Young people today go through various stages of their educational formation at which they, or someone on either behalf, make choices that will have a clear effect on the trajectory of their careers. At school they decide which subjects to take or keep taking – they lose mathematics, they lose a whole array of potential choices. They choose a university, they choose a course. And before they have any real experience of life they have often painted themselves into a corner of life from which they can no longer escape.
This has become so complex that ever more detailed advice needs to be given at an ever earlier age – as was done by the Russell Group of UK universities in a guide to post-16 subject choices:
‘It is really important that students do not disadvantage themselves by choosing a combination of subjects at A-level which will not equip them with the appropriate skills and knowledge for their university course or which may not demonstrate effectively their aptitude for a particular subject.’
Do we force specialisation on students too early, and do we help them to make intelligent choices? One contribution to this debate was made recently by the Chief Executive of Ireland’s Higher Education Authority, Tom Boland, who in a debate in Trinity College Dublin on enlightenment values suggested the following:
‘It is hardly in line with principles of the Enlightenment to force students into narrower and narrower subject choice options and deny them a broad first year experience with a focus on developing critical thinking and analytical skills.’
It is an interesting comment, but it is set against a backdrop of trends not in keeping with the ideal; and in particular, the trend to shorten higher education programmes – which in turn makes it much more difficult to have a liberal arts approach to the early stages of higher education – and the trend of turning secondary schools into the ante-chamber of higher education, rather than a forum for intellectual formation in its own right, using its own principles.
There is of course no single correct answer to the question in the title. But there are some wrong answers. Fording specialisation on young people at too early an age is one of them; not least because if we do so, the choices will often not be made by them, but for them. And that is wrong.