Comment by fc417fc802

It seems we largely agree. For example I wasn't criticizing the CS program at my undergrad, simply observing the mismatch between the label on the tin and what was actually inside.

Observations of inconsistencies, dysfunctions, and similar are not necessarily calls for any particular course of action.

> I'm not trying to put words in your mouth, but I don't see what other conclusion can be drawn from your statement.

I merely observed that many of the issues people point out can be traced back (at least IMO) to having a set of confused and inconsistent goals. I wouldn't expect it to be a particularly controversial observation to anyone who's had significant contact with US academia within the past few decades.

> what are done with the many, many attendees who have no goals for themselves beyond "go to college and get a job when I'm done"?

They probably don't belong there. Most of them only attend because you need a diploma to land a job. Not because the education is particularly useful to the job, but rather because of what diplomas historically signaled about a candidate before everyone had them. Now it seems to just be a holdover (ie we require them because we've always required them and at this point everyone worthwhile has one). At least that's my (admittedly quite cynical) view.

I'm all for a more educated populace but if that's what we want then we should directly implement that.

I notice that you didn't address my remark about "adult daycare service". The presence of directionless "students" attending only to tick a box has serious negative impacts on the rest of the system. Add in student loans that can't be discharged and you've created an absolutely bizarre and (IMO counterproductive) set of economic incentives.