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Editors' IntroductionThe Bottom Line

Editors' IntroductionThe Bottom Line Editors’ Introduction The Bottom Line Jennifer L. Holberg and Marcy Taylor It seems that everywhere one looks these days, the debate over the “crisis in the humanities” is raging unabated. The profession, as all our readers have undoubtedly noticed, is in a full- on identity crisis: Who are we as a discipline? What is our work? Who do we serve? What values undergird our practice? These perennial questions and others are more insistent than ever, especially as they intersect with the economic issues that dominate higher education today. For example, in a twist on recent discussions of the cost of higher edu - cation, Bill Sams (2010), Executive in Residence at Ohio University, wrote in a letter to the editor of the Chronicle of Higher Education that college students need to behave more like customers. For Sams, the focus is on the “failed ser - vice” of the teacher (a.k.a. the “service provider”) and the implied lunacy of students (a.k.a. the “customers”) to put up with such “failure.” Accordingly, he argues: A student is a person to whom something is done (the student is taught); a customer is a person for whom something is done (a customer is provided http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Editors' IntroductionThe Bottom Line

Pedagogy , Volume 11 (1) – Jan 1, 2011

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Copyright
© 2010 by Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-2010-011
Publisher site
See Article on Publisher Site

Abstract

Editors’ Introduction The Bottom Line Jennifer L. Holberg and Marcy Taylor It seems that everywhere one looks these days, the debate over the “crisis in the humanities” is raging unabated. The profession, as all our readers have undoubtedly noticed, is in a full- on identity crisis: Who are we as a discipline? What is our work? Who do we serve? What values undergird our practice? These perennial questions and others are more insistent than ever, especially as they intersect with the economic issues that dominate higher education today. For example, in a twist on recent discussions of the cost of higher edu - cation, Bill Sams (2010), Executive in Residence at Ohio University, wrote in a letter to the editor of the Chronicle of Higher Education that college students need to behave more like customers. For Sams, the focus is on the “failed ser - vice” of the teacher (a.k.a. the “service provider”) and the implied lunacy of students (a.k.a. the “customers”) to put up with such “failure.” Accordingly, he argues: A student is a person to whom something is done (the student is taught); a customer is a person for whom something is done (a customer is provided

Journal

PedagogyDuke University Press

Published: Jan 1, 2011

References