.com>
Date: April 28, 2009 4:34:57 PM EDT
To: d...@farber.net
Cc: ip <i...@v2.listbox.com>
Subject: Re: [IP] Re:   Op-Ed Contributor - End the University as We
Know It -  NYTimes.com

I agree with Ben Kuipers below. But here's a simpler observation: what
hubris allows a religion professor in Columbia to indict ALL graduate
programs in ALL universities without doing any research whatsoever?

Any serious professor in any serious graduate school would have never
allowed him to get a Bachelor's degree, much less a graduate degree
with that attitude towards the craft of learning...

Flunk him out.

David Farber wrote:


Begin forwarded message:

From: Benjamin Kuipers <kuip...@umich.edu>
Date: April 28, 2009 10:29:39 AM EDT
To: d...@farber.net
Cc: "ip" <i...@v2.listbox.com>, Benjamin Kuipers <kuip...@umich.edu>
Subject: Re: [IP] Op-Ed Contributor - End the University as We Know
It -  NYTimes.com

Dave,

A colleague forwarded that column to me last night, and here is my
reply:

With all due respect, I disagree with this Op-Ed essay,
comprehensively.

First, far from being "the Detroit of higher learning", American
graduate education, at least in the STEM fields, is the envy of the
world. (This is changing under the influence of Bush-era visa
restrictions that have made it more difficult for American
universities to get the very best students from around the world, so
graduate programs in other countries have been improving rapidly.)

Second, Mark Taylor, the author of this essay, is a religion
professor at Columbia.  Many of his criticisms are relevant to (what
I might call) the "far liberal arts", rather than to the STEM
fields, the social sciences, and many of the more empirically-
oriented humanities.  (I have a great deal of respect for the
humanities, including the "far liberal arts", but they do face very
different intellectual issues from the STEM fields.)

Third, while his praise for inter-disciplinary work is certainly
appropriate, he ignores the need for interdisciplinary work to build
on a strong disciplinary foundation.  There was a fad for
"interdisciplinary studies" starting in the 1960s, that I believe
led more-or-less nowhere, but turned out people with inadequate
preparation to do interesting interdisciplinary work.  (Do you give
an undergraduate a major in "Water"? What are they then prepared
for?)  Herb Simon once pointed out that good interdisciplinary work
must be first-class work within the standards of each discipline
involved.

Fourth, I believe that the importance of tenure for intellectual
freedom is not so much freedom from reprisals for controversial
positions (though this may be more of an issue in other
disciplines), but freedom to pursue the intellectual directions that
one considers important, over a career.  This has proved to be an
effective way to get interesting and important new knowledge created
by a selected community of scholars.

Fifth, to support individuals who devote a lifetime to pursuing
intellectual questions they consider important, an institution must
provide some degree of stability in its own structure. Certainly too
much stability invites stagnation, but a stable departmental
structure, along with a more fluid structure of laboratories,
centers, institutes, and the like, provides a good balance.  I
suggest it already provides the flexibility that Mark Taylor would
like to see, without jeapardizing the stability that lets the
institution support creative thinkers.

Sixth, if you were to seriously eliminate tenure, and create a
system where a significant fraction of senior faculty would get laid
off from the university, needing to find non-academic positions, I
predict that you would greatly reduce the level of creativity and
intellectual risk-taking in our major universities.

Seventh, Mark Taylor raises the spectre of "dead wood" faculty,
impervious to leverage or change. Perhaps this is a problem in his
field or his institution, but I have seen remarkably little of that
in the departments I am familiar with.  Over the course of a career,
the focus of one's efforts inevitably changes, but if the
institutions pays reasonable amounts of attention to respecting and
cultivating its senior faculty, the vast majority of them will end
up working for the benefit of the students and the institution, in
one way or another.  If Mark Taylor is having a significant problem
with unproductive faculty who are unwilling to "assume
responsibilities like administration and student advising", then
perhaps his department needs new leadership.

Summing up, I think that the critiques in this essay are
superficial, and the suggestions for change are wrong-headed.  Some
of his ideas, like his praise of problem-oriented inter-disciplinary
work, are good ideas, but they are already achievable within the
framework we have.

Cheers,

Ben



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