Professor Rob Jenkins, an English professor with an illustrious 38-year tenure at Georgia State University, has navigated the ever-changing landscape of higher education. In this conversation, we explore Jenkins’s insights shaped by his diverse roles in academia, including administration and coaching, shedding light on his perspectives amid the challenges posed by the COVID-19 pandemic and shifts in the academic realm.
Table of ContentsPandemic SkepticismAdministrative DominanceSocietal Preferences: Security vs. LibertyPlatform for Critical DiscoursePoliticized ScienceConsequences of Lockdown MeasuresShift to Online EducationPolitical Systems and Authoritarian ModelsTrade-offs in Governance and Policy-makingConclusionFrequently Asked Questions (FAQs)Related Articles
Pandemic Skepticism
Jenkins’s skepticism regarding the governmental responses to the pandemic is evident. He advocates for the reopening of society, emphasizing that the initial reactions appeared overblown. “From the very beginning, it seemed to me to be overblown… I began advocating for reopening society, reopening schools, reopening universities,” Jenkins critically observes.
Administrative Dominance
In his reflections, Jenkins laments the diminishing influence of professors within academia. He points to a shift toward a bureaucratic model where administrative objectives take precedence over educational and academic values. “The administrative class… run things. The professors are no longer in charge,” he notes, highlighting the resulting imbalance within academic institutions.
Societal Preferences: Security vs. Liberty
Jenkins delves into the societal preference for security over liberty, warning against the historical and ongoing use of fear by governments to control populations. He draws parallels between his observations on COVID-19 and the broader historical context, stating, “Governments have to control their population. And the easiest way to control people is through fear.”
Platform for Critical Discourse
A dedicated advocate for critical discourse, Jenkins contributes to the Brownstone Institute, emphasizing the importance of platforms that challenge prevailing narratives. “I really wanted to write for Brownstone… I admired the people who were writing for them,” he states, underlining his commitment to fostering diverse perspectives and truth.
Politicized Science
Jenkins raises concerns about the politicization of science, particularly around pandemic policies. He contends that decisions such as school closures were driven by politics rather than necessity, stating, “Closing the schools is another issue. It was obvious to me that that wasn’t necessary. So why were we doing it? Because we were playing politics with this virus.”
Consequences of Lockdown Measures
Highlighting the disproportionate impact on students and young people, Jenkins acknowledges the “real loss” and challenges faced by this demographic. He emphasizes the need for a balanced approach to public health crises, considering both the physical and mental well-being of individuals.
Shift to Online Education
Jenkins reflects on the forced adaptation to online teaching prompted by the pandemic. Interestingly, he notes a shift in his stance towards online education, recognizing its potential benefits and applicability under certain conditions. This adaptation represents both personal and professional growth in the face of unprecedented challenges.
Political Systems and Authoritarian Models
Jenkins’s observations extend to the trajectory of political systems, expressing concern that all modern political systems tend to devolve into fascism. He warns against unchecked governmental power, underlining the dangers posed by the erosion of individual freedoms.
Trade-offs in Governance and Policy-making
The enduring struggle between individual liberty and societal security forms a central theme in Jenkins’s reflections.
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