Earlier quoted context omitted.
I am okay with universities have two years of unrelated classes because that's part of what higher education has traditionally been about - exposure to a lot of concepts, and I agree many have very little impact on your career as a software developer, but a degree was historically about more than just getting a job. It's slowly morphed that way over time, but if your main goal is getting a programming job, there are…
> higher education has traditionally been about - exposure to a lot of concepts I completely agree. However, we have not had that (lots of concepts) for decades. Universities are largely ideologically monocultural now. This isn't education, it's indoctrination. And, when you include the fact that students are paying tens of thousands of dollars for all of their non-major courses, this quickly turns into a tragedy. Mo…
I would speculate that what you’re seeing is society in general being much more of a monoculture than it used to be. Extremes still exist, but they are far fewer than they were 100 years ago, when people couldn’t even use certain water fountains because of the color of their skin.
Maybe the point you’re getting at is that universities used to be edgier—it was more of an environment for challenging the status quo and not being afraid of controversy. I agree that it’s extremely not like that anymore, to the point that even guest speakers on campus are frequently boycotted or threatened.
I think it may be indoctrination in a systemic way, but not as a conscious, active effort. I don’t think there’s a secret group of people deliberately making universities more monocultural with that as the intended outcome. But I recognize that a process may have naturally led to this regardless.
> General education needs to happen in K-12
I think there’s value in extending general education beyond what public schooling offers, which isn’t much. Public school really fails to engage students in meaningful and interesting ways. People graduate hating math and thinking it’s stupid and pointless because they’re never given context as to why it’s interesting, or shown all the cool things math allows us to do. Universities can engage people in topics they wouldn’t normally consider, and that’s where the value of general education comes in. My partner is a great example of this—she got to attend a series of university lectures when she was in high school, covering a broad range of topics designed for her age group to help them figure out what interested them. She attended a physics lecture on dark matter, and it genuinely sparked an interest in a topic she had previously found hideously boring. She now has a PhD and a prestigious career in that field, and it never would have happened without that generalized exposure that universities provide.
> Nobody in their right mind would suggest an English or History major should be forced to take a solid year worth of CS coursework as a condition for obtaining the degree. Why is the reverse OK? It is not.
I would say English is definitely a worthwhile course for CS majors, due to my previous point.
> Here's another thought experiment
Yes, I agree. A university is not optimal for maximum efficiency in job performance, but that’s not really its primary goal. And I think universities are fine the way they are (minus the monoculture, the expense, and the problematic treatment of grad students, along with the publish-or-perish mentality). That said, there should also be better, more accessible mainstream options for the kind of training you’re describing.