One of the seemingly unfathomable and comparatively new outlooks my wife the professor has noted among students entering college in the last two to three years is a comparatively much lower level of understanding of certain connections and values that used to be easily comprehended by past students.
For example, students given full tuition scholarships, which require at least an even “B” average, are blowing off classes and not doing the work…. and they lose a four-year scholarship, which is worth tens of thousands of dollars. And we’re not talking about well-off students with family money, nor are these students disadvantaged minorities. They come from working or middle-class families; they have good grades in high school and high SAT/ACT test scores. Some of them will overcommit to part-time work in order to pay for what those of us in an older generation would have considered luxuries, such as newer cars and I-phones, but they’re not using the money to buy textbooks, or even borrow them, or in the case of music students, not even to purchase the music they’re supposed to be learning as part of their major, complaining all the time that they don’t have the money. It’s almost as if college is an imposition.
At the same time, they pay for everything with plastic, almost as if they had no idea of where the money represented by the endless card-swiping comes from.
Then there are those of higher than average intelligence who cannot take a series of events, or pieces of music, or facts and synthesize what they have in common or how they differ. Nor can a majority of them write a coherent paragraph. Far too many of them feel that they have no obligation to learn, and that every professor is under an obligation not only to inspire them, but to spoon feed them what they need to know. This is not helped by an administration whose overt and clearly expressed philosophy is that professors are solely responsible for keeping students in school and that student retention is a higher priority than a good education.
A majority of these students have little or no intellectual curiosity, as well as little knowledge of either American culture or history, let alone the history or cultures of other lands.
Yet, they’re generally good young people, if as self-centered as most teenagers have been in at least the past several generations. They’re not mean or vicious, but they don’t seem able to figure out what work needs to be done unless they’re given specific directions. And when they reach the end of those directions, they stop and look around blankly.
In many ways, for a generation cited as the most connected in history, it’s almost as if they’re totally disconnected from anything but their electronic “reality.” They don’t talk to the people around them. Far too many of them don’t understand deadlines and get upset when professors don’t “understand” that they’re stressed or have emotional issues. They don’t really seem to make a connection between the quality of work and success. They don’t understand, or want to understand, the history that led to where they are.
Too many of the voice students can’t even explain what they feel when they’re singing, and yet they want to be professional singers… and they don’t get the fact that unless they can master their own bodies, and understand the feelings and muscular control necessary, they’ll never make it as singers or teachers of singing. In fact, many actively reject connecting to their physical feelings.
Disconnection may shut out a world they find unpleasant or unimportant… until that world crashes through their electronic bubble and asks them to pay the bills with real physical work requiring meeting standards on someone else’s timetable. And it will… sooner or later.