Food For Thought - Mandela, Knowledge & Will
CNN/Stylemagazine.com Newswire | 12/6/2013, 5 p.m.
A similar initiative, directed by Dr. Rick Cherwitz in the Division of Diversity & Community Engagement (DDCE) at the University of Texas at Austin, is the Intellectual Entrepreneurship (IE) Consortium. IE focuses on a broad array of subjects and not just the sciences. When I spoke to Dr. Cherwitz about his program he immediately said, “the key thing is that IE is not a formulaic program. It is a philosophy and approach to education that focuses on ‘discovery, ownership, and accountability.’ Its success in increasing diversity owes to the fact that it is not a targeted program. Unlike typical readiness and recruitment programs, it is opportunity based--getting students to connect learning and doing. Intellectual entrepreneurs understand that genuine collaboration between universities and the public is tantamount to more than increased "access" to the academy's intellectual assets. It is more than "knowledge transfer"--the exportation of neatly wrapped solutions rolling off the campus conveyer belt. Collaboration demands mutual humility and respect, joint ownership of learning and co-creation of an unimagined potential for innovation--qualities that move universities well beyond the typical elitist sense of "service." Knowledge, after all, involves the integration of theory, practice and production.
Like the Meyerhoff Scholars’ Program, IE has won national acclaim—including recognition by the Woodrow Wilson National Fellowship Foundation, Fast Company Magazine, the Council of Graduate Schools (CGS), Fortune Magazine, Excelencia in Education, and the New England Resource Center for Higher Education—and has been the focus of over two hundred and fifty newspaper, magazine, and scholarly articles. Although the IE model of education and public scholarship has been imitated by other research universities and has become part of national discussions about higher education and the public good, the need for socially relevant research and graduate education, and the role of entrepreneurial thinking in arts and sciences education, more programs like this are needed.
One cannot deny that the value of these programs as a vehicle for increasing diversity inheres in what Cherwitz describes as “their capacity to allow students to become entrepreneurs--to discover otherwise unobserved connections between academe and personal and professional commitments.” The spirit of these programs seems to resonate with and meet a felt need of minority and first-generation students, facilitating exploration and innovation. These programs, and programs like them, change the metaphor and model of education from one of ‘apprenticeship-certification-entitlement’ to ‘discovery-ownership-accountability.’”
“Education is the most powerful weapon which you can use to change the world.” So what is the reason for a lack of real support of education, especially for the underserved—a fear of losing control? In the transition that is taking place in South Africa, the loss of control has not lead to mass retaliations against those who were in control. Although not perfect, and they have a long way to go, it is a model that America should and can emulate. We shall miss not only Mandela for his vision and grace, but also for his will to use knowledge to make life better for us all. Perhaps we should keep in mind Mandela’s words: “It always seems impossible until it’s done.”