| --- |
| title: "House Oversight: Estate Documents (Nov 12) (HOUSE_OVERSIGHT_023913)" |
| source: "House Oversight: Estate Documents (Nov 12)" |
| sourceUrl: "https://www.justice.gov/epstein" |
| date: "2026-01-01" |
| category: "House Oversight" |
| eftaNumber: "HOUSE_OVERSIGHT_023913" |
| ocrPages: 1 |
| ocrChars: 2320 |
| ocrElapsed: 0.0 |
| parseTier: "external-legacy" |
| engine: "engine undisclosed (ep-nov-12.greg.technology mirror)" |
| externalSource: "greg-ep-nov-12" |
| externalLicense: "not granted" |
| externalCredit: "ep-nov-12.greg.technology" |
| externalUrl: "https://ep-nov-12.greg.technology" |
| --- |
| |
| Restructuring the University |
| 167 |
| points of view, teaching what description is about not how to work |
| PowerPoint. |
| THIRD YEAR IN COLLEGE AND BEYOND |
| Now what next? |
| After these 2 years, what will students be able to do and what |
| should the faculty do with them? Clearly, faculty, as I have pointed |
| out, want to teach what interests them-their own research subspe- |
| cialties. Faculty will want to continue to insist on there being majors. |
| Students should not have to be forced to select a major subject because |
| majors (and, of course, subjects) are at the root of the problem. |
| Whose needs do majors satisfy? Faculty like them because the fac- |
| ulty can determine that to be a major in X students must know all |
| of its aspects, and then insist that students, take obscure courses that |
| they would not want to take. This is another way of making sure that |
| faculty get to teach whatever they want to teach. |
| An alternative would be to let students specialize in a cognitive |
| process, like diagnosis, and an area where they have become knowl- |
| edgeable to which diagnosis applies, like financial diagnosis or behav- |
| ioral diagnosis. Every student who majors in business doesn't really |
| want to, or need to, know every aspect of business, and a student who |
| majors in psychology doesn't need to study clinical, social, animal, |
| and developmental psychology, if what he is interested in is diagnos- |
| ing personality disorders, for example. |
| Let students specialize, if they want—they shouldn't be made to, |
| but let them specialize in processes that they might want to become |
| proficient at. We shouldn't force them to take courses, that in no |
| way serve their interests. Such requirements are made using argu- |
| ments about breadth when they are there to make sure that undersub- |
| scribed courses get taught. Majors in computer science at Yale when I |
| arrived there had to take artificial intelligence and numerical analysis. |
| These subjects never interest the same people. They are as different as |
| accounting and clinical psychology. These requirements were there |
| because faculty wanted to make sure there were students enrolled in |
| their course. If they didn't, they would have had to teach something |
| they didn't know as well. Faculty made arguments about the well- |
| rounded student, but students' needs had nothing to do with it. |
| HOUSE_OVERSIGHT_023913 |
|
|
