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Research, David Horowitz, and Control of Our Public Universities

Sun Mar 19, 2006 at 04:33:32 PM EST

Aaron Barlow's third piece in his Responding to Criticism: The State of Education in America series could be a review David Horowitz's latest book. Aaron takes a us a step further in Research, David Horowitz, and Control of Our Public Universities.

Aaron explores how the vast resources available at a click of a button have fundamentally altered the nature and he posits, the value, of research. Once a learning experience both in process and product, research is now often “a chore, not a challenge, simply a cut-and-paste to satisfy the professor’s demands.” The implications of this diminution of research may be profound. It is exactly these skills that are needed to evaluate and counter “research” put forward by the likes of David Horowitz.

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Research, David Horowitz, and Control of Our Public Universities | 7 comments (7 topical, 0 hidden)

Interesting reading... (5.00 / 1) (#1)

As much as I rely on the web for research now, I wonder how differently I'd use it if I had gone to college in the computer age.

I suspect that I'd mainly be, as you put it, "looking things up" rather than expanding on a core set of things studied in an older, slower time.

Curious to know what others think about this.

Jeff

by Jeff Huber on Mon Mar 20, 2006 at 07:47:52 AM EST

I have commented on DKos (5.00 / 2) (#2)

My comment there is concerned with those who wish to influence (distort would be the better word) the higher education system)to fit ther own agenda:

"A mid-evening telephone call came from a powerful and influential multi-millionaire, ex-stock exchange member who was a colleague on the same government higher education committee as that on which I served.

As an appointee of the Confederation of British Industries and known as a fierce critic of the existing peer review system used by universities at the time, I was presumed a natural ally. Would I help remove the Chairman and work to get the left-wingers out of our institutions, regarding whom he and his colleagues were funding "research"? He had, he claimed, the ear of Margaret Thatcher.

Bad mistake. He failed to persuade me, he failed to form a caucus and he failed to make his band of informers effective in distorting the very system that he claimed was distorted.

These threats to what our education system stood for were real over here then, so I do not doubt that they are real with you now.

It is right to be concerned, right to be vigilant and absolutely right to make these concerns known."

I very much appreciated your diary, which I recognise dealt with wider issues.

by Welshman on Mon Mar 20, 2006 at 09:55:52 AM EST

It also enables some (5.00 / 1) (#3)

I agree wholeheartedly with what you are saying Aaron, but I would also like to point out that the Internet research methodology - if taught correctly - enables kids like my son who has physical limitations. (Fine motor skill deficiencies). He is able to use the web very well, but the hefting of books and turning the pages is difficult within the context of a library.

Again - it's the discriminating thinking skills that are the most important. We're working on that.

by kfred on Mon Mar 20, 2006 at 12:13:41 PM EST

Excellent point, Kfred (5.00 / 1) (#4)

... I found it interesting over on Kos that folks seemed determined to deliberately misunderstand what Aaron is saying here -- They kept trying to insist that Aaron was saying Libraries = Good; Internet = Bad.

Which is not the case at all. Correct me if I too am misreading, but what I think Aaron's point is that they are different types of tools. Libraries, by their very nature, engender thinking about context because the "context" is so visibly all around. The Internet, by its very nature, is excellent for thoroughness, speed, and reach.

If we understand the tools we are using, then our mental and critical faculties can provide accomodating activities and thought.

For example, before I had an exquisite digital voice recorder, I used to take meticulous notes when I was interviewing. I was a greatnote taker.

Now, with my recorder, my notes are not so meticulous and consist of minute and second tags and key questions, so I can go back to the recording and get "exactly what was said." I take notes differently now, because I am accommodating the new tools.

by Cho on Mon Mar 20, 2006 at 12:30:26 PM EST
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Yes! (none / 0) (#5)

And that's just one example of why the Internet will, one day, replace libraries completely.

My point is that we teachers aren't recognizing the change and utilizing it effectively in our assignments.

by Aaron Barlow on Mon Mar 20, 2006 at 01:12:54 PM EST
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: k-12 (5.00 / 1) (#6)

I'm seeing great progress in K-12 though. Even the teachers are sending home emails with the weekend study sheets to the parents to ensure they actually get home. (a problem in my house<g>). Not exactly webuseage as we are speaking of, but certainly helpful.
Classroom websites for information exchange are in place. Links to programs kids can use to practice their math or reading skills are provided. Some of these have research tools included. I haven't seen those for the higher grades, but for 4th grade on down they are positioned as fun things to do. They encourage curiousity and foraging for more information. Now - these are pre-screened for veracity, and as such they are great.
It has certainly helped in encouraging young minds to explore and to enjoy that exploration. That is a critical step along the way to learning.

by kfred on Mon Mar 20, 2006 at 02:06:50 PM EST
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