Article — From the September 2009 issue

Dehumanized

When math and science rule the school

Many years ago, my fiancée attempted to lend me a bit of respectability by introducing me to my would-be mother-in-law as a future Ph.D. in literature. From Columbia, I added, polishing the apple of my prospects. She wasn’t buying it. “A doctor of philosophy,” she said. “What’re you going to do, open a philosophy store?”

A spear is a spear—it doesn’t have to be original. Unable to come up with a quick response and unwilling to petition for a change of venue, I ducked into low-grade irony. More like a stand, I said. I was thinking of stocking Kafka quotes for the holidays, lines from Yeats for a buck-fifty.

And that was that. I married the girl anyway. It’s only now, recalling our exchange, that I can appreciate the significance—the poetry, really—of our little pas de deux. What we unconsciously acted out, in compressed, almost haiku-like form (A philosophy store?/I will have a stand/sell pieces of Auden at two bits a beat), was the essential drama of American education today.

It’s a play I’ve been following for some time now. It’s about the increasing dominance—scratch that, the unqualified triumph—of a certain way of seeing, of reckoning value. It’s about the victory of whatever can be quantified over everything that can’t. It’s about the quiet retooling of American education into an adjunct of business, an instrument of production.

The play’s almost over. I don’t think it’s a comedy.

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is a contributing editor of Harper’s Magazine. His novel The Visible World is available in paperback from Houghton-Mifflin.

More from Mark Slouka:

Notebook From the February 2009 issue

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