(from Minding the Campus):
By John Leo
JOHN LEO You’re known for giving two sets of grades to your students. Why do you do this?
HARVEY MANSFIELD: One set of grades is my private opinion of the work they’ve done. And the other, a higher, official grade that goes to the Harvard registrar, is at or near the Harvard average. Right now, A is the most frequently given grade at Harvard, and A- is the median grade.
JOHN LEO: So this is your kindly answer to grade inflation. You pump up the official grades so your students can compete fairly for jobs with graduates of other colleges that dole out equally inflated grades. Have you had any kickback on that? Anybody protest it?
HARVEY MANSFIELD: Never. At first, I thought students might be upset. But they sort of laugh. It’s obvious to them that the purpose of this is to prevent my having to punish them for taking my course,
JOHN LEO: Let me ask you about the state of the colleges in general. Never before have we had so many students in college. And yet the signs of actual learning are slim. In fact, there’s a body of research about how little college students learn. The most resonant of those studies is the 2011 Richard Arum-Josipa Roksa book, “Academically Adrift.”
HARVEY MANSFIELD: I think that is so. I haven’t been a student of it, but I did read that book, and it was quite convincing to me. The reason for it, I think, is that the universities have stopped pursuing truth for its own sake. They don’t think that there is such a thing as truth, or at least they have grave doubts about it. And that leaves everyone free to do his own thing.
Then there is multiculturalism, the belief that all cultures are equal. So none is better than any other is. And that’s because there isn’t really any true culture or a culture higher or better than any other is. And so while many professors do their best, students are misled and generally demoralized by the view that learning fundamentally isn’t possible. All you can do is indoctrinate. And indoctrination is unprovably good, unprovably true. And that, I think, is why you’re seeing that lack of devotion to learning, and lack of accomplishment in learning seem to go together.
JOHN LEO: So you think that the de-emphasis on learning is a direct result of relativism?
HARVEY MANSFIELD: Yes, I do. CONTINUE READING HERE