Worst of all, those teachers who teach minority students things like math and science, whose relevance the students do not see, may encounter resistance and resentment, while those teachers who pander to minority students by turning their courses into rap sessions and ethnic navel-gazing exercises capture their interest and allegiance.
Some educators embrace relevance out of expediency, rather than conviction or confusion. It is the path of least resistance, though that path seldom leads upward. By the time minority students get out into the real world and discover the uselessness of what they were taught in "relevant" courses, it is too late for them -- and they are no longer the teachers' responsibility.
Even as a graduate student in economics, I did not see the relevance of a little article by Friedrich Hayek, titled "The Use of Knowledge in Society," that was assigned reading in Milton Friedman's course at the University of Chicago. A few years later, however, I was beginning my own teaching career and had to teach a course on the Soviet economy -- about which I knew nothing.
As I read through many studies of the Soviet economy in preparation for teaching my course, and was puzzled by all the strange and counterproductive economic practices in the Soviet Union, it then began to dawn on me that what Hayek had said applied to these otherwise inexplicable Soviet actions. For the first time, years later, I saw the relevance of what he had written.
Fast forward another 15 years. I was now writing a book that would be a landmark in my career. It was titled "Knowledge and Decisions" -- a 400-page book building on what Hayek had said in a little essay.
Just a few years ago, I was stopped on the streets of San Francisco by a young black man who shook my hand and told me that reading "Knowledge and Decisions" had changed his life. He had seen the relevance of these ideas -- at a younger age than I had.
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