Our system of higher education failed our members of Congress.
Most people who pass through our halls of higher learning exit believing that they can know what’s “True” and “Right,” and if others don’t see it their way, then those others must be little more than ignorant. As we watched Congress this past week and saw many who defiantly chanted, “NO COMPROMISE!,” we reaped the terrible results of higher education teaching them that they can know with certainty what’s right in matters of exigency.
We can overlook people believing in only one way when their backgrounds did not allow for much pursuit of academic sorts of knowledge. When one knows only one thing, then that one thing becomes the answer to all questions. But our Congress people all participated in higher education, and, purportedly, learned something throughout those years. Thus, we tend to think that they now stand up for what they learned and came to believe. Clearly, they came to believe that their ways, and only their ways, can count as the right ways, and since they believe that they’re right, they found no reason to compromise. This results in disastrous courses of actions as we observed over the past few weeks.
Our colleges and universities harbor thousands of people who teach what our Congress people believe, and they do the sort of harm that we saw evident in the behavior of our leaders last week. They saw no need for discourse, no need for explanations, and no need for compromise. Thus, we saw the citizenry start viewing leaders as despicable characters—people who brought out the worst in each other. Writing in his book Orators & Philosophers: A History of the Idea of Liberal Education, Bruce Kimball noted that, “Searching for truth without giving commensurate attention to the importance of public expression inevitably leads the individual to isolation and self-indulgence and the republic to amoralism and chaos” (238).
Educated people understand that every decision that we make is based on incomplete information. We never know all we can know about any subject. In fact, the more we know about anything, the more we understand how little we know about that thing, because we see the vast amount of information that we don’t know! So, we decide based on the information of the moment. And as we all know, new information can alter the beliefs of the moment. That’s why we compromise. We understand that the other side of an issue may rank equally with what we believe, so we seek a middle ground that can work until we all gain information that might cause us to change again. Thus, those who celebrated our leaders who refused to compromise join their ranks as unlearned and uneducated.
Without any other examples, the actions of our leaders during the manufactured crisis of the debt ceiling debate call us to reform our education. We need more focus on understanding how we form our ideas, more focus on the importance of discourse, and more focus on compromise. In short, we need more classes in the humanities and in rhetoric. Rhetoric helps us understand that our goal doesn’t center on shouting our ideas and demanding adherence, a la the tea partiers. Our goal is to persuade and provide the opportunities for agreement. If we cannot prove that one way is right and the other wrong, then we can consider no viewpoint as absolute (Kimball).
We should not expect much from those who disdain discourse and compromise, for they shall surely disappoint us. That said, neither should we elect those who refuse to grant benefits to opposing ideas. We need to pay closer attention to what our candidates say while we stop demanding adherence to some set formulae that curtails conversation and thwarts agreement. Finally, we should demand that our universities stop teaching their products that they can know anything absolutely. Understanding what the philosopher David Hume tried to tell us about experiments—that the same result a thousand times provides no logical necessity for the same result the next time—helps us embrace the possibility of getting ideas wrong.
We face many trials as citizens of the United States of America, but we may find none greater than changing the ways our colleges and universities educate and changing the sorts of people who will represent us.
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Kimball, Bruce. Orators & Philosophers. New York: College Entrance Examination Board, 1995. Print.