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"As a teacher at the University of Oklahoma, I am a bit dismayed to read this article. The article advocates (I assume) higher learning with as-yet-undescribed substance, but diminishes the importance of core classes like English. I do concede that "Pre-College English" should have been addressed as the name suggests, before college, but I can't help but point out that many of the students entering college for careers outside academia do require pre-college course rehashings and it is the job of educators to do what they can when they are given the opportunity. Further, if "English" is a "soft core" subject, what qualifies as hardcore (to use the writer's own language) and worthwhile? Universities are (sometimes begrudgingly) trying to adequately cover what high schools in Oklahoma have not. Is it right to cut spending because some children have either slipped through, skated by or simply avoided proper grammar and composition courses?
Furthermore, while I admit that some of the courses sound a bit frivolous, the classes do garner student interest by meeting the students on a level with which they are comfortable, a feeling I hope all teachers aim for in the classroom.
Finally, and perhaps the most striking part about this article aside from its casting aside of students in need of "soft core" classes, is the author's casual and offhand lumping of Women's and Gender Studies, as well as Hip Hop culture, into the same categories as "Jersey Shore" and "Principles of Floral Arranging.""
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