With the release of the Browne Review on Higher Education and Student Finance, a move to essentially privatize universities by introducing a 'free' market in tuition fees is imminent. Moreover, Vince Cable, the Business Secretary who is responsible for the management of higher education in England, has indicated that the government plans on cutting the higher education teaching budget of £3.9 billion per annum by 80%. Remaining funding would then be directed to priority areas in science, engineering, medicine, and language training. Thus, most anticipate that the social sciences, arts, and humanities will no longer receive any state funding for their teaching programmes and will have to rely on greatly increased student fees to remain viable.
The amount of money that will be saved per annum through these changes is relatively small, especially when put into comparison with other recent and proposed government outlays. For example, the renewal of Trident comes in at an estimated price tag of £15-34 billion. It is estimated that the bank bailout will end up costing between £1-1.5 trillion. And it is estimated that between £11-44 billion is lost each year through tax avoidance in the UK, a loss generated mainly by the top 700 corporations operating in the country.
So, the imposition of a 'free' market and corresponding cuts to teaching appear to be but a drop in the ocean compared to spending in other areas and potential revenue streams that are not being mined. Why then go through with this ill-advised and unnecessary plan?
Max Horkheimer provides some great insight here. In his essay on 'Traditional Theory and Critical Theory' he writes:
- ...men [sic] who in particular scientific areas or in other professional activity are able to do extremely competent work, can show themselves to be quite limited and incompetent, despite good will, when it comes to questions concerning society as a whole. In past periods when social change was on the agenda, people who thought "too much" were regarded as dangerous.*
When at their very best, disciplines in the social sciences, arts, and humanities teach students to think. Disciplines in the social science, arts, and humanities teach students that facts never speak for themselves. Disciplines in the social sciences, arts, and humanities teach students that thinking is not just a set of reflections about the current socio-economic order, but can also be a force to transform it.
The present is now a time when social change is on the agenda. The existing social-economic order based on the tenents of neo-classical liberalism has shown itself to be untenable financially, economically, socially, and environmentally. Yet, the coalition government has been regressive and reactionary in reasserting neo-classical assumptions and using them to guide policy. Thus, is it of any wonder that their preference would be for higher education to focus on the production of highly skilled savants who are unwilling, uninterested, or incapable of questioning the social order that these assumptions produce?
*from Max Horkheimer (1982) 'Traditional and Critical Theory' in Critical Theory (New York: Continuum Press), pp. 188-243.
Photo credit: Bagryan


