The replacement of human
workers by machines is an old story. In early 19th-century England, weavers and agricultural laborers,
under the banner of their imaginary commander General Ludd, attacked the new
machines which threatened to eliminate their jobs. Since then people who oppose
technological innovation have been called Luddites, meaning benighted opponents
of “progress”.
Although our very
present-minded society might consider two centuries an eternity, the
transformation of human life through technological innovation has been rapid,
even violently so. In 1850, most people on earth still lived and worked much
like their ancestors 1000 years before, assisted only by hand tools and animal
power. Within a few generations, everything changed, and now it seems like
everything keeps changing faster than we can keep up.
While technology has
destroyed jobs, it has created even more new ones. The blacksmiths and
wheelwrights who maintained the primitive vehicles of the 19th
century were replaced by many times as many automobile workers and mechanics.
But in recent decades, many of those jobs have disappeared, replaced by
machines. Over the past 20 years, the US has lost
about one quarter of our manufacturing jobs. That rapid decline has been
due to the twin processes of automation and export of jobs to places where
workers are paid much less.
One drive of capitalist
business is to create new products and new markets, which can mean more jobs.
But an equally important drive is to reduce costs by replacing skilled workers
with cheaper, less skilled workers, and then replacing them with even
cheaper machines. The benefits of that kind of progress flow to the owners
of industries, while their formerly employed workers have to scramble for other
jobs. The first kinds of jobs that were replaced by machines were in
manufacturing. But recently clerical and service sector jobs are also being
replaced, usually by computers.
That brings me to one of the
most recent technological innovations, online education. We are told, or being
sold the idea, that computers can replace teachers. Even though teachers are
paid strictly middle-class incomes, replacing them with ever cheaper computers
could represent enormous savings. At the university level, the development of
MOOCs, Massive
Open Online Courses, vastly increases the number of students who can be
reached by one teacher. Harvard University recently offered a course on ancient
Greek literary heroes that enrolled 27,000
students. In order to provide a minimum of real human contact, Harvard
alumni and former teaching fellows were asked to volunteer to direct online
discussions. But most of the interaction was among the students, rather than
between students and teachers.
The fundamental claim behind
MOOCs is that content is everything. The personal interaction between teacher
and student is unnecessary, or can be reduced to occasional email
question-and-answer, without any loss in learning. Because much of the teaching
at giant public universities is already done in courses with hundreds of
students, this may seem like only a minor shift. But even when the professor
lectures by Power Point to an auditorium full of passive students, graduate
students or part-time adjuncts supply the possibility of human contact and
personal attention. MOOCs and similar forms of online education eliminate that
remnant of the teacher-student relationship.
EdX, a consortium between
Harvard and MIT, one of the larger enterprises offering online education, uses
computer programs to grade
student writing. That effort has spawned a Luddite reaction: thousands of
faculty have signed a petition
against this practice, stating clearly “Computers cannot read.”
Public universities are
starving for financial support as state educational budgets have been reduced
in recent years. The recession caused major cuts to state
financial support of higher education: per student funding has fallen by 23%
since 2008. An inevitable result is that tuition has increased by 28% over
inflation, greatly outpacing the sluggish growth in Americans’ average income.
I am not opposed to all forms
of online education. The use of computers to deliver information and ideas
cheaply and across any distance can greatly increase access to learning for
students of all kinds: families who cannot afford college tuition, adults who
wish to pursue special interests, professionals who seek further knowledge in
their specialties. But the drive to cut costs in secondary and higher
education, the increasing reliance on standardized tests, and the easy
provision of content via computers could come together in the near future in
the replacement of teachers with machines.
Last year the American
Council on Education recommended that college credit be given for some MOOCs.
The model of teaching and learning through personal interaction would be
replaced by Power Point lectures, passive video watching, and computerized
grading of student essays, all in an effort to save money.
Maybe I’m just a Luddite at
heart. I don’t have a smart phone, a Facebook page, or any presence on social
media. I don’t want to talk with my refrigerator. I do like to talk with
students, to see their reaction to the information I give them and the
questions I ask. I believe that my colleagues are far more effective at
teaching information, concepts, and ways of thinking than any computer program.
Steve Hochstadt
Jacksonville IL
Published in the Jacksonville
Journal-Courier, November 25, 2014