. Perhaps you see the liberal-arts idyll, removed from the pressures of the broader world and filled with tweedy creatures reading on quadrangle lawns. This is the redoubt of the idealized figure of the English major, sensitive and sweatered, moving from “Pale Fire” to “The Fire Next Time” and scaling the heights of “Ulysses” for the view. The goal of such an education isn’t direct career training but cultivation of the min

Or perhaps you think of the university as the research colony, filled with laboratories and conferences and peer-reviewed papers written for audiences of specialists. This is a place that thumps with the energy of a thousand gophers turning over knowledge. It’s the small-bore university of campus comedy—of “Lucky Jim” and “Who’s Afraid of Virginia Woolf?”—but also the quarry of deconstruction, quantum electrodynamics, and value theory. It produces new knowledge and ways of understanding that wouldn’t have an opportunity to emerge anywhere else.

English professors find the turn particularly baffling now: a moment when, by most appearances, the appetite for public contemplation of language, identity, historiography, and other longtime concerns of the seminar table is at a peak.

“Young people are very, very concerned about the ethics of representation, of cultural interaction—all these kinds of things that, actually, we think about a lot!” Amanda Claybaugh, Harvard’s dean of undergraduate education and an English professor, told me last fall.

In a quantitative society for which optimization—getting the most output from your input—has become a self-evident good, universities prize actions that shift numbers, and pre-professionalism lends itself to traceable change

One literature professor and critic at Harvard—not old or white or male—noticed that it had become more publicly rewarding for students to critique something as “problematic” than to grapple with what the problems might be; they seemed to have found that merely naming concerns had more value, in today’s cultural marketplace, than curiosity about what underlay them

Why costs are so high: The simplest answer is that schools have had little incentive to control costs, particularly when abundant student loans — both public and private — can make tuition rates appear more affordable than they really are.Moreover, some schools are motivated to spend on high-ticket items like new construction, because that can attract wealthier students (including from overseas) who don't request financial aid. In the end, however, those costs often get passed down to everyone.This is a systemic issue, which explains why most politicians have preferred to play along the easier margins.

There are possible solutions that have been circulating among education experts, not all of which rely on taxpayer largesse like making public college free for lower-income students.One would be to limit loans tied to education at schools that have a demonstrated history of onerous student debt burdens. In other words, if most of a school's students aren't receiving the sort of education that allows them to pay off their loans, cut it off at the source.This could include a gainful employment rule focused on career programs, which is favored by the Biden administration but languishing in Congress.Another would be to deny federal research grants to schools whose tuition rates increase at an unacceptably high level. This would be particularly impactful at large public and private universities.The federal government also could consider revoking the tax-exempt status of schools that exceed tuition inflation limits, although that likely would face court challenges.