Reinventing American Higher Education
The leaders of our country today are almost universally a product of our institutions of Higher Education. As we look at the men and women who control our news media, the courts, government, education, the arts and some of the professions, we see a group of people who are totally alienated from our American heritage. America's elite is in fact embarked on destroying our civilization.
Institutions of higher learning are expected to accomplish: the passing on the knowledge of the philosophical, religious and intellectual bases on which our civilization is built; study our past in order to further our knowledge of how our civilization came to be; teach the students the intellectual tools they will need to carry our civilization further; and conduct research to enhance our knowledge of the past and provide the knowledge base for advancement in all areas of our life.
The overwhelming majority of faculty in higher education today rejects the fundamental principles on which our civilization is based: faith in God and obedience to His moral law, individual freedom and responsibility and economic freedom. Faculties not only refuse to teach principles of Western civilization, they actively promote concepts totally alien and hostile to our civilization: atheism, pantheism, Marxism and feminism.
Lynn Cheney, in her book, "Why Our Culture and Country Stopped Making Sense," traces the development of our cultural decline to our institutions of Higher Education. Lincoln is quoted to have said: The philosophy of the classroom today will be the philosophy of the government tomorrow. The skyrocketing of the number of broken homes, unwed mothers, sexually transmitted diseases, abortions and crime is no mystery; they are the natural outcome of moral relativism, permissive ethics, hedonism, feminism and other ideas taught at our universities and colleges.
During the 1980s and 1990s American businesses restructured and reinvented themselves and as a consequence, they are once again competitive in the world market. It is time to reinvent higher education. The reinvention process offers us a chance to remedy what is wrong with higher education: its economic inefficiency, its political and philosophical imbalance, its lack of accountability to the consumers of its product, its hostility to our civilization and its archaic (second wave) structure.
Fortunately, the means of reinvention are on our doorstep. The process that is evolving is an ever- increasing use of computer technology that will produce a better product at a cheaper price and reintroduce into our higher education process something that we do not now have: choice. Lectures can be recorded on CD-ROM and sold cheaply. Imagine paying not $900 for a 3 semester-hour course, but $15 for a CD-ROM. Then there is the quality of teaching. Most professors now regard teaching (especially undergraduates) as a chore to be endured, a process that takes time away from the activity that is really rewarded, which is research. So, as a market develops where consumers (students and parents) can choose the product they wish to buy, professors who can not teach will not sell CD-ROMs. Say good- bye to the teaching assistant who speaks barely intelligible, broken English. Likewise, professors who wish to teach anti-American, anti-Western and anti-religious courses, will not sell a lot of CDs. …