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I am in college now, so there is a low probability that I was born in the 1960’s. Each decade is remembered by particular traits. Along with the psychedelic movement and funky age, the 1960’s was known for youthful radicalism. Obviously in many decades that have come by, the “bone of contention in elections have differed.” I do not think it is peculiar this time around.” Maybe the college experience is less critical to the nation than it was a generation ago. I believe the factors leading to these changes are natural and not a deliberate action. The issue of terrorism, the phenomenon of celebrities and probably the internet are some natural causes.
I spent a good part of my freshman year feeling disappointed by college. As a new undergraduate, I felt a lack, for the most part, in the place of the dissent and engagement and intellectual political discourse I had so expected. I still feel this lack sometimes, especially when I consider that many of the political conversations I’ve had have taken place in classes called things like American Political Thought, and Civil Liberties. For the first few months of college, I thought that a relative absence of political change-making meant an absence of any sort of change-making at all; had I written this essay a semester ago, my conclusions here would have been much less optimistic. But now I’ve gained some distance from those first few semesters, and can look back on my experiences with all the wisdom of a nineteen-year-old college sophomore.
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Oberlin’s cost ($45,500 for tuition, room, board and fees for the school year 2007-2008, compared to $3,000 when my father attended) and its selectivity deterred me from even applying. By the time I arrived at the University of Pittsburgh, though, I had realized that I couldn’t have expected much from college even under ideal circumstances. As Mr. Perlstein suggests, my life and the lives of many college students today did not begin when we left home. I grew up in the District of Columbia, and moreover at a small, private, liberal high school. In eighth grade my classmates routinely staged impromptu musical sessions in Dupont Circle. In my senior year a good number of us walked out of classes to protest the invasion of Iraq. Granted, my high school experience is not the norm, but it is an exaggerated version of the state of high-schoolers today: Awake to political realities, to artistic possibilities – to the world in general. Schools offer a far greater variety of courses than they did 40 years ago; the Internet provides us with a glimpse of the world beyond our towns. Whatever awaited me in college could at best be more of the same; I could not expect a fundamentally different experience.
In exchange, though, students have a much greater interaction with the world around them. Rather than wrapping ourselves in a cocoon of fevered separateness, we are engaging with those outside the university setting. When the cost of summer classes forced me to work as a waitress, I got to know the people who still generally do not go to college: the dishwashers who didn’t graduate from high school; the line cooks who had children in their teens; the servers who are on parole till 2015. You can’t meet, and learn from, these people in a dorm lounge. In interning for a Pittsburgh non-profit dedicated to educating the city about energy conservation, I not only learned a lot about how poverty interacts with energy use, I contributed to progress in the struggles to conserve energy and to fight poverty. No one can say anti-war protests didn’t have a significant political impact in the Vietnam era, but activism these days finds its expression in cooperation with non-profits and, yes, corporations, and it does substantial good.
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I never expected to gain any new insight into the nature of my generation, or the changing landscape of American colleges, in Lit Theory. Lit Theory is supposed to be the class where you sit at the back of the room with every other jaded sophomore wearing skinny jeans, thick-framed glasses, an ironic tee-shirt and over-sized retro headphones, just waiting for lecture to be over so you can light up a Turkish Gold and walk to lunch while listening to Wilco. That’s pretty much the way I spent the course, too: through structuralism, formalism, gender theory, and post-colonialism, I was far too busy shuffling through my iPod to see what the patriarchal world order of capitalist oppression had to do with Ethan Frome. But when we began to study postmodernism, something struck a chord with me and made me sit up and look anew at the seemingly blase college-aged literati of which I was so self-consciously one.
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It may seem easy to dismiss my experiences as the product of an overstretched high school student justifiably floundering in his transition to college. There are, after all, many others my age and younger struggling with far worse and sacrificing with far less. But my story – however banal it may seem – reflects a generation of young people unconditioned to deal with failure. Perfectionism has become a prerequisite to get into our most elite universities; by the time we leave our nearly immaculate high school records behind, we have never experienced what it means to make a mistake, take a controversial stand, or – as in my case and many of my classmates -get a B+. It’s no wonder that we stifle our creativity and impulse to try something new for fear that it will blemish our academic record, derail our post-graduation plans and catastrophically prevent us from living successful lives.
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In my book The Design Inference, I argue that specified complexity reliably detects design. In that book, however, I focus largely on examples from the human rather than the natural sciences. The main criticism of that work to date concerns whether the Darwinian mechanism of natural selection and random variation is not in fact fully capable of generating specified complexity. More recently, in No Free Lunch, I show that undirected natural processes like the Darwinian mechanism are incapable of generating the specified complexity that exists in biological organisms. It follows that chance and necessity are insufficient for the natural sciences and that the natural sciences need to leave room for design.
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Although Perlstein rightly observes that these problems exist, his dangerous conclusion is that college life no longer impacts the American zeitgeist as critically as it once did. This assessment is fundamentally flawed. The disinterest today’s students exhibit, and the commercialization of college campuses, can be pointed to as a root cause of, and an effect of, many of today’s most pressing cultural woes, These issues deeply affect national culture. Today’s student body’s failure to bring the issues of the day to the forefront of debate perpetuates a growing sense of helplessness and dejection in the general public regarding social issues.
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