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<blockquote data-quote="Northeast Stinger" data-source="post: 806597" data-attributes="member: 1640"><p>I’m simply offering an intellectual exercise.</p><p></p><p>There are two competing philosophies in higher education. One is that college is earned by exceptional students who excel in some way -high SATs, strong leadership history, athletic prowess, top grades, exceptional extracurricular activities etc. This sounds good in theory but it often leads to seeing students as commodities that enhance the reputation of the school. Thus, having a parent who can pay for a building on campus even qualifies the student as an asset. If the purpose of the student is to benefit the school, this becomes a slippery slope. </p><p></p><p>The second philosophy involves finding students with potential and teaching them —giving them life time experiences and skills. This approach seeks a more well rounded student body and tries to avoid patterns that either exploit the student or which perpetuate privilege.</p><p></p><p>A football program that fit into the second philosophy would be interested in “coaching players up,” teaching new skills, and finding players who are diamonds in the rough.</p><p></p><p>Admittedly there is not as sharpe of a distinction between the two philosophies of education but I needed to simplify to keep from writing several pages.</p><p></p><p>The thought exercise is to consider that rather than a student having a right to attend a particular school because they are a five star athlete (and thus also a commodity that a school “buys” for the enhancement of the school) simply consider that there are only so many slots available at a given school, just as there are caps on how many scholarships per class and caps on total numbers per program.</p></blockquote><p></p>
[QUOTE="Northeast Stinger, post: 806597, member: 1640"] I’m simply offering an intellectual exercise. There are two competing philosophies in higher education. One is that college is earned by exceptional students who excel in some way -high SATs, strong leadership history, athletic prowess, top grades, exceptional extracurricular activities etc. This sounds good in theory but it often leads to seeing students as commodities that enhance the reputation of the school. Thus, having a parent who can pay for a building on campus even qualifies the student as an asset. If the purpose of the student is to benefit the school, this becomes a slippery slope. The second philosophy involves finding students with potential and teaching them —giving them life time experiences and skills. This approach seeks a more well rounded student body and tries to avoid patterns that either exploit the student or which perpetuate privilege. A football program that fit into the second philosophy would be interested in “coaching players up,” teaching new skills, and finding players who are diamonds in the rough. Admittedly there is not as sharpe of a distinction between the two philosophies of education but I needed to simplify to keep from writing several pages. The thought exercise is to consider that rather than a student having a right to attend a particular school because they are a five star athlete (and thus also a commodity that a school “buys” for the enhancement of the school) simply consider that there are only so many slots available at a given school, just as there are caps on how many scholarships per class and caps on total numbers per program. [/QUOTE]
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