[cyrksoft]

I've given you my arguments, but you don't like them. And all your arguments are 'things have been done this way for centuries, let's keep the status quo as it is' and 'you cannot measure what I do'. Governments don't subsidise sectors, tax payers do. And you are saying we should keep giving money to those producing nothing, or something so valuable that can't be measured, because that is how we've been doing things so far. You should tell me why we should keep giving people money, not the other way around. Specially in the current situation where lots of people are really struggling.

[foldr]

It’s difficult to have a sensible argument when there’s a fundamental difference in values. As far as I can see, you think education should ‘produce’ something of monetary value or it is worthless. Historically, universities have operated under very different assumptions.

Take the example of historical research. Either you want a society which knows its own history of you don’t. You can’t put a price on that. To try to reduce the value of such research to citation numbers or some kind of financial measure is just nonsense.

[cyrksoft]

I never said all education should produce something of monetary value. There are many non-monetary value things that can nonetheless be measured.

You keep talking about how things have been historically. Things can change, and historically not everything was done correctly.

> Either you want a society which knows its own history of you don’t.

You don't need hundreds or thousand of History PhDs for that.

There is no point on people studying things nobody cares and nobody will ever care about. If your work never gets used, why force a subsidy on it? Do it with your own means if you like. Or accept the fact that you will have to do it for a very low wage no matter how many PhDs you have.

You seem unable to defend your position other that 'historically it's been this way' and 'unmeasurable value'. There is no point in keeping going with this discussion.