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Some of these observations aren't particularly surprising, but this line really took me out of it: > Yes, I know some texts, especially in the sciences, are expensive. However, the books I assign are low-priced. All texts combined for one of my courses is between $35-$100 and they still don’t buy them. The implication that for one course (of which they have multiple in a year, over four years), students can be expected to spend up to $100 for textbooks (and the author thinks this is low-priced!) is astonishing and shows a profound disconnect with the actual financial situation of students. Of course, many will just use libgen or get second-hand copies, but these things are thwarted by incremental releases with just enough changes to make them infeasible for use in the course. |
What I see is that the declining interest in the life of the mind that was already evident a generation earlier has accelerated, particularly during the COVID years. I see this as the reversion of a historical anomaly. In the postwar era, a number of things converged: the GI Bill allowed a lot of ambitious new blood to enter the university system, competition with the Soviets ensured generous funding, and many the finest brains of a generation of Europeans relocated to the US. This all started to come undone in the late 1960s, when the counterculture made the establishment start to question the value of the academy, the world war 2 GIs finished their educations, and the cream of 1930s Europe died off. Really, it’s surprising how long we’ve been able to sustain a decline since then.