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Your browser does not support the audio tag. This feature is powered by text-to-speech technology. Want to see it on more articles? Give your feedback below or email audiofeedback@wsj.com. “As extreme weather disrupts supply chains, the cost of food is particularly susceptible to climate-related shocks.” The price we pay for climate change isn’t cheap.
A decade ago, acolytes of Clayton M. Christensen’s trademark “disruption” fancied that online course delivery would reduce costs and expand access, upending higher education’s traditional model. They were met with skepticism. The MOOC pitch seemed to subordinate quality to scale and profit. It underestimated the complexity of postsecondary education’s mission and the diversity of its constituencies. And MOOCs threated livelihoods.
Professors love to trash tech talk, not least in the pages of The Chronicle. In 2020, Justin Reich, author of Failure to Disrupt: Why Technology Alone Can’t Transform Education, ridiculed Silicon Valley’s repeated declarations of a new “dawn.” Last year, Kevin Gannon punctured the canard that “disruptive innovation” must come from outside the academy, and focused on the innovative teaching that happens within our institutions.
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