The barrier within higher education & CSU at an existential crossroad (something in the way) – The Cauldron
Militant Apathy is a phenomenon composed of many complex layers, all of which lead to a paralyzing state. It is a term that describes hopelessness, disconnection, and extreme levels of anxiety. In terms of higher education, there has been a shift from the meaningful aspects of attending college, such as expanding one’s vocabulary, discussing complex questions, understanding new concepts that one can connect to today’s world and so on.
Senate Bill1, a recent bill that was passed by the Ohio Senate, is a representation of this shift, as it restricts the natural flow of the academic learning process.
Many universities are faced with political pressure to base their curriculum on market based logic, ultimately becoming industrialized. The structures are less inclusive as the economic realities place a constraint on both the students and professors.
In a recent article published by The Chronicle of Higher Education this growing issue was emphasized stating: “Burnout has been an issue in academe for some time. But recently, the stress of working in a sector battling for its very existence in the face of declining student enrollment, political attacks, and public skepticism about the value of a college degree has also taken a toll.”
One day, sitting at “The Root Cafe” in Lakewood, Ohio, I noticed a pattern reflecting this global epidemic. The disconnection, loss of purpose and mindless consumer-driven mentality was evident in the tired hipster eyes that stared at a screen bombarded by the endless world of transactions in which overwhelm the senses.
My purpose of being at the Root was to talk with Dr. Michael Skladany from the Department of Criminology and Sociology at Cleveland State University (CSU), on the state of higher education.
More specifically at CSU, we have hopes of sharing a profound message with the student body. He said,“Besides the common oat milk outbursts, this place is as quiet as a catacomb in Ancient Rome,” As he walked inside, displaying a grunge-like fashion that was reflective of the mood regarding the topic.
CSU operates from within a framework of “business ontology” as do most social institutions and it is not remarkable in any real sense of the word.
“What is remarkable is the manifestation of this framework mindset on the part of our students on the ground levels, what Beth McMurtrie calls militant apathy.” said Dr. Skladany.
Photo Credit: Kayleigh Connors
Buisness ontology is a structure based on cash transactions, a deal, and essentially is the only reality that permeates our everyday subjective beings.
Mariam Soliman, a lead teaching assistant at Cleveland State, joined us to share her researched observations at the university. “Students are viewing college as a means of climbing the economic ladder and succeeding in future endeavors.” Essentially, this process disconnects many students from their why, and in turn leads to higher levels of anxiety and confusion.
“The emphasis on money weighs heavily, creating a fear to take risks and pressure to carry out the “American dream”. In addition, instructors struggle to give their students the level of engagement necessary for inclusion.” said Soliman. Many academics are juggling research and teaching, which constrains their ability to provide the necessary tools for their students.
Cleveland State University as a middle class institution has many students who are forced to balance a variety of responsibilities, such as their education, work, social life, and information. “A student in this position struggles to connect to the experiential core in which one would be more apt to use school resources, meet with peers and be involved in on-campus activities,” said Skyladany.
Ultimately, Cleveland State students are unable to participate in much of these offerings, as their day-to-day lives are not conducive to do so. This tends to cause students to feel like an outsider in the university environment. Many students only have time to privatize their grades and degree, causing a lack of purpose within their education.
Economics as the focal point dictates on a large scale.
As emphasised by Dr. Skladany, mental health is a very prominent point to note, as it is a reaction to the perpetual and invasive growth of capitalism. “There is a barrier that has influenced the loss of social interaction. Covid has pronounced such and technology has become a replacement for in-person experiences.”
In addition, college is much higher in tuition, has more competition and less opportunities. This puts pressure on students and in turn causes anxiety.
This transactional world in which uses individuals as a means to an end is not in the least fulfilling. Students are both a product and a consumer of this economic driven world. “It is sad to see human potential stunted, not just at CSU but around the world. It is simply a card game that’s rigged, and the business ontology is at the very root of it all.” said Skaladany.
“Students have to take back their education through real engagement and involvement. The institution is broken, shattered and ‘in crisis’ to capture popular discourse. The ‘market logic’ [students as consumer/product] needs to be rejected by the students. The over-marketed fantasy of college education leads to an over-saturated semblance of meaningless material, [that]drains students of their education. The accumulation is a false promise that is unattainable and is not sustainable on any level. In this new becoming, this existential pivot does not come from administrators ‘loco parentis’, faculty, parents, alumni, new software, or the politicians meddling in higher education. It comes and starts with the students. The old receding system is an archaic one and the new on our collective horizons is ominous because it holds out a more intensive market saturation that this article has demonstrated, which is clearly not in Cleveland State’s or the students’ best interests.”
But how? Kurt Cobain said it best, “It amazes me, the will of instinct.” We must take back the quality of our life and demand a meaningful and engaging education.
Knowledge, experience and well being is under attack and it is our responsibility to take control of what is ours. It is not ‘them’ who can solve this on-going deeply rooted issue, but us, the student body.