Last night I went to a SoHo Forum debate on education, with Ed Glaeser supporting government-funded education and Bryan Caplan opposing; I already knew most of Caplan’s case, from reading The Case Against Education.
By far the most interesting piece of (then unknown to me) data came from Glaeser, citing a paper or set of papers the examine national income growth from 1960 to the present (or 2010 or thereabouts) that find education seems to explain income growth but income growth doesn’t seem to explain education. I didn’t catch the names of the authors, but that sounds like one of the better pieces of evidence against The Case Against Education. I’ve been following reviews of the book and so far the critical arguments haven’t been good; most have already been addressed in the book, and the authors just missed them—or their pro-education worldview prevents them from reading and understanding.
To be sure, I’m sympathetic to criticism of Case; having worked for a long time in education I want Case to be wrong. But I cannot find any good arguments against it, either on my own or that others have put forth. Many people don’t like abstract symbol manipulation, despite the way that particular skill is fetishized in the education system. At the very least, putting forth more intelligent apprenticeship options is a good place to start.
Furthermore, I’ve long complained to friends that most of school is tedious and boring. For a while I’ve thought it’s boring because of whining risk:
Almost no teacher gets in trouble for being boring, but a teacher can get in trouble or can get in trouble for being many values of “interesting.” Even I’ve had that problem, and I’m not sure I’m that interesting an instructor, and I teach college students. Students who complain about school being boring get told that school is supposed to be boring. Students who complain about school being interesting (or “offensive,” or whatever) get much more attention.
But if education is really about signaling regarding conformity and conscientiousness, then boredom almost becomes a feature, rather than a bug. If one is willing to conscientiously do even very boring work, that’s a great labor market signal. If Caplan is correct school has been boring and will continue to be boring because no force pushes it not to be, except perhaps for the occasional idealistic teacher.
Still, I have a pet theory that education may really be about very high achievement among elites (who become scientific or artistic innovators) more than about mass education, the intellectual results of which Caplan does show to be… dubious. I don’t know how to test this theory and it is not original to me, although it takes new salience in light of Case.
There’s an analogue to research here: most research is “wasteful,” but that’s because no one knows the answer till after it’s conducted; that’s why it’s called “research.” Most education may also be wasteful, but no one knows who is a waste to educate until it’s too late (up until I hit age 16 or so, I probably looked like a waste of scarce educational resources).
It’s always of interest to see someone in person who is only known on the page; I love, and often cite in propsals, Glaeser’s book The Triumph of the City, and in person he seems like one of those dapper titans of industry or now-extinct northeast, country-club Republicans of the ’50s.
Caplan posted his debate opening statement.
I didn’t think going in (and don’t think going out) that all forms of government support for education, higher or otherwise, ought to be abolished.