- Paperback: 214 pages
- Publisher: Routledge (October 14, 2016)
- Language: English
- ISBN-10: 1138212938
- ISBN-13: 978-1138212930
- Product Dimensions: 6.1 x 0.5 x 9.2 inches
- Shipping Weight: 12 ounces (View shipping rates and policies)
- Average Customer Review: 4.4 out of 5 stars See all reviews (18 customer reviews)
- Amazon Best Sellers Rank: #254,300 in Books (See Top 100 in Books)
Enter your mobile number or email address below and we'll send you a link to download the free Kindle App. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required.
To get the free app, enter your mobile phone number.
What’s Happened To The University?: A sociological exploration of its infantilisation
Use the Amazon App to scan ISBNs and compare prices.
Featured education & teaching resources
Explore these featured titles, sponsored by Springer. Learn more
Frequently bought together
Customers who bought this item also bought
"Universities used to promote social and personal transformation. They now confirm a socio-political demand for conformity: they will provide a safe space in which you can endorse and celebrate your already established boiler-plate identity, as victim of historical injustice. On top of this, universities have now reneged on any responsibility for changing the conditions which in turn has caused social injustice. Furedi gives a brilliant analysis of how, sociologically, we have permitted this to happen. It should be compulsory reading for anyone interested in what has happened to the university." - Thomas Docherty, Professor of English and of Comparative Literature, University of Warwick
"Frank Furedi offers a lucid challenge to what he sees as limitations to free speech in the academy. Passionate and richly illustrated it provides an important starting point for debate." - Mary Evans, LSE Centennial Professor, London School of Economics
"This is a remarkably brave, much needed, timely, and challenging analysis of the current state of higher education. Furedi reflects upon the infantilisation of the university from the growth of paternalism towards students, the increasing presence of intolerance, the curtailing of academic freedom to the less obvious demands for ‘learning outcomes’. Those with an invested interest in these processes will not like this book: all the better! It demands to be widely read." - Sandra Walklate, Eleanor Rathbone Chair of Sociology, University of Liverpool
"Mr. Furedi, an emeritus professor at England’s University of Kent, argues that the ethos prevailing at many universities on both sides of the Atlantic is the culmination of an infantilizing paternalism that has defined education and child-rearing in recent decades. It is a pedagogy that from the earliest ages values, above all else, self-esteem, maximum risk avoidance and continuous emotional validation and affirmation. (Check your child’s trophy case.) Helicopter parents and teachers act as though "fragility and vulnerability are the defining characteristics of personhood."" - Excerpt from the article 'Free Thought Under Siege', by Daniel Shuchman, appearing in the Wall Street Journal, Nov. 2016.
About the Author
Frank Furedi is Emeritus Professor of Sociology, University of Kent, UK
Browse award-winning titles. See more
If you are a seller for this product, would you like to suggest updates through seller support?
Top Customer Reviews
The essential point is that once upon a time we went to college to be tested—to be tested on our ideas, on our knowledge, on our ability to meet challenges and expand our horizons. Now students come to college to be validated. The ethos of the elementary school has been transferred to higher education. Students want the ‘adult’ equivalent of bluebird stickers affixed to their papers; they want pats on the head; they want encouragement. They want their ‘victimhood’ to be acknowledged, respected and rewarded. They have spent most of their lives under adult supervision and they are comfortable with administrators and counselors telling them what to do and how to think. They want safety; they fear discomfort. They do not value academic freedom or freedom of speech if those bedrock principles impinge on their world in ways that upset them. And they are the judges of what upsets them. Perceived slights may be completely unintentional, but if they are ‘perceived’ they are absolutely real.
Talcott Parsons described this elementary and secondary school model as “permissive therapeutics”; permissive therapeutics are now the operating pedagogical principles in higher education. There are two basic problems with this: a) they destroy the content, quality and integrity of higher education; and b) they are inordinately expensive to implement. Hence (in part), the absurd costs of contemporary higher education—armies of tutors, handholders, counselors and ‘diversity industry’ non-teaching academic staff are hired. They displace tenure track faculty (and bury the faculty in rules, processes and shibboleths). The instructional budget shrinks; tenure track faculty are replaced by contingent faculty without job security and the possibilities of controlling and intimidating the faculty multiply.
One simple example: a teacher calls on a student in class. The student perceives that s/he is being oppressed and complains. Another student perceives that s/he is being oppressed because s/he is not being called on. Both students are ‘uncomfortable’. Some may be overly sensitive; others may be unprepared for class and don’t want to be embarrassed; they know that if they play the ‘discomfort’ card they can go to class without having to read the material. Since the teachers can be reported to the political correctness and identity politics apparatchiks or savaged on anonymous student evaluations they take the path of least resistance and stop calling on students in class. ‘Comfort’ is restored; the students learn less and do not need to be accountable.
We now pay much more for ‘higher education’ and get much less. How did we arrive at this insanity? The short answer is that College of Education pedagogy has been extended to the world of putative adults. Activists in support of identity politics and faculty obsessed with race/class/gender victimology embraced the template. Corporate administrators anxious to please students so that they could collect their tuition and featherbed their bureaucracies were only too happy to join in the effort.
For the longer explanation, read this important book. One caveat: the book is styled with very small type and 40+ lines per page of text. Someone failed to proofread it, because it is filled with errors—misspellings, omitted words, and so on. The book is still very readable; social science jargon is kept to a minimum. The errors do not impact intelligibility but they are annoying.
Bottom line: a very important book.
Most Recent Customer Reviews
Born in Hungary in 1947, Frank Furedi is emeritus professor of sociology at the...Read more