A Personal Perspective: Knowledge should be shared, not hoarded. The case for encouraging academics to spend more time teaching outside their classrooms.
The development of new terminology can advance a field, but may cause harm if it leads to knowledge silos.Imagine a company where revenue is generated through a combination of customer fees and government subsidies. The company’s product depends on intellectual capital, and people spend years acquiring the training they need to join the team. Due to its government funding, the company is subject to significant external regulation and also needs to maintain its paying customer base to survive.
In 1960, an average of 40% of the population of the United States had at least completed a high school degree, while in 2020 almost 90% of Americans had done so. As of 2019, approximately 30% of Americans had obtained a bachelor’s degree but as of 2018, 36 million Americans had started college but failed to complete a degree.
Meanwhile, faculty who are tasked with publishing and obtaining grant funding to keep their job often find that there is little incentive to spend time telling people outside their discipline what they are working on.
Given this reality, we shouldn’t be surprised that questions about whether pursuing a college degree is worth the time and effort on the part of students, concerns that colleges and faculty members are wasting public funding, and skepticism about research that is presented as “too complicated” for regular people to understand are on the rise.
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