David Berliner is one of the nation’s most eminent researchers of education. I am delighted that he sends original posts to me. I have informed him that “mi casa es su casa,” and he is always welcome here.
Why Universities Need Support, Need to Stay Open, and
Need to Have Their Students on Campus
David C. Berliner
Regents Professor Emeritus, Mary Lou Fulton College of Education, Arizona State University, Tempe, AZ
Over the last few years higher education enrollment in the USA has declined. The cost of colleges and universities has certainly been one factor in that small but steady drop in enrollment, particularly when return on investment is added to concerns about costs. The steep rise in tuition in recent years has an explanation: It is largely due to states’ disinvestment in their universities and colleges. From 2008, before the start of our last recession, to 2019, before the pandemic, my state of Arizona cut its contributions to higher education 54.9% (Mitchell, Leachman, & Saenz, 2019). When I first came to my wonderful university, I was impressed that tuition was relatively low, and it still is, but it is also 92.4% higher than it was in 2008! (Mitchell, Leachman, & Saenz, 2019)
So, for many, in the midst of this pandemic, the sacrifices that students and their families once made to obtain college degrees now appear to be less reasonable, perhaps even less possible. And families rightly worry that the rewards of a university degree are less tangible, compared to what they were in my generation. Incurring a large debt for attending college, particularly for those who may choose to be teachers, social workers, librarians, historians, or for those who major in literature, seems to many folks not to be worth it. A simple cost-benefit analysis will support that argument.
The current pandemic has produced a shock to our systems of higher education: most families, most institutions of higher education, and all of our American states, are now strapped for funds. Under conditions such as these, enrollments are likely to fall even faster and further than they have in recent years. This, of course, brings in less revenue for our colleges and universities. And that requires universities to employ fewer faculty, thus providing fewer majors and courses, making them seem less valuable than they were. Frank Bruni, in the New York Times, recently noted, “our devastated economy leaves [university] missions and identities in limbo, all but guaranteeing that more students will approach higher education in a brutally practical fashion, as an on-ramp to employment and nothing more.”
Would that matter much? If scenario’s like these are likely, what would be lost? Really, what in the world does a university prepare one for? What is it that a university makes?
When I was younger and part of the administrative team at Arizona State University, we were forced to address these questions. We had to compare ourselves to, and try to determine our competitive advantage over, the still young but rapidly growing University of Phoenix– and its many imitators around the country. We busied ourselves by greatly expanding our offerings and enrollments, and becoming one of the largest and best universities in the world. But the private, for profit, online, diploma granting institutions which were without the expense of the bricks and mortar that make for an authentic campus were growing just as fast as we were. To deal with that, I sometimes had to speak to parents and community members about what we did at our university that was different and of value. What I said then seems as relevant today as it was when we felt threatened by institutions that were cheaper, and where students could complete coursework in much less time. I said that “At our university we make humanity.”
Our public K-12 school system was, at least for the better part of the 20th century, designed for employability. But in the latter part of the 20th century that system was transformed and emphasized preparation for college.
Colleges and universities had then taken on the role of preparation for employability, albeit in the better paying and more prestigious fields such as medicine, law, business, engineering, and the like. Enrollments grew.
But the universities that welcomed massive increases in enrollment had some centuries-old, fuddy-duddy traditions that were not often integral to our K-12 systems. (I use the term fuddy-duddy deliberately. It is a term for a person or institution that is likely to be old-fashioned, traditionalist, perhaps conservative, sometimes almost to the point of eccentricity.)
Engineering, business, computer science, nursing and almost anything else that was practical and being taught at modern universities became, over time, quite acceptable majors. But universities also wanted all of its graduates to have knowledge of the humanities—history, philosophy, literature, art, music–and to learn, as well, something from the more contemporary relatives of the humanities, the social sciences…the human sciences!
Quoting Berry (2009) I told interested community members and parents of those who might enter our university that “Underlying the idea of a university — the bringing together, the combining into one, of all the disciplines — is the idea that good work and good citizenship are the inevitable by-products of the making of a good — that is, a fully developed — human being.”
Further, again quoting Berry (2009), I told them that in particular, what residential colleges and universities are “mandated to make…are human beings in the fullest sense of those words — not just trained workers or knowledgeable citizens but responsible heirs and members of human culture. If the proper work of our public schools and universities is only to equip people to fulfill private ambitions, then how do we justify public support? If it is only to prepare citizens to fulfill public responsibilities, then how do we justify the teaching of arts or sciences? The common denominator has to be larger than either career preparation or preparation for citizenship. Underlying the idea of a university [is the idea of making] a good — that is, a fully developed — human being.”
Some of our teacher education students, or their parents, wanted our college to be more like a trade school, emphasizing the teaching of this or that subject and how to do “discipline.” They all knew of schools that granted degrees in less than four years, where students studied only the minimum needed for employment as a teacher. But I always said to them that any other goal for a university than the full development of a human being, especially for America’s teachers, was unlovely!
So, I defend the humanities and social sciences for all students, asking that they learn more than just the skills needed to code, build bridges, run an industry, or teach! And I argue that the contemporary danger of too many fast-track teacher preparation programs is that the educators they produce may not be the fully developed human beings we want our children entrusted to.
“So what’s a humanities?” Sam Smith (1979) asked decades ago. He answered his own question this way: “I can’t really give you one answer. But I can give you several. It’s asking why before we say yes. It’s remembering something someone wrote two centuries ago when we can’t remember what we wrote yesterday. It’s mistakes we don’t have to make because they’ve already been made and solutions we don’t have to dream up because someone has already thought of them. It’s how we got where we are and where we might go from here. It’s things we can’t measure yet know have depth and breadth. It’s parts of our culture we might lose like the Indian tribe writing its language down and putting it in a book. It’s parts of our culture that we’re often slow to recognize as such, like the legislature in Georgia finally making “Georgia on My Mind” the state song and inviting Ray Charles to come down and sing it. It’s the moral, philosophical, and historical issues hidden behind the political babble. It’s rights and beliefs and their protection. It’s preserving the past and the future and not just exploiting today. It’s thinking as well as talking, questioning as well as answering. And it’s placing human values and culture at the center of our world and making machines and technology and [some TV channels] serve us rather than the other way around.”
The fuddy-duddy universities, with their roots in the middle ages, now must address modernity, employability, fiscal exigencies, and the like, but as they do so I hope that they continue to insist that the heart of a university—whatever other activities in which they engage—are the humanities and the social sciences. It is from the university’s offerings in these areas that we form fully developed human beings. And it is why we need students on campus. It is highly desirable to have our youth enmeshed in a culture where the subject matters dealt with in humanities and social science courses are discussed. At least for a few years, before our university students enter the world of work and full adulthood, they should live in an environment that values what is taught and discussed in the humanities and social sciences. That is why our colleges and universities need to stay open and find ways to keep students on campus.
As an example of the possible effects of the humanities and the social sciences, I point to the current protests demanding societal change following the death of George Floyd (and hundreds of other Black Americans). A look at the protesters shows that they are certainly not all Black, and sometimes not even majority Black. African-American protesters have been joined by large numbers of white, college educated citizens, in larger numbers than might have been predicted. The New York Times (Harmon & Tavernice, June 17, 2020) reports that in surveys of recent protests in three cities, 82 percent of white protesters had a college degree! These are white citizens who are more likely to have been exposed to the humanities and social sciences than previous generations, and they learned in those courses what an imperfect nation we have, starting right from its hallowed beginnings.
These better educated, young, patriotic citizens are compelled to stand with their Black sisters and brothers in desiring a more perfect nation. Their experiences in the humanities and social sciences may well be what leads college-educated students of all races to hold more liberal or progressive views, views that are more sympathetic to our nations’ most recent outrages and the protests they inspire.
In fact, among people who identify as progressives, 67% thought that colleges and universities had a positive effect on our country. I think so too. But among those identifying with the more conservative side of our democracy, those who lean Republican in their voting, 59% said that college attendance was having a negative effect on America (Fingerhut, 2017)! This is consistent with the views of one of conservative America’s, heroes, Ronald Reagan. At a press conference in Sacramento on Feb. 28, 1967 Reagan said that taxpayers should not be subsidizing “intellectual curiosity”! Wold renown universities such as the UC Berkeley and UCLA, he said, should shift their focus to teaching workforce entry skills!
The effects of the liberal arts, the humanities, and the social sciences, accompanied by myriad discussions, disagreements, and heated arguments of the issues raised in such courses, at a genuine university do change who we are and what we think of our democracy. Conservatives are right to be wary of fuddy-duddy universities. Hundreds of those institutions may actually have educated our youth in exactly the ways they intended!
But now, a crisis is faced by so many of the institutions that actually did a pretty good job of educating America’s young adults to be thoughtful citizens. The pandemic we are experiencing, Rosenberg (2020) argues, is “uniquely and diabolically designed to undermine the foundations of traditional colleges and universities, [It does so because] we have pathologized closeness. Working side by side with a professor in a laboratory? Forbidden. Meeting with an adviser in an office to discuss one’s academic future? Impossible. Living together, dining together, studying together, [arguing together]? Banned by medical advice and often by governmental edict.” If students’ personal interactions with others on a campus are overly restricted, the changes frequently brought about by the humanities and social sciences are less likely to occur.
It seems that the combination of taking courses in the humanities and social sciences, as well as living in a college community, produce graduates who are better informed citizens: citizens who want to see our country move closer to its ideals; citizens who are more willing to protest injustice. And thus, our universities are graduating citizens more likely to bring about change. Are these improper aspirations for the college experience? And of all the college majors that exist, shouldn’t America’s teacher education programs be the most assiduous in wanting the humanities and social sciences to be a part of every teachers’ university experience? Making humanity is what good universities do and it is really a far more important goal for a university in a democracy than providing the specific course work that develop our nations’ computer programmers, business majors, architects, or teachers.
As Bruni (2020) notes, “A vaccine for the coronavirus won’t inoculate anyone against the ideological arrogance, conspiracy theories and other internet-abetted passions and prejudices that drive Americans apart. But the perspective, discernment and skepticism that a liberal arts education can nurture just might.”
These are difficult times. But if we don’t require a healthy dose of coursework in the humanities and social sciences, paired with a community of learners who discuss the issues raised in those courses, our universities are much less likely to “make humanity.” This may well mean reduced thoughtfulness and caring in our society. It may mean fewer people to stand with those that protest injustice in hopes of making us a better nation. And that, I think, would be a shame.
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Berry, W. (2009). Home Economics: Fourteen Essays. Berkeley Ca: Counterpoint Press
Bruni, F. (2020, June 4). The End of College as We Knew It? Sunday Review, New York: New York Times. Retrieved June 16, 2020 from https://www.nytimes.com/2020/06/04/opinion/sunday/coronavirus-college-humanities.html
Fingerhut, H. (July 20, 2017). Republicans skeptical of colleges’ impact on U.S., but most see benefits for workforce preparation. Washington DC: Pew Research Center. Retrieved June 16 from https://www.pewresearch.org/fact-tank/2017/07/20/republicans-skeptical-of-colleges-impact-on-u-s-but-most-see-benefits-for-workforce-preparation/
Harmon, A & Tavernice, S. (2020, June 17). One Big Difference About George Floyd Protests: Many White Faces. New York Times. Retrieved June 18 from https://www.nytimes.com/2020/06/12/us/george-floyd-white-protesters.html?searchResultPosition=1
Mitchell, M., Leachman, M., & Saenz, M. (2019, October 24). State Higher
Education Funding Cuts Have Pushed Costs to Students, Worsened Inequality. Washington, DC: Center on Budget and Policy Priorities.
Rosenberg, B. (2020, April 13). How Should Colleges Prepare for a Post-Pandemic World? The Chronicle of Higher Education. Retrieved June 16, 2020 from https://www.chronicle.com/article/How-Should-Colleges-Prepare/248507
Smith, S. (1979, September 17). What’s a humanities? Sam Smith’s Essays. Retrieved June 14 from https://samsmitharchives.wordpress.com/1979/09/17/from-our-overstocked-archives-whats-a-humanities/
“Some of our teacher education students, or their parents, wanted our college to be more like a trade school, emphasizing the teaching of this or that subject and how to do ‘discipline.’”
I want to gag and am tired of years of trying to explain to others what they haven’t experienced . . . a good education (which is fine) but then what they want to rid the world of (which is not fine). If anyone reading this thinks this way, here’s your sign:
DON’T LISTEN TO ME. I DON’T KNOW WHAT I’M TALKING ABOUT. CBK
Addendum to my above note: I have read in the polling literature that (paraphrased) many Trumpers, racists, and those with biases of every stripe have a college education and hold “high level” jobs.
If true, I think that fact tacitly calls for college and university degrees to distinguish between: (1) a comprehensive-human education and (2) glorified training. CBK
Yeah–they have a (worthless) degree from Trump “University.”
It is time for higher education to get its house in order. Financially, there needs to be a system of comparison that shows monies spent versus students served (direct education). Monies spent building sports stadia and administrative buildings should not be considered as teaching students. I am not even sure it is a wise idea to have an administration building at all. Let those people get together and mischief is the result. Disperse them, I say!
frighteningly humorous: “LET THOSE PEOPLE GET TOGETHER…”
My background in both humanities and social sciences made me a better, more effective teacher. My high school was very academic where we read mostly the classics. It was a very rigorous, demanding program that also taught me time management and responsibility. I was a French major in college with a minor in anthropology. My university also had a required “basic studies” program for the first two years. All students were required to take two years of English, one year of history, math and science. In addition, we had to choose electives from the social sciences and humanities. I also was allowed to take the minimum number of education courses to become a teacher since there was a shortage of teachers in the commonwealth at that time. I also had to tutor students, work in a settlement house and do regular student teaching as well.
Looking at the courses I took in college, we may assume that I would be headed to the unemployment line. I taught French for four years while I worked on my master’s in a brand new field of teaching English to speakers of other languages. There is no doubt that my skills in French helped me find my ideal position in a district with a lot of newcomer Haitians. Moreover, my background in anthropology courses, particularly the course I took on the cultures of the Caribbean, made me a better teacher. Having a background in the humanities and social sciences serve to produce a well rounded, better educated teacher.
Are human beings just cogs in the wheel of a larger system? Does our “worth” only come from our ability to earn money, have a high status, accumulate many things, follow the rules that are put upon us in our childhood, and submit to the will of the collective? Every day our society, our religions, our schools, etc ask us to submit our individuality to the collective. Studying the humanities – art, film, music, literature, philosophy, depth psychology, etc can help you find out who YOU are as an individual and how to relate to your community and the world. In the end, it is YOU who will have to find the meaning of your life and the humanities can help with that. They’re not the only way to discover yourself but they are an important way. What’s an education for? That’s the question. The good thing is that you don’t have to wait for a formal education in the humanities to be put upon you. You can do it now in your own life if you’re inclined. My mother used to say that school is just the jumping off point. There’s a long journey to be taken after that.
The long journey toward paying off $200k in student loans.
When parents look at a college education as solely a ROI, it skews the meaning of what an education really is. Yes, there should be some goal of the college diploma and it should be affordable, but it should not be based solely on the ideals of the free market economy that we have firmly entrenched in our society. Just look at how many of these kids are eschewing the purchase of large homes (McMansions), automobiles , designer brand clothing, expensive sports (golf) etc. It’s not just about being in debt after graduation, it’s about a whole movement back to a life that is more in tune with humanity and less about “things and status”. So many are turning to thrift shopping, recycling/reusing of processed goods, small agriculture projects etc. These are all things that a good liberal arts education support/promote. Everyone knows that the diploma for a high paying job is more about connections than it is about the education received….just look at Jared Kushner
David Berliner is right about the value of the humanities but I think the richest and most powerful “fuddy duddy” universities bear a lot of the blame.
Those voices were among the ones loudly promoting the value of a liberal arts education. But what it turned out they were doing was really picking and choosing a small number of “worthy” low and middle income students to admit whose presence served to hide that their real mission was to educate the sons and daughters of privilege and convince the public that those sons and daughters of privilege had been admitted because they demonstrated the very highest level of merit superior to all other applicants. Then those sons and daughters of privilege who majored in the humanities where a B was the low grade graduated with the imprimatur of one who was ready to take his or her place in positions of power. After all, by dint of their merit and superior humanities education, they “deserved” and “earned” it.
That false narrative is rightly being challenged. Those universities were responsible for covering up privilege and transforming privilege into “earned on the basis of merit” and they admitted just enough students on the basis of merit to cover up the extremely privileged students who were not. Now that their false narrative has been shattered, they have no credibility in anything they are saying, especially about the value of the humanities.
I also think that a larger question is whether what is really at issue is simply the value of a humanities-based college education. A student can attend a CUNY school – total tuition under $8,000/year, and major in Philosophy or English or Classics or Comparative Literature. (Just a few of the may Brooklyn College majors). Or they can choose a major that is pre-professional like Accounting.
But the high cost of many public colleges is not the tuition but the room and board. I think part of the question should be “what is the value of living in a residential community of scholars for 4 years?” And that probably depends on whether that residential community is a partying community or one where students might have unplanned but thoughtful discussions late at night or over dinner. (Some probably argue that the ideal is to have both). What is the value of living in a community where it is so easy to walk across campus to attend a classmate’s musical performance or a well-known activist speaking about race or a professor’s talk about her latest research?
Privileged students who tend to get the traditional “college” experience of residential life are likely to be exposed to “humanities” in forms that are beyond the classes they take — even if they are majoring in business or nursing. But their experience is very different than the experience of far less privileged students who don’t get a campus-based education, but are going to campus to take a class and then leave.
Of course, there is absolutely no reason to pay millions to professors.
https://thebestschools.org/magazine/highest-paid-college-professors-america/
Any other country where they do this?
I think the market mentality needs to be eliminated from colleges. Pay professors and admins reasonable salaries, forget about building castles on campus, and the costs will go down a great deal plus the taxpayer will feel happier that her tax is not wasted on higher ed.
Presently, market principöles are used all the time to decide whether which departments will get financial support and positions. Why?
At Cambridge, a prof’s salary is about $100K, at Oxford $90K.
Click to access uk_university_salaries_2015-16.pdf
Mate A complication and spreading of the blame: In my experience, sometimes, the criteria for hiring is a professor’s BIG NAME, which usually means more money for them, rather than what they can do for students. It’s not that they cannot help students learn or be good teachers; it’s that having a big name doesn’t necessarily come with pedagogical skills or even a full knowledge of a field. . . sometimes, on the contrary.
In turn, the big name is for advertising . . . for attracting parents’ money, as if the fame were some sort of social prize and also a guarantee that students will learn more or better. Further, if colleges need to survive via capitalist-only grounds (not state supported, endowments, etc., where curriculum choices can more easily be based on higher-level criteria), and if parents themselves are saturated with low-level ideas (capitalist-only minded) about what education means, then the spiral is set on its self-supporting downward cycle.
It’s different at different universities and colleges, depending on their financial-support system, but such sxxt does happen. CBK
I am sympathetic with David Berliners eloquent plea for attention to the humanities in education.
At the same time, I have been made aware that some scholars are rejecting the idea that humans are at the center of everything that matters.
I was astonished to see an article in Art Education calling for post-human education. The article elevated the practice of relying on computers to co-create art. The wraparound theory for this not new idea, was strikingly free of any particular regard for humanity.
Among the references I discovered a number of scholars who are pushing against what they call “anthropocentrism” in favor of affording some equal status to relationships between humans and animals and machines
I do not claim to have made a study of post-humanism but the key ideas and references (most around 2010) are listed in an special article in the Journal of Curriculum Theorizing titled “Toward a Posthumanist Education” by Nathan Snaza, Peter Appelbaum, Siân Bayne, Marla Morris, Nikki Rotas, Jennifer Sandlin, Jason Wallin, and Dennis Carlson.
For me, the label is off-putting but some of the issues are real enough and could be addressed by studies of the arts, sciences, and humanities directional influences among these studies. After all there is even a federal regard for these forms of inquiry, associated issues, and achievements. Otherwise we would not have the National Endowment for the Arts, The National Foundation for the Humanities, and the National Science Foundation.
At best, post-humanism is a not very good name for education that recognizes implicit and explicit biases in how we think about almost everything, what we take for granted, how we think of the past and what we value in looking ahead to the uncertain future. Job preparation should be informed by these considerations, including teacher education
“The article elevated the practice of relying on computers to co-create art.”
Nuts. Even reading ebooks has been shown to have less value than reading a physical book.
Yeah, we can get used to doing stuff unnaturally, but there is a limit, and we shouldleave the natural environment out of necessity not because of fashion.
Yeah, I can squeeze eggs from a tube while I am traveling to Mars, but here back home, I prefer to make my omelette in the kitchen and I am willing to spend 15 minutes on preparing it.
Hello again Laura Our exchange on this thread sent me to rereading some of Hannah Arendt’s “The Origins of Totalitarianism.”
If in your citations a “post-humanities” education means that SCIENTIFIC and tech education are NOT in relation-with the humanities, but are the ONLY education, then the following passages from Arendt are relevant to this discussion. I’ll just quote and leave, but the entire work reads like a Trumpian/Republican/ follower playbook. CBK
ARENDT: (My emphases)
“The machine that generates, organizes, and spreads the monstrous falsehoods of totalitarian movements depends . . . upon the position of the Leader. To the propaganda assertion that all happenings are scientifically predictable according to the laws of nature or economics, totalitarian organization adds the position of one man who has monopolized this knowledge and whose principal quality is that he ‘was always right and will always be right.’ To a member of a totalitarian movement this knowledge has nothing to do with truth and this being right nothing to do with the objective truthfulness of the Leader’s statements which cannot be disproved by facts, but only by future success or failure. The Leader is always right in his actions and since these are planned for centuries to come, the ultimate test of what he does has been removed beyond the experience of his contemporaries.” END QUOTE (1975, Harcourt-Brace, p. 383)
Hello Laura: Well-said, especially your references to arts and humanities organizations. But the article title carries an oxymoron: “Toward a Posthumanist Education.” Unless it means to include humanist education as it base, and then move forward WITH IT IN PLACE, then it’s towards no education at all.
Reaction to extremes, for instance, of anthropcentrism, always calls for good mediating argument–and we can look for that in such articles but also for a treatment of what is good about that movement.
However, I think we also can look to the philosophical center of the post-humanist education idea for it’s own extremes, and for more than efforts to mediate the others’ extreme . . . that is, again, for movements of mind that react to extremes with more extremes . . . in that case, we can look for efforts to un-link education from the human reality of those who are to be educated . . .to avoid self-reflection on principle and at all costs (and of course there are MANY costs); and, here’s the core:
. . . that have no guard against the idea that you can have “objective science” without a scientist . . . but where, in fact, there is no scientific knowing without a scientist who is subject-person, and who cannot NOT be human.
And if human, then scientists are also historical and DEVELOPMENTAL. Enter: the need for a humanist education.
The writers might have the good of all in mind (probably do); but it seems to me that, instead of improving education, the whole idea (if it doesn’t include human education as its base) may actually consist of a trade-off of one set of biases for another which, if perpetrated systematically, will be even further away from truly curative movements in education and culture because of its set-in-stone ideas about subject-free objectivity. (It seems to me that the whole idea of a post-humanist education is to easily an impure idea of what purity would look like if those awful humans were somehow erased.)
IF so, then we can follow the dots from there to more and better moronics and to the undeveloped and so un-tempered desire for power and control. (Think of adults who have NOT developed qua human or had a humanistic education, even at home, and so, in fact, are still “raw” children and adolescents). Thanks for the reference. CBK
Catherine King. Fix in above. The National Endowment for the Humanities.
Also, I am familiar with Hannah Arendt’s “The Origins of Totalitarianism.” “Toward a Posthumanist Education” is a book by multiple authors. The title gives me the creeps.
The international leader of a movement to question studies in the humanities is Karen Barad, a quantum physicist, who says she is a feminist. She works (ironically) in a Department of Humanities.
This is one of her book titles: Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham: Duke University Press. Several YouTubes show her speaking. Her vita is available online.
Laura Thank you for the references. CBK
This is excellent, Diane. These have been difficult times and the ripple effect is going to be significant. But I can’t even begin to express the amount of growth I’ve seen in my daughter since she began and ended her tenure at a Liberal Arts college. How we present ourselves is so important in this life…and much of that presentation has to do with what we’ve learned, experienced, and accomplished.
I do, however, hear what’s being said about the cost of higher education (both financially and in terms of discrimination) and the impact of student debt on the grads for decades to come. I’m not any kind of expert in this area but have read that administrative costs, not the least of which comes in the area of recruitment, are a large contributor to the continually rising costs. Maybe someone can add to/correct me on this point…?
gitapik To me, your note points directly to good leadership, which means to NOT be driven by the ignorance that is evident in the downward spiral that is, in turn, financed by merely-market forces and capitalist “values.” Long-term public finance comes to mind? CBK