Over the last fifty years, American higher education has undergone a significant transformation. In the past, a college education was not considered essential for everyone, and for those who did pursue it, college was relatively affordable and focused primarily on serious academic subjects. College and university presidents often articulated their institutions’ mission as helping people understand the world through teaching and research.
However, Michael Robillard and Timothy Gordon, authors of Don’t Go to College: A Case for Revolution, argue that this is no longer the case. They contend that most colleges today are more interested in changing the world than in understanding it, and that the ideas being promoted in these institutions are detrimental to society.
A Deep Disillusionment with Higher Education
Robillard and Gordon are no strangers to higher education; both hold multiple advanced degrees and have experience teaching at the college level. Despite their academic backgrounds, they have become profoundly disillusioned with the current state of higher education.
The book opens with a provocative assertion:
“The average American college hopeful would be better off drilling a hole in his head than attending a present-day university. He’d learn about as much, wouldn’t be financially crippled with student debt, and would likely avoid acquiring a variety of sexually transmitted diseases. And if a drill to the head sounds like self-harm, what do you think four to six years of safe spaces, trigger warnings, grievance studies, and neo-Marxist indoctrination amounts to, if not an expensively acquired ritual lobotomy?”
Robillard and Gordon argue that attending most colleges today is more harmful than beneficial. They believe students learn little of practical value and instead absorb harmful ideas that leave them feeling entitled, self-righteous, and aggrieved. Moreover, they assert that college graduates often delay marriage and experience less fulfilling family lives due to the burden of student debt.
Toxic Ideas and a Call for Practical Skills
The authors claim that contemporary higher education is saturated with toxic ideologies such as intersectionality, Critical Race Theory, radical feminism, and transgenderism. These ideas, they argue, are constantly reinforced in the classroom, creating relentless pressure for students to conform.
Politicians like Barack Obama and Joe Biden advocate for increasing college attendance, suggesting that a higher level of educational attainment correlates with greater productivity and economic benefits. However, Robillard and Gordon counter that the country needs more individuals with practical skills, not more college graduates. They advise young people to consider apprenticeship programs that lead to productive careers without the financial and time burdens of a college degree.
The authors also highlight that college often stunts maturity. They describe a phenomenon where young graduates, despite appearing to be busy adults, remain mentally and emotionally immature due to their college experiences.
The Case of STEM Majors and Independent Learning
While acknowledging that some STEM (Science, Technology, Engineering, and Mathematics) fields have been infiltrated by “woke” ideology, the authors concede that certain careers necessitate a college degree. They advise students pursuing such paths to focus on essential knowledge while disregarding irrelevant ideological content.
One of the book’s key arguments is the value of independent learning. Robillard and Gordon emphasize that anyone can acquire substantial knowledge on any subject through self-directed study, using resources such as the Internet and libraries, without the need for formal college courses. While this approach does not confer a degree, it provides the desired knowledge at a much lower cost.
A Call for Revolution
Robillard and Gordon argue that the fundamental problem with higher education is that most institutions aim to change the world rather than help people understand it. They provide a list of colleges that still adhere to traditional educational values.
Despite advocating for avoiding college, the authors acknowledge that many young Americans will still enroll. They suggest these students become “double agents” who challenge and expose the prevailing ideologies on campus. They propose making leftist professors feel threatened by holding them accountable for their statements and actions, though they admit there are no successful examples of this tactic.
Practical Alternatives and the Future of Education
The authors’ primary recommendation is to avoid college altogether, which deprives the system of financial resources and encourages individuals to pursue independent, skills-based learning. They note that the belief that non-college graduates are destined for drudgery is rapidly fading as employers increasingly value skills over degrees.
The educational revolution, they argue, will be supported by new institutions focused on knowledge rather than indoctrination, such as Thales College and the University of Austin. Additionally, the “unbundling” of college courses, allowing students to select only the classes they need, will further weaken the traditional college system.
Robillard and Gordon’s call for a revolution in higher education is compelling, and their book Don’t Go to College serves as a catalyst for this change. By advocating for practical skills, independent learning, and new educational institutions, they aim to reshape the future of higher education.
George Leef is the director of editorial content at the James G. Martin Center for Academic Renewal.
