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Excellent Sheep: The Miseducation of the American Elite and the Way to a Meaningful Life (English Edition) [Format Kindle]

William Deresiewicz

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Excellent Sheep


This book, in many ways, is a letter to my twenty-year-old self. It talks about the kinds of things I wish that someone had encouraged me to think about when I was going to college—such as what the point of college might be in the first place.

I was like so many kids today (and so many kids back then). I went off to college like a sleepwalker, like a zombie. College was a blank. College was the “next thing.” You went to college, you studied something, and afterward you went on to the next next thing, most probably some kind of graduate school. Up ahead were vaguely understood objectives: status, wealth, getting to the top—in a word, “success.” As for where you went to school, that was all about bragging rights, so of course you chose the most prestigious place that let you in. What it meant to actually get an education, and why you might want one—how it could help you acquire a self, or develop an independent mind, or find your way in the world—all this was off the table. Like kids today, I was processed through a system everyone around me simply took for granted.

I started college in 1981. The system, then, was in its early days, but it was already, unmistakably, a system, a set of tightly interlocking parts. When I speak in this book of elite education, I mean prestigious institutions like Harvard or Stanford or Williams as well as the larger universe of second-tier selective schools, but I also mean everything that leads up to and away from them: the private and affluent public high schools; the ever-growing industry of tutors and consultants, test-prep courses and enrichment programs; the admissions process itself, squatting like a dragon at the entrance to adulthood; the brand-name graduate schools and employment opportunities that come after the BA; and the parents and communities, largely upper middle class, who push their children into the maw of this machine. In short, our entire system of elite education.

What that system does to kids and how they can escape from it, what it does to our society and how we can dismantle it—those are the subjects of this book. I was teaching a class at Yale on the literature of friendship. One day we got around to talking about the importance of being alone. The ability to engage in introspection, I suggested, is the essential precondition for living the life of the mind, and the essential precondition for introspection is solitude. My students took this in for a second—introspection, solitude, the life of the mind, things they probably had not been asked to think about before—then one of them said, with a dawning sense of self-awareness, “So are you saying that we’re all just, like, really excellent sheep?”

All? Surely not. But after twenty-four years in the Ivy League—college at Columbia; a PhD at the same institution, including five years as a graduate instructor; and ten years, altogether, on the faculty at Yale—that was more or less how I had come to feel about it. The system manufactures students who are smart and talented and driven, yes, but also anxious, timid, and lost, with little intellectual curiosity and a stunted sense of purpose: trapped in a bubble of privilege, heading meekly in the same direction, great at what they’re doing but with no idea why they’re doing it. In 2008, on my way out the door, I published an essay that sketched out a few of these criticisms. Titled “The Disadvantages of an Elite Education,” the article appeared in the American Scholar, a small literary quarterly. At best, I thought, it might get a few thousand readers.

Instead, it started to go viral almost from the moment it came out. Within a few weeks, the piece had been viewed a hundred thousand times (with many times that number in the months and years to come). Apparently I’d touched a nerve. These were not just the grumblings of an ex-professor. As it turned out from the many emails I began to get, the vast majority from current students and recent graduates, I had evoked a widespread discontent among today’s young high achievers—a sense that the system was cheating them out of a meaningful education, instilling them with values they rejected but couldn’t somehow get beyond, and failing to equip them to construct their futures.

Since then I have spoken with students on campuses across the country, corresponded with many others, answered these young people’s questions and asked my own, and heard and read their stories. It has been an education in itself, and this book is a reflection of that ongoing dialogue. Where possible, I’ve used their words to help me talk about the issues we’ve discussed, but every page has been informed by my sense of what these kinds of students need and want to think about. A lot of books get published about higher education, but none, as far as I can tell, are speaking to students themselves—still less, listening to them.

I begin the book by discussing the system itself—one that, to put it in a nutshell, forces you to choose between learning and success. Education is the way that a society articulates its values: the way that it transmits its values. While I’m often critical of the sort of kids who populate selective schools, my real critique is aimed at the adults who’ve made them who they are—that is to say, at the rest of us. Part 2 begins to explain what students can do, as individuals, to rescue themselves from the system: what college should be for, how to find a different kind of path in life, what it means to be a genuine leader. Part 3 extends the argument, talking in detail about the purpose of a liberal arts education, the value of the humanities, and the need for dedicated teachers and small classrooms. My aim is not to tell young people where to go to school so much as why.

Part 4 returns to the larger social question. The system is charged with producing our leadership class, the so-called meritocracy—the people who run our institutions, governments, and corporations. So how has that been going? Not, it’s clear by now, too well. What we’re doing to our kids we’re ultimately doing to ourselves. The time has long since passed, I argue, to rethink, reform, and reverse the entire project of elite education.

A word on what I mean when I speak of the elite. I don’t intend the term as it is often now deployed, as a slur against liberals, intellectuals, or anyone who disagrees with Bill O’Reilly, but simply as a name for those who occupy the upper echelons of our society: conservatives as well as liberals, businesspeople as well as professionals, the upper and the upper middle classes both—the managers, the winners, the whole cohort of people who went to selective colleges and are running society for their own exclusive benefit. This book is also, implicitly, a portrait of that class, whose time to leave the stage of history has now so evidently come.

Revue de presse

“In Excellent Sheep, William Deresiewicz sets out to unnerve the current and future college students of America (and their parents). He succeeds brilliantly, with an indictment of elite education that should launch a thousand conversations. Read this book to remember what learning should be, and then pass it along to the next sheep who should leave the flock behind.” (Emily Bazelon, author of Sticks and Stones: Defeating the Culture of Bullying and Rediscovering the Power of Character and Empathy)

“This is a book of great importance to our society. It deserves to transform our understanding of integrity and achievement and success. William Deresiewicz is a genuine humanist with a profound faith in the promise of democracy, and he has an uncommon gift for wisdom without platitudes. Excellent Sheep is a withering analysis of the transactional spirit that rules American education and American life, and an inspiring example of a better ideal. A true teacher speaks here. He has my admiration and my gratitude.” (Leon Wieseltier)

“William Deresiewicz’s book is in and of itself a higher education, and to read it is to learn what’s a college for. The author is an inspired teacher, and his lesson is of a truth sorely needing to be told.” (Lewis Lapham)

“William Deresiewicz’s Excellent Sheep is a searing and important critique of our morally bankrupt educational system. He argues, correctly, that colleges and universities, awash in corporate money and intend on churning out corporate managers and conformists rather than scholars, have betrayed not only their mission, but the students they purport to teach and by extension the wider society. Independent thought is subversive, uncomfortable and lonely. It requires us, as Deresiewicz points out, to challenge and question reigning assumptions rather than kneel before them. Deresiewicz’s book is not so much a call for reform as for revolt.” (Chris Hedges, Pulitzer Prize-winning journalist and author, with Joe Sacco, of Days of Destruction, Days of Revolt)

"William Deresiewicz is one of America's best young public intellectuals. He has written a passionate, deeply informed, and searing critique of the way we are educating our young. Whether you agree or disagree - and I found myself doing both - you must read this book. It should spark a great debate on America's campuses and beyond." (Fareed Zakaria, author of The Post-American World)

Excellent Sheep is likely to make…a lasting mark…for three reasons. One, Mr. Deresiewicz spent 24 years in the Ivy League, graduating from Columbia and teaching for a decade at Yale….He brings the gory details. Two, the author is a striker, to put it in soccer terms. He’s a vivid writer, a literary critic whose headers tend to land in the back corner of the net. Three, his indictment arrives on wheels: He takes aim at just about the entirety of upper-middle-class life in America…. Mr. Deresiewicz’s book is packed full of what he wants more of in American life: passionate weirdness.” (Dwight Garner The New York Times)

"It might surprise the countless students competing for admission to Harvard, Yale, and Stanford that they could be fighting for a dubious prize. But in this probing indictment, a former Yale professor accuses America’s top universities of turning young people into tunnel-visioned careerists, adept at padding their résumés and filling their bank accounts but unprepared to confront life’s most important questions. . . . An urgent summons to a long-overdue debate over what universities do and how they do it." (Bryce Christensen Booklist (starred review))

 “Welcome to what is sure to be the most polarizing education and parenting book since Amy Chua’s Battle Hymn of the Tiger Mom.” (Town & Country)

 “This refreshingly barbed indictment of America’s prestige-education addiction reveals what college students are really getting out of all that work, all that struggle, all that stress – and all those tuition loans.” (MORE Magazine)

"Excellent Sheep challenges parents to break from the herd mentality, to question what we really want from our children, who we really want them to be. The book filled me with both hope that there could be a more authentic, creative way to raise a new generation of thinkers--and with the courage to try to find it." (Peggy Orenstein, author of Cinderella Ate My Daughter)

“Deresiewicz’s critique of America’s most celebrated schools as temples of mercenary mediocrity is lucid, sharp-edged, and searching … he poses vital questions about what college teaches—and why.” (Publishers Weekly)

“An unquestionably provocative book that hopefully leads to productive debate.” (Kirkus)

"Not only does Deresiewicz speak with candor about the ins and outs of the educational hierarchy from an insiders point of view, but he prompts some serious questions about the potential for reform and what we as parents can do to encourage our children from a young age to change the way that they’re learning, and as a result, what they take from the world in exchange. A much recommended read, especially for those currently with or planning to have children." (Briana Burns High Voltage)

“[A] good case that these colleges are failing in their most essential mission: to help kids "build a self." (Mother Jones)

“Provocative.” (The Daily Beast)

“Anyone who cares about American higher education should ponder this book.” (The New York Times Book Review)

"Exceptionally enlightening." (Bowling Green Daily News)

Détails sur le produit

  • Format : Format Kindle
  • Taille du fichier : 1527 KB
  • Nombre de pages de l'édition imprimée : 257 pages
  • Editeur : Free Press; Édition : Reprint (19 août 2014)
  • Vendu par : Amazon Media EU S.à r.l.
  • Langue : Anglais
  • ASIN: B00GEEB960
  • Synthèse vocale : Non activée
  • X-Ray :
  • Word Wise: Non activé
  • Composition améliorée: Activé
  • Classement des meilleures ventes d'Amazon: n°140.365 dans la Boutique Kindle (Voir le Top 100 dans la Boutique Kindle)

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Amazon.com: 4.2 étoiles sur 5  198 commentaires
218 internautes sur 232 ont trouvé ce commentaire utile 
5.0 étoiles sur 5 Super People, Excellent Sheeple? 22 août 2014
Par Alan F. Sewell - Publié sur Amazon.com
Format:Format Kindle|Achat vérifié
This book piqued my interest because my son just graduated high school and is entering college. His classmates range from the "Super People" (author William Deresiewicz's phrase for the highest achievers) who are on their way to elite universities, to the more typical students who are starting their higher educations at community colleges.

In each book review I try to include a few well-written sentences that concisely illustrate an author's point of view. This book is so well written that I could have chosen just about every sentence. Here are some of the best:

The compulsive overachievement of today's elite college students-- the sense that they need to keep running as fast as they can-- is not the only thing that keeps them from forming the deeper relationships that might relieve their anguish.

Isolated from their peers, these kids are also cut off from themselves. The endless hoop-jumping... that got them into an elite college in the first place--the clubs, bands, projects, teams, APs, SATs, evenings, weekends, summers, coaches , tutors, leadership, service -- left them no time to figure out what they want out of life.

Too many students, perhaps after a year or two spent using college as a treadmill to nowhere, wake up in crisis, not knowing why they have worked so hard.

"I hate all my activities, I hate all my classes, I hated everything I did in high school, expect to hate my job, and this is just how it's going to be for the rest of my life."

The result is what we might refer to as credentialism. The purpose of life becomes the accumulation of gold stars. Hence the relentless extracurricular busyness, the neglect of learning as an end in itself, the inability to imagine doing something that you can't put on your resume...the constant sense of competition....to be played out within the same narrow conception of what constitutes a valid life: affluence, credentials, and prestige.

If those of us who went to college in the 1970s and '80s no longer recognize the admissions process, if today's elite students appear to be an alien species --Super People, perhaps, or a race of bionic hamsters

That's a pretty dreadful assessment, but Deresiewicz is a former Professor of English at Yale and member of its admissions committee, so he must have seen plenty of it first-hand.

He is surely right about those of us who went to college in the 1970s no longer recognizing the admissions process. I graduated Georgia Tech in 1979. He praises students of our era as "passionate weirdos." That certainly fit my class, although I'd prefer to call us "competent eccentrics." We were engineering nerds. I was recruited because my ACT/SAT put me in the top 2%. I had zero extracurricular activities.

Fast forward 40 years and it seems that colleges cater to "credentialed conformists." Applicants have to show that they are not only academic stars, but social butterflies involved in numerous group activities. Even the "party schools" require students to write an essay explaining why they want to be admitted. The only requirement to be admitted to the party schools of the 1970s was that you had to have tuition money and a pulse.

What caused this change from universities prizing "passionate weirdos" to "credentialed conformists?" Perhaps it has to do with these factors:

1. We have become more litigation-conscious. Companies can't afford to hire "loose cannons" who create potential legal liabilities. Nowadays people are easily offended by many words and deeds that were ignored in the past, and they are quick to hire lawyers who will seek to recover damages on their behalf. So companies value conformists who follow the book more than they used to.

2. Flattening of management. A company that had 20 branch managers 40 years ago, now has only 1 regional manager, thanks to advances in computers and Internet communication. So, if 95% of the management jobs are gone, then companies have to find discrimination-neutral ways to winnow down the pool of candidates applying for that one job. Inflating the job requirements with credentials, no matter how bogus, is one way to do it without running the risk of discrimination lawsuits.

3. Maturing of industries. A century or so ago people were allowed to practice Law even if they had no formal education. It used to be that way in fields like auto repair and computer systems development. Now that these industries have matured and there is no longer a shortage of applicants, credentialization is the most efficient way to cull the herd.

The important question is whether all this credentialing and hoop-jumping is counterproductive to success in college and in life. I don't think it necessarily is. Corporations operate on these principles. So it is not unreasonable that colleges should give the highest priority in admissions to those who are likely to perform well in corporate employment.

Credentialing and hoop-jumping only becomes counterproductive when it is forced upon people whose natures are NOT motivated by peer-group competition. This may include most nonconformist, creative-minded people who prefer to blaze their own trail through life rather than walk on someone else's.

And we must remember that credentials are not the primary currency of success. Most of the worthwhile things we obtain in life come from our souls. We prosper mostly from the goodwill we create by doing things for others without thinking "how am I going to get paid."

Layering credentials on top of that principle strengthens your credibility and amplifies your reach. But if you have a defective character then credentials will only lengthen the height from which you fall. A lot of hotshots on Wall Street who were long on credentials and short on integrity are costing their companies tens of billions of dollars in fines for defrauding the public. Those who exchanged their souls for tickets to a rat race will die neither wealthy or respected.

I recommend that students and parents should read this book as an "alarm bell" to warn themselves when they may be pushing the hoops-and-credentials envelope a bit too far. William Deresiewicz makes fundamental points that are too often perceived only at the end of life's journey:

Keep your priorities straight. Perfect your own soul first, then jump through the hoops if you feel you have to. But, really, your objective should be to induce life to jump through the hoops YOU build. Never be afraid to take the risks that success requires. Never be afraid of failure. And always do what is right. If your soul is deep and rich, your life will be deep and rich. But if you seek to cover a shallow soul with credentials, then your life won't be worth the paper those credentials are printed on.
173 internautes sur 186 ont trouvé ce commentaire utile 
2.0 étoiles sur 5 Correct Diagnosis -- Incorrect Prescription 14 septembre 2014
Par Zachary Slayback - Publié sur Amazon.com
Format:Relié|Achat vérifié
When I saw William Deresiewicz's New Republic piece, "Don't Send Your Kids to the Ivy League," I jumped at the opportunity to read it. As a partial Ivy League apostate myself, the thought of somebody -- a former Ivy League professor at that! -- calling out the cultural problems within these institutions excited me. The piece made waves, with students and professors alike responding, and getting people excited for Deresiewicz's book, Excellent Sheep. It worked. I bought his book and worked my way through it, hoping for an intricate analysis of a serious cultural issue and a nuanced solution.

While at an Ivy League university -- the University of Pennsylvania, in my case -- I see many of the issues that Deresiewicz identifies in his New Republic piece and in interviews on the book. Students who came to school wanting to change the world and make it their own place, to be in the driver's seat of their lives, quickly fell into an assembly-line-like mold. They may have entered school wanting to start a business and offer a new service, or to write a book, or to become a professional speaker, but by their second or third years, many had their eyes set on the crown jewels of the Ivy League experience -- On Campus Recruiting (OCR). They designed their resumes and schedules around exactly what recruiters from Goldman Sachs or Morgan Stanley would want and slowly extirpated the things they had passions for coming in to school. They became barely identifiable with their starry-eyed freshman selves. It wasn't infuriating as much as it was sad.

The problem is not necessarily that students want to go work on Wall Street after their time at school -- if that is truly your dream and what you believe will make you come alive, then by all means, please go pursue that! The problem is something at these schools is driving young people to settle and choose careers they don't find fulfilling. I was hoping Deresiewicz would identify what that something is.

In short, I was disappointed. Deresiewicz correctly diagnoses the disease that is this cultural issue, but his diagnosis is shallow, lacks detail (he relies almost entirely on anecdote and quoting English literature), and misses the deeper issue of pre-college schooling almost altogether. Even worse, his prescription for the problem -- accessible liberal arts education at schools like public honors colleges (outlined in Part III of the book) -- stems from his romanticized view of the academy, an unrealistic view of how public honors colleges operate, and an economically illiterate view of admissions reform (please see Steven Pinker's review, "The Trouble with Harvard." Pinker points out that the issues that students face at elite schools -- anxiety, depression, unfulfilled potential -- are suffered at higher rates by students at public universities, and that Deresiewicz's admissions reform recommendations would fail to address the perverse meritocracy he attacks, among other things).

Excellent Sheep has sections that are worth reading, and can be an enjoyable book at times, but the reasoning and argumentation behind it is flimsy and frustrating. Once one digs through the literary fluff that makes up a good half of the book, one walks away dissatisfied.
If a reader is interested in something on each of Deresiewicz's main goals -- the unfulfilled lives of young people, finding one's passions, and higher education reform -- there are better books out there. Consider Peter Gray's Free to Learn, Roman Krznaric's How to Find Fulfilling Work, and Bryan Caplan's forthcoming The Case Against Education.
67 internautes sur 77 ont trouvé ce commentaire utile 
5.0 étoiles sur 5 A Cry of Conscience 20 août 2014
Par David Keppel - Publié sur Amazon.com
Format:Format Kindle|Achat vérifié
One of my friends, as a Harvard undergraduate, was the subject of a survey. The question was simply: "What's your major?" His answer: "Pre-Wealth."

William Deresiewicz passionately believes that a true education should be something else: a habit of questioning, a constant search to understand the universe, the world, the society we live in and with that understanding to work for justice. He's asking for moral imagination, and he's shocked at its lack in universities that are stifled by the money they cost, the donations they chase, and the student debt that sends students into "practical" (lucrative but spirit-deadening) careers.

In truth, of course, elite universities are not entirely devoid of the values he champions, nor would he claim that. Some elite schools such as the Phillips Exeter Academy teach by the Socratic method; Oxford tutorials are meant to reward originality (though too often they and the Oxford Finals system reward mere fluency). But that doesn't at all detract from the validity of Deresiewicz's case, especially since it is written as advice to students.

The larger failure, I think, is a failure of the universities to foster an understanding of 21st century reality as a never-ending, uncertain, open philosophical inquiry. There are those, inside and outside, elite education engaged in that, from the Resilience Alliance to Stuart Kauffman to Frans de Waal to a superb journalist such as Elizabeth Kolbert, but it ought to be the heart and mind of a liberal education. For that to happen, universities will not only have to drop money-obsessed "practicality"; they'll also have to tear down some of the disciplinary walls assiduously maintained by doctoral and professorial guilds. It can't happen too soon.
31 internautes sur 35 ont trouvé ce commentaire utile 
4.0 étoiles sur 5 An In-Depth Examination on Whether It is Wise to Push Your Child to Become a Bionic Hamster 27 août 2014
Par H. Hall - Publié sur Amazon.com
As the father of a five year old boy who naturally wants the best for him down the road and would love to see him have an excellent university and graduate education, this book piqued my interest. My wife is of Asian descent and so are many of our best friends, and they are all looking for the next edge or advantage that could push their children eventually on to Harvard, Stanford or Princeton. As everyone knows, an elite education is like a surfboard that can be ridden on the waves of life for decades afterwards making everything else easier. Opening doors, networking with former classmates and allowing privileged academic and business opportunities. Despite that desire, we are all also aware that simply producing data repeating bots (brilliant but lifeless children) is a great waste of a beautiful mind and the emergent property neural network which fuels it. As such, this book which concentrates on the question between acquiring title and achievement and remaining true to a grander vision which makes life worth living, makes for powerful reflection.

The quandary is what to do if the child next to your child can play Bach on his violin in C sharp and is vice president of the chess club at age 9. Well naturally, for many competitive parents the answer is clear, your child must play Mozart's violin concerto in A major and become president of the chess club at age 8. It is not so much a question of what is best or what your child wants but what must be done to remain on top. (if such a place even exists or should be seen as something worthy of accolade) It is the idea that your child must be pushed relentlessly, lest another acquire more gold stars.

Mr Deresiewicz makes several points of interest in the book including that of today's children blindly reaching for their next gold star. The endless quest to acquire more credentials (even if the child or student really has no interest or talent in that area) and the life changing manner in which these actions play out. He makes note that about 40% of elite university grads go on to work in finance and securities industries even though only 5 to 10% showed any interest in those fields as freshman. Even more sad, is that this is often a response to the student loans they must take out to afford the elite university in the first place. (or that most of the top 25 schools in America can now afford to offer free tuition and board to every incoming student thanks to their endowment status) Instead of the world gaining a talented young short story writer who might go on to give millions inspiration, that person turns to running a mutual fund for Fidelty, making tremendous salary but in some cases feeling completely unfulfilled. And as Mr Deresiewicz notes, working tables at a Denny's restaurant or spending a summer with your father who is a plumber unclogging toilets can teach far more important life lessons than becoming the president of the chess club, even if those skills are currently looked down on by today's elite universities.

His work makes some main recommendations which I believe many could agree on, including eliminating admissions for athletes and legacies, stopping resume "stuffing" by limiting all applicants to two or three extracurricular activities and finally allowing SAT/ACT scores to be weighted for socioeconomic factors. And while Mr Deresiewicz elaborates on some solutions that might allow the system to be reformed, I believe he misses the major problem of computerized quantization. In the ole' days of my youth, whether I was the president of the tennis club in seventh grade meant diddly squat because my middle school guidance counselor had no computer and even if she had, it would not have been connected to thousands of other schools all over the country. We joined the tennis club simply because we liked to play tennis and if someone became the president, it was an afterthought in name value only. In today's world, the middle school guidance counselor's computer is connected to the internet and does record who holds the presidential position of the tennis club. And that ultimately gets passed on to the high school guidance counselor and yada, yada, ...on down the line. It is ultimately recorded and makes its way to the Harvard admissions officer, who every parent fears will reject their child because he/she was not the 7th grade tennis club president. (despite the 4.4 GPA, 2340 on the SAT and numerous club presidencies) I jest, but part of the reason modern day students are so obsessed with acquiring more credentials is that everything in today's world is recorded or data logged in some manner. From your state test results in second grade to your image at the ATM, everything in today's world is a recorded event. And if it is recorded, then there naturally follows a basis for comparison and competition. And because of modern record keeping and the internet, your results and achievements good or bad will live on indefinitely (nothing on the internet ever really dies), unlike children who grew up before the 1990s who could overcome a mistake (a failed class, a misdemeanor, a stupid youthful criminal mistake) because it was not logged on some computer system in perpetuum.

This incessant recording of data and comparison of small facets of a child's character or performance are I believe the fuel driving the credentialing zombification of today's talented youth. While Mr Deresiewicz does not make mention of engineer and futurist Ray Kurzweil in this work, his conclusions often agree with previous predictions made by him. Mr Kurzweil has spoken about how the period from roughly 2000 to 2060 will be an ever advancing credentialing battle in response to increased data logging of everyone's personal lives. As Singularity approaches (Mr Kurzweil's term for mankind incorporating more and more computer technology into our bodies until we essentially become neural state vector scans of our consciousness residing on the internet by perhaps ~ 2060 to 2090), there will be an ever advancing pace to this need to out compete the next person in line to prove our superiority, because without data points, there is no objectivity of meaning.

While I enjoyed Mr Deresiewicz's book immensely, I was left hoping for more in-depth research about how to fix many of the problems he is well familiar with. 60 to 75% of the book is spent describing the problems of elite universities and their graduating super people but only ~ 25% is dedicated to speaking about viable alternatives, and I wish that had been reversed. An entirely new mode of thought is in some cases required to overcome the system of thought that began the problem in the first place. While I enjoyed the book and learned something about the history of some of America's elite universities, I think a bit more attention could have been paid to methods which might help to ameliorate the current realities in a proficious manner. Despite these nags, the book is still thought provoking and is also a must read for progressive parents who want the best for their children.
14 internautes sur 14 ont trouvé ce commentaire utile 
3.0 étoiles sur 5 This Book Has Some Serious Problems 13 novembre 2014
Par fifty50 - Publié sur Amazon.com
First, I agree with many of the above insightful reviews - positive, negative and mixed - and I don't feel that repetition is worthwhile, however the decision not to repeat skews what would have been a mostly positive review.

The above reviews indicate that this book will be read mostly by mature adults, however, one of my concerns is that Deresiewicz could be a pied piper of young adults, providing them with some awful advice (along with much great advice) and causing harm depending on which advice resonates. As my daughter plans on reading this book (due to my recommendation), I'm especially concerned for her.

One of my major objections is the poor, biased and skimpy treatment of the parent-child relationship. Deresiewicz, who is fifty-years-old, travels back some thirty years to use his relationship with his father as his parent-child model. If Deresiewicz had had a child of his own, and had put himself in the parental rather than the child role, he likely would have written about a current, healthier and more informed parent-child relationship. In writing about a current parent-child relationship, he elected to focus on the much criticized tiger mother, Amy Chua, and her children. One walks away with the impression that parents, along with peers and job placement offices, are all harmful and rarely if ever helpful. Deresiewicz totally ignores fantastic parents such as Sandra Leong and Kerry Sulkowicz whose support has allowed their daughter to bravely "Carry that Weight" at Columbia University. The positive effects of their excellent parenting will benefit the children of many parents, including mine, as they head off to better functioning universities.

My parents, like Deresiewicz's, pushed me into a professional major because they were scarred by the Great Depression. I disliked my major, but within a year after beginning work, I found a related and enjoyable job. After a few years, a Harvard statistician/lawyer, who decided to seek (and did find) fame and fortune in Hollywood, gave me his consulting business because I was prepared for the work. I was able to make the kind of money that gave me great personal freedom and I chose to study psychology, psychoanalytic theory and art in my ample spare time. I now have both a comfortable life and a rewarding and meaningful life as a social advocate. Contrast that with my high school classmate, who coincidentally due to pressure from his father, attended the same technology university as I did. He then transfered to Yale, majored in English and has struggled with life ever since. He's still doing grunt work to pay the rent. As we near sixty, he's 1/3 done writing what he believes is the Great American Novel. The point is that things aren't so black and white when it comes to studying liberal arts versus professional prep coursework. Compared to me, my liberal arts friend has spent more time doing unfulfilling work and less time doing fulfilling work.

Deresiewicz recommends not calling one's parent but once a month. While I was starting my career, a competing co-worker was busy having lunch once per week with his mentor father who was showing him the ropes of the working world. My father likely suffered from Asperger's and he never talked to me. While I did make it on my own and was probably just as successful as my co-worker, I always wished that someone had been around to give me some useful support and guidance. I surely plan on giving some to my children, and ironically, that includes suggesting that my daughter read Deresiewicz's book.
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