By Charles Loiacono    

  Are We Dumbing-Down?

            On November 18, 2004, the Subcommittee on General Education issued a prior review proposal to be perused before a scheduled meeting on December 16, 2004, where the subcommittee made a presentation on its proposal for revamping the college curriculum.

            There has been major concern over the cuts in the natural and physical sciences, mathematics, and physical education.

            The reason most often put forth for cutting the requirements in these areas is that other colleges don’t require them. Far be it from me to question the wisdom of these other institutions, but it occurs to me that following the leader is no substitute for leading.

            I cannot imagine why we would want to encourage a generation of couch potatoes to avoid the necessity of learning the importance of physical development of their bodies. What ever happened to the Ancient Greek adage that a sound mind should exist in a sound body?

            As far as the sciences and mathematics are concerned, I’m afraid that my reaction to this kind of dumbing-down would strain the obvious. But Thomas L. Friedman, columnist for the New York Times, drew a very interesting analogy between the need for more science and math education and the defeat of hostile regimes that threaten world peace. In his OP-Ed piece on Sunday, December 5, Friedman wrote:

            “We are facing a mounting crisis in science and engineering education. The generation of scientists, engineers and mathematicians who were spurred to get advanced degrees by the 1957 Soviet launch of Sputnik and the challenge by President John Kennedy to put a man on the moon is slowly retiring.

               “But because of the steady erosion of science, math and engineering education in U.S. high schools, our cold war generation of American scientists is not being fully replenished. We traditionally filled the gap with Indian, Chinese and other immigrant brainpower. But post-9/11, many of these foreign engineers are not coming here anymore, and, because the world is now flat and wired, many others can stay home and innovate without having to emigrate.

            “If we don’t do something soon and dramatic to reverse this “erosion,” Shirley Ann Jackson, the president of the American Association for the Advancements of Science, told me, we are not going to have the scientific foundation to sustain our high standard of living in 15 or 20 years.

            “Instead of doubling the N.S.F. budget—to support more science education and research at every level—this congress decided to cut it! Could anything be more idiotic?”

            I remember well the dumbing-down of the curricula in institutions of higher learning in the wake of student protests in the late 60’s and early 70’s. Boards of Trustees and college administrations buckled under the pressure, and the nation saw a decline in American brain power as students were no longer required to struggle with material that would interfere with their pursuit of pleasure.

            Where is the pressure coming from now? Where is the demand to no longer challenge this generation to pursue excellence?