https://en.wikipedia.org/wiki/Ratio_Studiorum

Ferguson, Niall. “I’m Helping to Start a New College Because Higher Ed Is Broken.” Bloomberg.Com, November 8, 2021, sec. Opinion. https://www.bloomberg.com/opinion/articles/2021-11-08/niall-ferguson-america-s-woke-universities-need-to-be-replaced.

Seems like a lot of cherry picking here... also don't see much evidence of progress in a year and change.

Only four jobs listed on their website today: https://jobs.lever.co/uaustin. Note all are for administration and none for teaching. Most have a heavy fundraising component.

In our minds, there can be no more urgent task for a society than to ensure the health of its system of higher education.

Really?! A conservative saying we should worry about the health of education as his fellows choke off funding to all levels of education in general?

"Why are you turning blue and gasping for breath?" the Republican asks as he stands on the throat of education.

Mitchell Langbert’s analysis of tenure-track, Ph.D.-holding professors from 51 of the 66 top-ranked liberal arts colleges in 2017 found that those with known political affiliations were overwhelmingly Democratic. Nearly two-fifths of the colleges in Langbert’s sample were Republican-free.

No acknowledgement here that 2017 was a Republican Presidential administration, which means that a reasonable number of academics left academia to staff the administration. It's a common occurrence that there are reasonable shifts back and forth between government and academia as administrations change. One should look at comparisons from a Democratic presidential administration for a better idea versus Ferguson's cherry picking here.

Also unmentioned is the general disbelief in logic and the underpinning of science on the right in general, a fact which may make conservatives less likely to figure in these sorts of career paths. Are conservatives more likely to take career paths in capitalism-based endeavors than go into academia in the first place given the decrease in regulatory climate in the last half century?

Additionally by only looking at liberal arts institutions, he's heavily biasing the sample from the start. Why not also include the wide variety of non-liberal arts institutions? Agriculture and Mechanical Schools, Engineering Schools, Religious Schools, etc.?

The presumption of liberal profesoriate from the start is also likely to discourage students from considering the profession regardless of their desires and career goals, particularly when the professoriate has significantly shrunk in the last thirty years due to decreased funding. One ought to worry that there are any educators in the business of higher education, much less conservative ones who may be more biased to leave for higher paying careers elsewhere.

There are so many missing pieces of analysis here...

The Finnish paradox stems from the fact that despite Finland having one of the latest school start ages in the world (at the age of 7), they also have one of the highest literacy achievements as well.

The paradox is only perceived by those who may feel that hammering knowledge into children's heads from a young age is the best method of education.

Why do we devalue education? Is it such a commodity now that its transmission value is worth pennies on the dollar?

Is Government requirement and support for education part of what causes the devaluation of the "educational market"? If so, how would one decouple this process to increase the wages of educators? Is a capitalistic version the best way to go, or is it better to socialize it further and inject more money into it versus other choices?

Major nationwide strike forming minimum wage with variances for local consumer indices and city/state costs of living? Something which would drive competition for child care and teaching spaces? Wages that would push up the social value of education? Create a market for competition for teachers at the local level as well as between areas?

https://www.nytimes.com/2023/01/03/opinion/college-learning-students-success.html

This is a key difference in knowledge mastery...

The writing of a thesis is a shock to many specifically because information overload has not only gotten worse, but because the underlying historical method of doing so has either been removed from the educational equation or so heavily watered down that students don't think to use it.

When I think and write about "note taking" I'm doing it in a subtly different way and method than how it seems to be used in common parlance. Most seem to use it solely for information extraction and as a memory crutch which they may or may not revisit to memorize or use and then throw away. I do it for some of these reasons, but my practice goes far beyond this for generating new ideas, mixing up ideas creatively, and for writing. Note reuse seems to be the thing missing from the equation. It also coincidentally was the reason I quit taking notes in college.

https://www.nbcnews.com/news/us-news/study-harvard-finds-43-percent-white-students-are-legacy-athletes-n1060361

They're drawing primarily from students with the following broad interests: - learning sciences / educational psychology - sociology of education (to influence policy/practice) - those with strong real-world experience (looking to apply it to a specific area)

tuition coverage & stipend<br /> must be based in Baltimore<br /> prefer one speaks to faculty members for alignment of research areas and mentorship prior to joining

Just the title "A Great Idea at the Time" makes me wonder if this project didn't help speed along the creation of the dullness of the humanities and thereby attempt to kill it?

What might they have done differently to better highlight the joy and fun of these works to have better encouraged it.

Too often reformers reform all the joy out of things.

https://collect.readwriterespond.com/how-to-remember-more-of-what-you-read/

Some useful looking links here. Thanks Aaron.

I've been digging deeper and deeper into some of the topics and sub-topics.

The biggest problem I've seen thus far is a lot of wanna-be experts and influencers (especially within the Roam Research space) touching on the very surface of problem. I've seen more interesting and serious people within the Obsidian community sharing their personal practices and finding pieces of that useful.

The second issue may be that different things work somewhat differently for different people, none of whom are using the same tools or even general systems. Not all of them have the same end goals either. Part of the key is finding something useful that works for you or modifying something slowly over time to get it to work for you.

At the end of the day your website holds the true answer: read, write, respond (along with the implied "repeat" at the end).

One of the best and most thorough prescriptions I've seen is Sönke Ahrens' book which he's written after several years of using and researching a few particular systems.

I've been finding some useful tidbits from my own experience and research into the history of note taking and commonplace book traditions. The memory portion intrigues me a lot as well as I've done quite a lot of research into historical methods of mnemonics and memory traditions. Naturally the ancient Greeks had most of this all down within the topic of rhetoric, but culturally we seem to have unbundled and lost a lot of our own traditions with changes in our educational system over time.

How can something like this that so many people find worthwhile be so neglected by any school, much less a medical school?

Our educational system is really failing our students.

Damn you Peter Ramus!