Tom Wells said:
I need to hear some extrapolation on this, David. Which part about learning and academics offends you, the actual learning or the "environment and flavor of academia" ...as we know it in 2009?
There is nothing wrong with learning but I believe the best, albeit simplified, concept is that schooling teaches just enough for the real, on the job, learning process to begin.
Probably the best example would be medical students, who spend more time learning on the job as interns and residents than in school studying medicine from books and lab projects.
The academic who has practical experience would, in my mind, be superior to the one who went from degree to the classroom.
This is a serious question. I can't quite believe your next logical thought
would be the defense of the closed mind, but it sounded like that's where you would be headed with this line of reasoning.
I defend practical experience when combined with a good academic grounding. I don't defend academics functionioning in a closed environment, particularly in areas that demand contact with reality... such as any part of a radio station.
However, I find most communications shcools to be either outdated, out of touch or too altruistic. I realize today that radio is not the focus of most such curricula, but this was particularly true in decades past. Textbooks were out of date, professors were out of touch, and the idea than even PBS was not doing enough for culture permeated the environment.
I had the good fortune to have about a decade of work experience before I went to college (although I did some indivuidual classes as a teen) so when I went back, and not needing a degree, I designed my radio "degree program" to include business, business law, accounting, finance, ethics, psychology, anthropology, sociology, math, statistics, writing, literature and such.
The only broadcast course I took was "Broadcast Management" where my term paper was poorly graded; I used the exact concept a few months later to create a top 15 market's #1 18-49 women station... confirming my opinion.
On the other hand, the social science classes were the true basis for the programming tasks I would take on over the years, yet none of those were part of the broadcast curriculum!
And, returning to the subject, it's hard for me to envision an academic who has never been responsible for a budget, a bottom line or all the other things about real commercial radio to give us answers to how to save AM radio... something even the owners of billions of dollars in AM station assets have not been able to pull off.