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But it’s not surprising that professors in the humanities would rather have more students than fewer. The irony of the current crisis is that, in its own way, it is evidence of a great success.

Professors in the humanities work hard to communicate the allure of their subjects; they are so good at it that, unless they bar the doors to graduate school, students will keep streaming in.

The whole reason we’re reading this report, of course, is that graduate programs in the humanities, which used to mint new professors, are no longer “exclusively for the production of future tenure-track faculty members.” That’s the problem. I asked Russell Berman, the chair of the task force which drew up the report, about the admissions issue. in 2011.) He said that the committee took the idea of “accessibility” very seriously: “We believe in the value of higher education for individuals,” he said, regardless of their eventual career path. Every other part of the university understands that.

(Berman is a professor of comparative literature and German studies at Stanford; he was president of the M. He continued, “This is not a report about the political economy of higher education…. There is no other part of the university that produces exclusively for the university.

Those trends, in turn, are part of an even larger story having to do with the expansion and transformation of American education after the Second World War.