The Rise Of The Meritocracy 1870 2033

Michael Young has christened the oligarchy of the future “Meritocracy.” Indeed, the word is now part of the English language. It would appear that the formula: IQ+Effort=Merit may well constitute the basic belief of the ruling class in the twenty-first century. Projecting himself into the year 2034, the author of this sociological satire shows how present decisions and practices may remold our society. It is widespread knowledge that it is insufficient to be somebody's nephew to obtain a responsible post in business, government, teaching, or science. Experts in education and selection apply scientific principles to sift out the leaders of tomorrow. You need intelligence rating, qualification, experience, application, and a certain caliber to achieve status. In a word, one must show merit to advance in the new society of tomorrow. In a new opening essay, Young reflects on the reception of his work, and its production, in a candid and lively way. Many of the critical ambiguities surrounding its original publication are now clarified and resolved. What we have is what the Guardian of London called “A brilliant essay.” and what Time and Tide described as “a fountain gush of new ideas. Its wit and style make it compulsively enjoyable reading from cover to cover.” "Has the thrill of immediate relevance. . .its thinking is consistently rich and fascinating. Young is onto a big theme, involving fundamental questions about social organization and individual dignity. What drives the book is Young's having identified one of the fundamental paradoxes of what we would call liberalism and the British would call socialism: the liberal dream of equal opportunity." --Nicholas Lemann, The Atlantic Monthly

Michael Young has christened the oligarchy of the future “Meritocracy.” Indeed, the word is now part of the English language. It would appear that the formula: IQ+Effort=Merit may well constitute the basic belief of the ruling class in the twenty-first century. Projecting himself into the year 2034, the author of this sociological satire shows how present decisions and practices may remold our society. It is widespread knowledge that it is insufficient to be somebody's nephew to obtain a responsible post in business, government, teaching, or science. Experts in education and selection apply scientific principles to sift out the leaders of tomorrow. You need intelligence rating, qualification, experience, application, and a certain caliber to achieve status. In a word, one must show merit to advance in the new society of tomorrow. In a new opening essay, Young reflects on the reception of his work, and its production, in a candid and lively way. Many of the critical ambiguities surrounding its original publication are now clarified and resolved. What we have is what the Guardian of London called “A brilliant essay.” and what Time and Tide described as “a fountain gush of new ideas. Its wit and style make it compulsively enjoyable reading from cover to cover.”

A fresh and bold argument for revamping our standards of “merit” and a clear blueprint for creating collaborative education models that strengthen our democracy rather than privileging individual elites Standing on the foundations of America’s promise of equal opportunity, our universities purport to serve as engines of social mobility and practitioners of democracy. But as acclaimed scholar and pioneering civil rights advocate Lani Guinier argues, the merit systems that dictate the admissions practices of these institutions are functioning to select and privilege elite individuals rather than create learning communities geared to advance democratic societies. Having studied and taught at schools such as Harvard University, Yale Law School, and the University of Pennsylvania Law School, Guinier has spent years examining the experiences of ethnic minorities and of women at the nation’s top institutions of higher education, and here she lays bare the practices that impede the stated missions of these schools. Goaded on by a contemporary culture that establishes value through ranking and sorting, universities assess applicants using the vocabulary of private, highly individualized merit. As a result of private merit standards and ever-increasing tuitions, our colleges and universities increasingly are failing in their mission to provide educational opportunity and to prepare students for productive and engaged citizenship. To reclaim higher education as a cornerstone of democracy, Guinier argues that institutions of higher learning must focus on admitting and educating a class of students who will be critical thinkers, active citizens, and publicly spirited leaders. Guinier presents a plan for considering “democratic merit,” a system that measures the success of higher education not by the personal qualities of the students who enter but by the work and service performed by the graduates who leave. Guinier goes on to offer vivid examples of communities that have developed effective learning strategies based not on an individual’s “merit” but on the collaborative strength of a group, learning and working together, supporting members, and evolving into powerful collectives. Examples are taken from across the country and include a wide range of approaches, each innovative and effective. Guinier argues for reformation, not only of the very premises of admissions practices but of the shape of higher education itself.

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