“Higher education is the only product,” Arnold Kling says, “where the consumer tries to get as little out of it as possible.”
In The Case Against Education, Bryan Caplan runs with this idea:
Fact: anyone can study at Princeton for free. While tuition is over $45,000 a year, anyone can show up and start attending classes. No one will stop you. No one will challenge you. No one will make you feel unwelcome. Gorge yourself at Princeton’s all-you-can-eat buffet of the mind. Colleges do not card. I have seen this with my own eyes at schools around the country.
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After four years of “guerrilla education,” there’s only one thing you’ll lack: a diploma. Since you’re not in the system, your performance will be invisible to employers. Not too enticing, is it?
Imagine this stark dilemma: you can have either a Princeton education without a diploma, or a Princeton diploma without an education. Which gets you further on the job market? For a human capital purist, the answer is obvious: four years of training are vastly preferable to a page of paper. But try saying that with a straight face.
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The fact that almost no one grabs a free elite education shows human capital purism is false.
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How would your career have been different if you flunked all the classes you’ve forgotten?
If employers rewarded well-educated workers for skills alone, failing a class and forgetting a class would have identical career consequences. They plainly don’t.
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Failing to learn course material sends a lousy signal: you were lacking in intelligence, conscientiousness, and/ or conformity—and probably still are. Forgetting course material on the other hand, merely signals you lack the superpower of photographic memory.
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Students struggle to win admission to elite schools. Once they arrive, however, they hunt for professors with low expectations.
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Anyone who likes money and dislikes studying has an obvious two-part strategy: choose the best school that admits you so you get a good job after graduation, and choose the easiest professors on campus so you have a good time before graduation.
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Teachers have a foolproof way to make their students cheer: cancel class. If human capital purists are right, such jubilation is bizarre. Since you go to school to acquire job skills, a teacher who cancels class rips you off. You learn less, you’re less employable, yet your school doesn’t refund a dime of tuition.
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By analogy, both sculptors and appraisers have the power to raise the market value of a piece of stone. The sculptor raises the market value of a piece of stone by shaping it. The appraiser raises the market value of a piece of stone by judging it. Teachers need to ask ourselves, “How much of what we do is sculpting, and how much is appraising?” And if we won’t ask ourselves, our alumni need to ask for us.