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Useful report from HEPI in the UK from early 2017. Focus is on learning analytics. 

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"Of course, the culture of the West remains the primary object of study in humanities departments. However, the purpose is not to instill that culture but to repudiate it—to examine it for all the ways in which it sins against the egalitarian worldview. The Marxist theory of ideology, or some feminist, poststructuralist, or Foucauldian descendent of it, will be summoned in proof of the view that the precious achievements of our culture owe their status to the power that speaks through them, and that they are therefore of no intrinsic worth. To put it another way: The old curriculum, which Newman saw as an end in itself, has been demoted to a means. That old curriculum existed, we are told, in order to maintain the hierarchies and distinctions, the forms of exclusion and domination that maintained a ruling elite. Studies in the humanities are now designed to prove this—to show the way in which, through its images, stories, and beliefs, through its works of art, its music, and its language, the culture of the West has no deeper meaning than the power that it served to perpetuate. In this way the whole idea of our inherited culture as an autonomous sphere of moral knowledge, and one that it requires learning, scholarship, and immersion to enhance and retain, is cast to the winds. The university, instead of transmitting culture, exists to deconstruct it, to remove its “aura,” and to leave the student, after four years of intellectual dissipation, with the view that anything goes and nothing matters."

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Based on a PEW Report. Significant implications for traditional models of education, both K12 and Higher Ed. 

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