The Collegiate Bureaucracy

So the students milling about Yale at any given time strike me as amazingly part of the bureaucratic machine that I've been reading about in Weber and from the Frankfurt School. One of the central premises of this school of thought about "bureaucratic rationalization" is that modern society creates a number of bureaucratic machines that, due to increasing education, have been hyper-rationalized and organized from above, carving exact roles for members of the society to fill (Sartre would roll in his grave over inauthenticity); to reason externally, to evaluate whether or not these are themselves worthwhile, would be to overthink the system. And this is not a mere matter of doublethink, because indeed these pre-determined roles (five-classes-and-three-recommendations-per-semester, two-internships-for-summer, one-extracurricular-with-at-least-one-leadership-role, two-scholarships-and-a-few-applications-for-law-school-with-backups ones sounds familiar?) actually do guarantee us individual success within public opinion and (sometimes) are genuinely socially utile. But the problem is, are they our roles? Now if only we had a few weeks or hours or minutes to contemplate that question... The frightening thing is that most of us haven't, because we can't spare those thirty minutes for one of the biggest questions of our lives.

For example, until I was a senior in high school, I couldn't multiply by multiples of ten efficiently. I had to visually inscribe the product in my thoughts, carrying the zeros and adding the resulting rows; but I knew there is a simple decimal rule that would reduce this amount by ten seconds. The problem is that I knew it would take me at least a minute to figure this out and it took me no more than fifteen seconds to do long multiplication in my head. It took me four years to "get around" to the decimal rule.

I've realized that I absolutely must go into political science. There's something about reading Peter Heather that actually makes my skin crawl, realizing that the Romans were able to spread the pride in Roman culture to such an immense empire - to the point that barbarians were literally begging - with voluntary taxes, tribute, and home-financed monuments - to join the club. It's this type of analysis of societal phenomena that truly energizes me.

Is this not an item on the syllabus of one component of the five-and-three-per-semester scheme? (By the way, tribute to Perry Link for the best self-referential conclusion in a New York Times Review article).