Education vs. Bureaucracy

It seems that at the university level, some of the people in charge have forgotten their initial purpose. Ideally, they have earned their position by displaying their ability to stimulate learning in the students who spend thousands of dollars each year to take classes.

I'm not sure exactly why they think what they do, but at times it seems that they are only doing what they were told by some nebulous entity who has either died, retired, or moved to a higher-paying institution long ago.

Instead of being intensively trained in the field of one's choice of study, the student is subjected to generalised courses that only vaguely pique his interest. All in the effort to acquire a small document stating that some faceless administrator's vague requirements of study were completed over a course of a few semesters.

Under an establishment which purportedly one that encourages logical thought and analysis, it would be thought that each degree would be submitted once a candidate showed signs of having learned key fundamentals in the field he has chosen to pursue.

But under this establishment, requirements that make no sense, like requiring a guitarist to be as proficient at the eighty-eight-keyed beast as a piano student just so he may obtain a degree in the creation of music.

And no amount of argument to any individual member of the administration will cause the rules to change in our favor. They all ignore the illogic of it and defend the establishment by claiming that this is what is required.

To which I reply, look around. Logic is missing from the degree plan. If you agree that the current system is illogical, who but you has the power to change it?

These excess requirements are stumblingblocks to an otherwise tolerable system of higher learning. Expecting proficiency in a foreign instrument of an instrumentalist who has spent ten years concentrating on another (equally legitimate) instrument will only result in that instrumentalist's failure. Not a failure to learn, but a failure in the development of ability in a truncated amount of time. In 3 short years, they expect a level of proficiency that comes from at least twelve years of development.

These students are learning valuable ideals, concepts and techniques in all of their other classes that will be useful for the rest of their lives. They fail because of a sheet of paper.

When logic falls from common use, the cracks are filled with corruption.

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