Universities

Vice-chancellor Stephen Toope claims it was ‘inevitable’ that a university ‘as long-established as Cambridge’ would have links to slavery. Now that faculties gorge on racial guilt as Cambridge dons once famously feasted on roasted swans, what was really inevitable is that a body christened ‘The Advisory Group on the Legacies of Enslavement’ would find links to slavery. Why, it must have frustrated the authors of the report released last week that their three-year inquiry didn’t manage to dredge up any evidence that the university ever directly owned slaves or plantations. Rather, it’s the money that was tainted; lucre having always passed through dirty hands somewhere along the line, there’s no

We lost a giant last month with E.O. Wilson’s passing. A man who stood on Darwin’s shoulders, Wilson had that rare distinction of inspiring a whole discipline in the form of evolutionary psychology. The great sense of loss did not seem to be shared by Scientific American, however, which soon afterwards put out a piece reflecting on the ‘complicated legacies of scientists whose works are built on racist ideas’. Among the ‘problematic’ aspects of Wilson’s work, the author argued, was the ‘descriptions and importance of ant societies existing as colonies’. This was ‘a component of Wilson’s work that should have been critiqued’ because ‘context matters’. Scientific American is not Teen

I know what it feels like to be bullied and vilified for expressing views with which, eventually, many right-minded people end up agreeing. I am talking, of course, about transgender ideology and the case of Professor Kathleen Stock which this week was belatedly picked up by the mainstream press. In short, a group of University of Sussex students started a campaign for Stock to be sacked on the spot, claiming she was ‘espousing a bastardised version of radical feminism that excludes and endangers trans people’. The group – a collection of poundshop Antifas – said Stock was a danger to transgender people, arguing: ‘We’re not up for debate. We cannot

There is a picture book, by the excellent David McKee, of which my youngest child was very fond. It’s called Two Monsters, and its protagonists are, as promised, two monsters. The blue one lives on the west side of a mountain, and the red one lives on the east side of the mountain. They communicate verbally but never see each other. It all kicks off when one evening the blue monster calls: ‘Can you see how beautiful it is? Day is departing.’ The red monster shouts back: ‘Day departing? You mean night arriving, you twit!’ Cantankerous words are exchanged before bedtime and both sleep badly. The following morning the blue

Last week, some racist graffiti was found at Parkway North and Parkway Central schools in the Midwest American state of Missouri. Somebody had scrawled ‘HOPE ALL BLACK PEOPLE DIE’ and the n-word across the bathrooms. A protest erupted. Students ‘boycotted’ classes to show their disgust. But then the sense of outrage suddenly fell flat after it emerged that the person who had scrawled the racist graffiti was in fact black. It was, then, another hate hoax — a prank, effectively, at the expense of America’s preoccupation with racism, or perhaps more bizarrely an insane stunt in search for victimhood. (Or just an elaborate attempt to bunk off school.) These hoaxes

The University of St Andrews has been keen on American imports for some time. Americans make up 16 per cent of undergraduates, by far a larger proportion than any other British higher education institution. The university, hungry for foreign money (international students pay £25,100 a year, compared to £9,250 a year for English, Welsh and Northern Irish students) sends recruiters to high schools in the States to woo potential students. When I was at St Andrews a decade ago, I knew more Americans than Scots. Mostly, the university’s connections with the US have been good. Yet there is one American import St Andrews could do without: campus culture wars. Today’s Times

When observing the state of our academic life and public culture, I have an uneasy feeling of déjà vu. When I started life as a historian, going to France to do a PhD in the 1970s, French universities were held in a tight ideological grip. The subject I was working on — the Paris Commune of 1871 — turned out, to my naïve surprise, to be a hot topic. Two older French academics who became my mentors were both convinced (I think with reason) that their careers had been blighted because they had written things that the then mighty French Communist party disapproved of. The Commune was the party’s pride

It wouldn’t be credible to say that this year’s A-Levels grades are comparable with 2019’s: almost 45 per cent of entries got an A or A* compared to 25 per cent two years ago. But, as I say in the magazine this week, the problem is that you can’t simply snap back to normal next year. Many of those who got their grades this year won’t go to university until next year. This — and the fact that the education of those in the year below has been disrupted too — means it wouldn’t be fair for exams to return to normal next year. That would leave the class of 2022 competing for

Try explaining the British university admissions system to a foreigner. They look at you as if you’re mad. ‘What you do is, you apply to university in January on the basis of what your teacher thinks you will get in a series of cliff-edge exams you sit in May/June called A-levels. Only once you get your results in mid-August – which is to say, about a month before you’re due to start – is your place at university confirmed. But that’s only if you’ve actually achieved your predicted grades. If you haven’t, you go into this thing called ‘clearing’ where you scrabble around trying to pick up places that might

Education Secretary Gavin Williamson’s announcement that universities can resume face-to-face teaching this autumn has been welcomed by many students. But vice-chancellors are not so happy about the news. Most Russell Group universities have said they will continue to keep some elements of their teaching online – so-called ‘blended learning’ – revealing their opportunistic embrace of a digital ‘new normal’. For cynical university leaders, it seems that lockdowns weren’t a disaster, but an opportunity to accelerate their pre-existing plans for digital education. Since the disastrous marketising reforms of 2011, most universities have been locked into a ferocious competition to attract students and maximise fee income. For many institutions, this has involved grandiose, debt-fuelled and speculative investments in