Books like The Breakdown of Higher Education — picked by fans

It’s hard for me to overstate the importance this book played in my understanding of college-aged American adolescents. I loved the clarity, organization, and simplicity of the writing here. Bringing in time-tested wisdom from philosophers, ancient faith systems, and cross-cultural perspectives gave me the sense that I was reading about principles and values that will endure far beyond our fleeting cultural moments.

I loved the contrast of wise maxims against trendy and misleading slogans that create a more brittle and distressed generation of young adults. I loved the mix of psychological research, historical anecdotes, and individual college students’ stories, all profiled seamlessly in the book. The sections that look back at historical forces that led to the helicopter and then bulldozer parenting were particularly fascinating.

I love that this book takes a compassionate look at the difficulty of Gen Z without being too harsh or alienating the young adults who… show more.

Lilla’s goal in this book is to show how identity politics threatens the electoral prospects of the Democratic Party. He argues that the party has thrown citizenship—the “we” in political conversation—out the window in favor of “personal identities in terms of the inner homunculus, a unique little thing composed of parts tinted by race, sex, and gender,” and that this will be electorally disastrous for the Democrats. But Lilla’s arguments show that it is disastrous for our national conversation as well. When we give personal identity weight in an argument (Lilla is superb at eviscerating the shopworn phrase “speaking as an X”) we turn the intellectual clock back to premodern times when arguments were settled by power and force.

Kronman is particularly good at describing the “tough” reasoning skills that underlie the thinking styles that have produced modern science and modern democracies. An example of these tough skills is what he calls the “ethic of depersonalization”: expressing arguments in a form available to all—a form not dependent on our emotions or personal experience. Identity politics, in contrast, gives weight to immutable demographic characteristics in ongoing political conversations. It thus reverses centuries of progress in the intellectual march toward open, ecumenical inquiry, where personal characteristics do not trump rational argument.

Campbell and Manning are sociologists who trace how a new moral culture of victimhood has given rise to political correctness. The new moral culture combines the properties of the old culture of honor and the old culture of dignity in a uniquely toxic way. The new victimhood culture borrows from honor culture its extreme sensitivity to insult, but borrows from the culture of dignity the tendency to call upon authorities and institutions to resolve disputes, rather than deal with them on a personal level. The victimhood culture is what has spawned the repressive campus environment of micro-aggressions, deplatforming, and bias response teams.

Recent concern with intersectionality (instances where categories of race and gender overlap) makes research into Black women’s colleges vital. Founded in 1881 as a Baptist female seminary in Atlanta, Georgia, Spelman College became a leading women’s liberal arts college. The book tracks the impact of four college presidents from the outset to the 1950s. The authors show how the formal academic curriculum, extra-curriculum (college-sponsored activities), and hidden curriculum (informal and even inadvertent influences) instilled an imperative to excel.

Gordon looks at the second generation of women to attend college, 1890-1920, with a spotlight on two large universities (University of California, Berkeley and the University of Chicago), one elite women’s college (Vassar) and two smaller southern colleges for women, Agnes Scott, near Atlanta, and Sophie Newcomb, affiliated with Tulane. The book’s comparative focus enables the reader to assess different types of institutions and to contrast women’s experiences in several academic settings, each with its own history and complexities.

There are many different strands of feminism, but the ones I find most compelling show that gender is always inflected by other axes of difference. In fact, it is impossible to make sense of some of the dynamics of peacekeeper gender training without attending to histories of colonisation.

In this vein, this book brings a crucial decolonial perspective to questions of feminist pedagogy. It shows how and why liberation from patriarchy must be linked to liberation from coloniality and racism. In addition to its important insights into higher education and teaching and learning more broadly, I love the range of materials that Sara de Jong, Rosalba Icaza, and Olivia Rutazibwa have curated for this book. It features poetry, manifestos, and other creative forms of writing alongside more traditional academic essays.

Cracking the Wall 20 Years Later is a special title for me, not only because of the significance of its content. I used the original edition in 1993 as a student at the University of San Francisco and then later as a professor at the College of Notre Dame. This book showcases the history of 14 women in academia and highlights the importance of the array of significant changes that need to be made today. What I love most about this book is that the same authors have updated their original chapters and their personal perspective of their experiences and career paths as leaders. They speak from the heart as they share their transformational stories. They do not sugarcoat anything. Even though there have been considerable changes in two decades, a great deal has remained the same for women. This is another essential title of empowerment, which lets women know… show more.

I believe education (what economists call “human capital”) is the key to a more productive, equitable, and happier society. After all, many rich nations, like Switzerland, Japan, and Israel, have almost no natural resources but do have well-educated populations, and many poor nations, like the Congo, Venezuela, and Nigeria, have extremely valuable natural resources but do not have well-educated populations. Therefore, I am concerned about the state of education in America and am particularly troubled that our best universities may not be achieving as much for our society as they could. This book is a searing critique of their role and makes the case that we should expect so much more from them, given their huge resources.

There has lately been an unfortunate tendency among educational observers and policymakers to reduce the value proposition of higher ed to purely measurable metrics: money spent; time spent; money earned. In this sort of analysis, the hard-nosed science and technology subjects tend to come out on top. Those who would speak for the humanities and arts, meanwhile, make the valid but sometimes unsatisfying point that there are benefits—perhaps less readily measurable but still very real and of significant personal and social value—to softer-edged subjects. The goal of The Evidence Liberal Arts Needs is simple: to correct this asymmetry by measuring what was previously obscure. By the end of this book, readers will be convinced of the true and lasting value of the liberal arts tradition in higher education.