E.g. look at any PG essay that tried to talk about broader philosophical or political issues and you'll see this limitation. His frame of reference is stuck in a recent enlightenment framing of the world. Granted, PG is indeed a great communicator in technical fields.
The question is if that cost an individual occurs if they choose not to spend their free time on career-related skills is ethical or good for society.
While by contrast, there are some people who want to kick back and simply collect a pay check, there is a whole segment of people in the middle ground who are hungry to learn, but are stretched so thin that they can’t outside of work — a whole segment that isn’t being catered for, and therefore an opportunity exists to tap into this.
At my university engineers were offered two elective courses in the faculty of arts or sciences. That's not a particularly broad education.
The good news is, you can do it without going back to school. IMO an SE will get little benefit out of going back for another degree. You'll get much more ROI spending your time contributing to OSS projects and making a name for yourself.
Sure, CS or STEM courses are probably really solid to pair with a non-CS major because it teaches you stuff that helps extend your abilities in your own field. So I can see why my friend that was going to school to be a nurse might have wanted to take a CS course or two instead of minoring in sociology.
Edit: Let me state it a different way that might shed more light on my point. A CS major can pass all of his/her classes with a perfect GPA and still be incapable of writing software ready for a production system (even at small scale).
The STEM degrees emphasize fundamentals that are rarely (if ever) used in day-to-day "real jobs".
Sure
> and what it means to live a good life
That's just self-aggrandizing bullshit. There is no class that will tell you what it means to live a good life. Anyone who thinks so is dearly lacking perspective.
>an exclusive focus on STEM is indeed 'super specialized'.
An exclusive focus on STEM will include the philosophy of science and what it means to seek truths about the physical world. IMO that has immensely more value in a philosophical sense than you seem to imply.
STEM at best tells you how to do something, but can never tell you what to do, or why to do it. For that you need philosophy, much more than philosophy of science.
However, I guess non-technical/engineering degrees have different results.
By the time you are in a financially stable situation, old habits are ingrained.
Because nobody could read and copies the bible were sparse the catholic church was the single source of word of god. The printing press changed things. The bible became widespread and people read the bible for themselves. With that came an important shift, that one's own interpretation of a text was a valid interpretation. Tons of important literary works became widespread. The middle class valued literacy and saw it as a ticket to wealth and began teaching their kids to read and write competitively at younger and younger ages. They invented the education system we have today; the entire idea of a sequential learning system based around books, and becoming an adult when you could read at a certain level (as opposed to the catholic belief that you were an adult when you were old enough to fight at age ten), that was also the enlightenment and romantic period. Protestantism came about because people valued individual interpretations of the bible, which the catholic church had serious qualms with since that was their entire claim to authority...
So the fact that you grew up in a family which valued literacy, which sent you to a university where you spent four years reading books, and then came out of that with your own valid and rational ideas about what those texts mean, and your rite of passage into adulthood is based on your ability to read and write at a university level, that is still very much framed in the values of the enlightenment.
A good book for you to check out is Rodney Stark's "For the Glory of God", written by a secular historian debunking much of the above narrative.
The fact that many educated today take your narrative for unarguable fact also illustrates the problem. The 'enlightenment' narrative is ironically very self limiting.
As far as protestantism and the printing press being invented prior to the enlightenment, yeah. Without widespread use of both you don't get the enlightenment for reasons I mentioned previously. And neither were really new ideas, either. Ancient greece had the printing press, high rates of literacy and a belief in interpreting texts for yourself, but these ideas were lost during the dark ages.
At any rate, we are obviously referring to different things by the term 'enlightenment', definitely different historical epochs.
Based on what you're saying here, are you arguing for a kind of Scholasticism?
Finally, your criticism of a "radically egalitarian" view is somewhat perplexing to me. Would you mind expanding on that point?
And yes, a teleological philosophy like scholasticism makes the most sense if we are trying to figure out the best way to live. Otherwise we just end up with the specious word game philosophy that everyone hates
My experience of interacting with older, more stable 'intellectuals' who do not have a broad background of reading is an acquired indolence towards foreign ideas and older ideas, subsisting on a shallow 'tolerance' as a sign of their broad mindedness.
1. not going to find a good economic deal
2. not going to get any true value
3. not going to have fun
You're better to take a 2-year programming diploma or go into the trades if you want the highest short/midterm pay-off.
If you're playing a longer term strategic game and actually enjoy learning for the sake of growing (i.e. you do it on your own regardless) look at the career-long pay-off.
For instance, my friend was a mechanical engineer at Total, and after 3 years left to go study ML 1 year. Not only was the school all paid for by this fund, but the now student got a decent share of his salary everymonth. Best of best, he can go work for another company after his degree without any problem.
I thought that was a great idea. Although in practice, not every one is eligible to this particular program. I forgot how its called, CIFRE maybe
this particular degree isnt paid for by the government like the rest french education. Although it is taught at a very famous engineering school in france
The thing you are thinking about is probably Compte Personnel de Formation (CPF) which was called Droit Individual à la Formation (DIF) a few years back.
Note that this is not some incredible sum of money, however a year in a classic STEM university costs a few hundred euros in France, so what you get from CPF is quite enough.
For five years of engineering school I spend about 3500 euros which included insurance. A full pension with private room costs a bit more than 300 euros per month. The difference with US education prices is just staggering.
Now, if all companies made it part of their "offer" to train people "enough" (say, 1d/w), then you'd expect all the workforce to become more qualified, better in time and in age.
You could actually pay/recover the "investment" of training the equivalent of university/grad/postgrad/etc for all employees simply by the fact that everyone else would do it too (and it would certainly lower wages a bit for the early years of these newcomers, since they'd skip the idling 20's decade of many youths currently).
I don't know, it's clearly not something you could do overnight or even over a generation, it's likely to be deeper and more 'revolutionary' than that in people's minds; but mathematically, economically, it tends to make sense (we've done that for years with "guilds" and "companions" in the medieval ages and actually since forever in some trades).
I think the current mainstream / massive education (take hundreds, thousands, and grad them each year) is just the result / need of industrialization (requiring an educated workforce), a novelty of the late 19th and 20th century.
I think the cursor is moving and the explosion of alternative means and times/ages of learning is a strong indicator of that.
Some places require spending a certain percentage of payroll on training by law, failing which the employer must pay the difference to a government training fund. I live in the Canadian province of Quebec which is such a place. I think at least one major tech city in the US has a similar law, though I'm not sure.
Q: What happens if we provide education and training to our employees and they leave?
A: Well, what happens if we don't, and they stay?
Growing a company's knowledge and skill base is an investment, not charity. Companies that don't do it reap exactly what they sow -- they're the same companies whose CEOs will otherwise loudly complain about how difficult it is to find skilled employees, especially at a senior level, and decry the terrible state of universities. As if everyone else just stumbles upon people with twenty years of experience in a particular niche on the street.
Yes, some people will leave. The smart thing to do is to convince as many of them to stay and to stay on good terms with those who leave. Keeping a loyal employee base whose knowledge and skills remain largely unchanged after joining the company doesn't provide any kind of meaningful growth.
On a few educational systems, you have dedicated curriculums for technicians and artisans/craftmen, with theory in classes, practice in labs and internship on the job.
Even if learning on the job is a big part (roughly half of the training), it's not purely that.
The key (which I think you're making) is that once you're an apprentice you learn by doing and get paid.
1. Generally, education leads to productivity. 2. College education is typically tranferrable -- learning CS topics improves worker productivity regardless of who they work for. 3. Education is sticky to the individual; it can't be repo'd (or confiscated by fascists / nazis). 4. Employers generally try to match wages to productivity. Even if they pay as little as possible, in a fair market they will have to be prepared to bid close to worker productivity or lose out to a competitor who will.
Given these factors, I think the status quo is going to do a better job optimizing things than requiring employers to pay for training. When deciding who should bear the costs of training, it's appropriate to remember who the benefits accrue to. It's not only fair, but also ensures the incentives are aligned. When the topic is general and tranferable, the benefits of training largely accrue to the trainee.
Which is why I'm sitting in a training class about how our software works and code review culture, and not one about Python or Go.
It's also a clever way for tech companies to externalize a lot of their R&D costs—because academic labs often rely on private grant funding more than the state, corporations can determine research priorities by extending grants, and then have the costs of that research partially subsidized by tuition-paying students!
This is an interesting talk on the subject. Haven't listened to it in a while but it really shaped my thinking about the university while I was a student: https://wearemany.org/a/2014/06/fall-of-faculty
When corporations start sponsoring degrees you will see a lot less "fluff" in those forms of higher education.