Tag Archives: Apple

What is an education for? Remembering the American Revolution

History can remind us of just how expansive our ancestors could be, and how foreshortened our own vision has become.  One thing that makes our current discussion of higher education so difficult is the dramatic impoverishment of the range of our discourse about educational purposes: the narrower our frame of reference the more cramped our imagination, the more limited our creative responses to crisis, and the fewer our possible options.

Geoffrey Galt Harpham begins his sixth chapter with a citation from John Adams.

I must study Politicks and War that my sons may have liberty to study Mathematicks and Philosophy.  My sons ought to study mathematics and Philosophy, Geography, natural History, naval Architecture, navigation, Commerce and Agriculature, in order to give their Children a right to study Painting, Poetry, Musick, Architecture, Statuary, Tapestry and Porcelaine.

Of this particular citation and others like it, Harpham goes on to say,

[It] is worth recalling that once upon a time the ruling class–which had also been the revolutionary class–imagined that they were risking their lives, their fortunes, and their sacred honor in behalf of a futurity where what would come to be called the humanities would dominate the concerns of the citizenry.  They humanities, they felt, would represent the crowning achievement of a nation that, having prevailed in war, would build its new society on a foundation of such economic, political, military, and social security that citizens could enrich their lives by turning their attention to the study and appreciation of material and textual artifacts…Adams, Jefferson, and others believed that a general concern for the humanities represented not only the best possible future for the new nation but also the natural progression of mankind, if freed from fear and want.

 We are, of course, a long way from that vision now, our educational vision cramped by a cultural imagination that extends no further than security, economic security first and foremost, but other kinds of security as well.  The quest for security leads fathers to discourage their sons interest in poetry and philosophy and insists that they study business, or leads other students to declare as education majors so they “have something to fall back on”.  It’s worth noting that Adams spoke in a period far more precarious and insecure for the American Republic than anything we face today, and so our current obsessions and fears that education ought to be about employment first and always seems spiritually and ethically….empty.  In the midst of a national experiment that could still have failed, Adams was able to imagine that work existed for the higher purposes of education, rather than education existing for the “practical” purposes of work.

Not that there was no debate between advocates for what is now called professional education and what we continue to call the liberal arts.  It was, in some respects, ever thus, even if it seems more thus now than ever. Harpham points out that John Locke was a philosopher in favor of what we now call professional education and dismissive of the preciousness of the liberal arts.  Harpham also points out that it is a good thing the Lockes of the world did not win the argument and the Adamses did since no one would now be reading either one were it not for the continuing if weakened importance of a liberal arts education.

However,  I think there’s an irony in Adams’s formulation (and in Harpham’s appreciation of it) since it seems to assume that fear and want are defined qualities that can be addressed, finite needs that can be satisfied.  We live in a society that in some respects makes a living off the generation and regeneration of fear–the beneficiaries being our massive security industries–the prisons, the military, homeland security, gated communities, home security systems, and on and on.  We are also a culture defined by the generation of want rather than its satisfaction.  As much as I admired Steve Jobs, Apple is a company built on the generation of desire for things people never knew they wanted, and the iconic Apple is one small mythic reminder of the infinite allure of the new product hanging like fruit from the lowest shelf.

The irony of Adams’s formulation is that there is never any end of want, and our insatiable desires generate, at a minimum, the ongoing fear that we will somehow lose track of all our baubles or have them taken from us.  And our fundamental fears for our children have to do with the fear that they will have fewer baubles than we have.  And so finally, if want and if fear are potentially never ending–like the wars that Adams feels compelled to study–what room left ever for those higher human ideals that Adams deferred for himself. I think he deferred them unknowingly for his sons and daughters and granddaughters and grandsons as well. Are they not deferred always, if we begin with the belief that security is the means and education is at the end? In the world we have created we will never be secure enough for the poetry and philosophy that Adams at least desired for his progeny.

A couple of years ago I tried to think through my own rationale for the purposes of education.  You can listen to it here as you have interest:  Convocation Address: Education for Praise

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What could our educational system learn from Wegmans?

Higher education in general has been almost inveterately averse to the idea that they should take a cue or two from the world of business, seeing our own ideals of educational transformation as going well beyond the utilitarian emphases of the for-profit world and its emphases on the bottom-line.  I think this wariness is warranted, and my own sense is that education in the United States on both the secondary and tertiary levels is being severely damaged by an over-emphasis on pre-professionalism at the expense of comprehensive intellectual and imaginative development.

Nevertheless, I think our wariness of big business suffers from the abstraction of the singular noun.  “Business” is not one thing, but many things, and businesses in the plural can be quite unique and plural in their approach to their own markets, blending bottom-line success with larger cultural and social goals within the culture of their companies and beyond.  Especially, it seems to me, higher education could learn something from the way some businesses have sought to place a premium on higher levels of more informed service as well as the effort to provide higher quality products that in some ways create the need and desire that is necessary for their markets to work, rather than depending on discerning whatever it is we think that people want or markets want or governments want.

I’ve been running across several articles recently along the lines of this one concerning Wegmans:

“Our employees are our number one asset, period,” said Kevin Stickles, the company’s vice-president for human resources. “The first question you ask is: ‘Is this the best thing for the employee?’ That’s a totally different model.”

Yet the company is profitable. Its prices are low. And it is lauded for exemplary customer service.

“When you think about employees first, the bottom line is better,” Stickles argued. “We want our employees to extend the brand to our customers.”

The Wegmans model is simple. A happy, knowledgeable and superbly trained employee creates a better experience for customers. Extraordinary service builds tremendous loyalty.

In a slightly different vein, I think Apple’s attention to providing the highest quality services to customers has paid off as well:

Part of the problem facing the non-Apples of the world is historical baggage. Big phone makers, such as HTC and Samsung, were never computing experts. As for PC makers, in the 1980s and 1990s, when Intel and Microsoft ruled, they had little choice but to focus on cutting costs to eke out a profit after paying the bill for those Pentium chips and Windows licenses.

Kerry Chrapliwy, a former executive in HP’s PC group, says that if a product did not turn into a blockbuster overnight at HP or Dell, it was often killed. “We were always fighting the philosophy at HP of, ‘How do I get this product to market at the lowest possible cost to the highest volume of people?’ There was not enough focus on delivering the right experience to people.”

Apple, by contrast, “had a worldview that said, ‘We’ll suck it up for three or four years and make it happen,’ ” said Roger McNamee, a co-founder of technology investment firm Elevation Partners.

I think both of these are examples of businesses that have succeeded in significant part because they worked in ways that were counter to the tendency in “business” to cut first and ask questions later–whether the cuts came in the benefits of employees, cutting employees, or cutting in to the quality of life of employees (by, say, attempting to deliver more services at the same price by stacking more work in to the lives of existing employees), or by cutting the quality or quantity of services delivered.  The brand of Wegmans and Apple alike is such that it has generated tremendous customer  appreciation and loyalty even when and if people have to pay more for those services and those products.

Our educational system is a different animal, to be sure.  Yet I still wonder whether the assault on secondary teachers and on faculty that is so pervasive in our political culture is really a prescription for educational success.  What if, in fact, we created an environment in which higher levels of performance by teachers was the result of educational environments that placed investment in teachers as job one, and investment in unique and creative educational product (rather than the production of students able to perform on standardized tests) as job one A?

And what would be the trade-off required of teachers or professors in creating that environment?  What if the price were something like loyalty to an institution and its mission and its immediate students rather than the more abstract loyalty that one has to one’s discipline or intellectual interests?