Sandel calls for education for all

By Kim Bo-eun

Michael Sandel, a Harvard University professor and the author of the worldwide bestseller “Justice,” believes that education should be a “public commodity,” not something for only those with money.

Then, how should we address the educational disparity between the rich and poor?

At a press conference at the Korea Press Center in Seoul, Friday, Sandel proposed using technology to increase public access to higher education. As an example he has been providing his lectures for free on YouTube.

“Although it was only a small step, it is my hope that more lecturers and universities will join in,” he said. “Education, after all, should be a public commodity, not something that only the wealthy can have access to.”

The professor also said more scholarships and financial aid should be provided to students, in order for them to be able to afford to pay for their education, referring to the high tuition costs that have burdened Korean college students and their parents.

Sandel’s latest book, “What Money Can’t Buy,” published on April 24, raises the question of the role of money in today’s market-driven economy, as it has come to define almost every aspect of life.

“In a society in which close to everything is up for sale, it is important to identify in which sectors market values serve public good and in which sectors it does not,” he said.

“It is crucial that citizens themselves think about these issues and engage in public debate. Although it may not be possible to reach an agreement in the diverse issues, the process itself will lead to a healthier society.”

Later in the day, he lectured at Yonsei University on various educational challenges faced by capitalist nations. Tickets for the lecture were provided for free, but some paid up to 35,000 won to buy tickets from scalpers, reflecting his popularity among Koreans.

He sparked heated debate among students by raising the question: “If you were the president of a prestigious university, and had the choice of reserving 10 percent of the admission quota for wealthy students who could donate significant sums to the school, would you do so?”

The controversial topic of a donated-based admission policy is an example from the new book.

“I disagree with the policy because it deteriorates the original purpose of a school, which is to provide education” said one university student.

“The school can use the money to enhance the quality of education, so I support the policy,” said another.

“The policy is unfair, since it gives an advantage to rich students at the expense of possibly more talented, underprivileged ones,” a different student said.

The professor also brought up the issue of using cash incentives to motivate students to study.

Sandel cited the example of an underperforming school in Dallas, which gives $2 for every book students read, another case cited in his book.

“Although the initial motive may be a monetary prize, if it eventually instills a passion for reading in the student, it can be justified,” said a student speaking from her own experience.

“From observing young students in my class, I noticed that when I got rid of the blue stickers I gave to students who read books, the number of books read decreased,” said an elementary school teacher. “The problem is that students are unable to develop internal motivation to read.”

The professor said providing cash incentives to students didn’t improve grades, but did make students read more books, although shorter ones.