Many people believe that Ivy League schools provide a top-notch education. However, a new book challenges this idea, suggesting that these prestigious institutions may not be delivering the quality education that students and parents expect.
The book, “Slacking: A Guide To Ivy League Miseducation,” by Adam Kissel, Rachel Alexander Cambre, and Madison Marino Doan, argues that while Ivy League schools like Harvard, Yale, and Princeton are highly selective and expensive, their curriculums often lack the rigor and depth necessary for a solid education. Parents frequently invest over $80,000 a year hoping their children will gain valuable skills and knowledge, but the authors question whether this investment pays off.
The Ivy League schools allow students to choose their majors and select courses to fulfill general education requirements. This flexibility, while appealing, has led to a curriculum that the authors describe as vague and lacking in substance. They point out that core courses, which traditionally ensured a well-rounded education, have been replaced with options that can be overly broad or focused on trendy topics rather than essential knowledge.
The authors highlight that many courses in the humanities and social sciences are more about personal expression or activism than about serious academic inquiry. They express concern that students might graduate without a solid understanding of important subjects like American history or classic literature, which are critical for informed citizenship and effective careers.
The book also critiques writing courses, suggesting that they often reflect the personal biases of instructors rather than teaching students how to write effectively. In contrast, science courses tend to be more rigorous, although there are still lighter options available for less serious students.
The authors warn that without a strong core curriculum, Ivy League graduates may leave school with a "thin and patchy" education. They argue that this lack of structure means students might not acquire the foundational knowledge necessary to succeed in life.
Despite these criticisms, the authors acknowledge that dedicated students can still find high-quality education within the Ivy League if they seek it out and receive good guidance. However, they conclude that overall, many Ivy League students may end up with less education than they deserve.
The views expressed in the book reflect the authors’ personal experiences and research backgrounds. Adam Kissel has ties to the Heritage Foundation and has worked in higher education reform, while Rachel Alexander Cambre and Madison Marino Doan have academic backgrounds that include teaching and research at prestigious universities.
This critique of Ivy League education raises important questions about the value of elite institutions and whether they truly prepare students for the challenges of the modern world.
