Challenging misconceptions: The crucial role of higher education in West Virginia’s future

Del. Pat McGeehan, R-Hancock, addressed House Concurrent Resolution 64 during the House floor session on Friday, Feb. 2, 2024, in Charleston, W.Va. (Perry Bennett | West Virginia Legislative Photography)

In a startling turn during his recent floor speech introducing House Concurrent Resolution 64 — a bill related to Texas’ right to defend its borders — Del. Pat McGeehan exhibited a surprising feat of mental gymnastics. In his 10-minute speech, he transformed his discourse from a focus on the border into a sweeping condemnation of higher educational institutions, portraying them as anti-American ideology mills.

Del. McGeehan’s portrayal is not only inaccurate but also damaging to the reputation of our public education system. As a community college professor in the state of West Virginia, it is my duty to foster critical thinking among students and instill in them the ability to analyze diverse perspectives. Institutions of higher learning serve as crucibles for intellectual growth, encouraging students to engage in dialogue, question assumptions, and develop a nuanced understanding of the world.

McGeehan’s assertion that the humanities are breeding grounds for anti-American sentiment is unfounded and harmful. These disciplines contribute immeasurably to the development of well-rounded individuals capable of navigating the complexities of our society. To suggest that these courses are vehicles for indoctrination rather than spaces for critical reflection is a disservice to both students and educators, many of whom are public employees like myself.

Importantly, this rhetoric has real-world consequences for West Virginia’s colleges, universities, and general economic prosperity. When influential figures propagate the idea that higher education is antithetical to American values, it sends a discouraging message to our state’s aspiring minds. The impact of these words dissuades young students from pursuing academic opportunities that could contribute not only to their personal growth but also to the prosperity of West Virginia.

It is crucial to recognize that a well-educated populace is the linchpin of attracting businesses to West Virginia. Industries are drawn to regions with a highly skilled and adaptable workforce. Our state’s ability to thrive economically is intrinsically tied to the caliber of education we can offer. By investing in our education system, we not only equip our citizens with the tools necessary for success but also create an environment that is enticing to businesses seeking to establish roots in a community brimming with intellectual capital.

My specialization is business education. In a modern business curriculum, humanities-inspired modules on ethics, consumerism, and corporate stakeholder theory are inescapable as both business leaders and often our laws demand it. I am compelled to address the misconception that such educational endeavors are tantamount to indoctrination. The intention behind incorporating these elements into the curriculum is to instill in our students a sense of responsibility and an understanding of the broader impact their decisions can have on various stakeholders.

Business education, like political science, history, and other disciplines, is not about shaping a particular ideology but rather about equipping students with the skills necessary for critical thinking. We accomplish this by exposing students to our historical transgressions and asking them to develop deep empathy for those affected. Fostering empathy is not about instilling guilt but rather about developing an awareness of the diverse perspectives and experiences that shape our interconnected world.

My students are required to grapple with dilemmas, rooted in real-word business cases, that challenge them to consider the consequences of their actions on groups of people beyond just our shareholders. Is it indoctrination to ask students to consider the ethical implications of their business decisions on non-shareholders? Is it ideological to ask these questions? Is it too “woke?” Or… is it simply good business practice?

The objective is not to prescribe a particular worldview but to cultivate a generation of thinkers capable of navigating the ethical and moral dimensions of their professional lives. This same principle applies to the broader political arena. Just as students in my business classes are encouraged to consider the impact of their decisions on diverse groups, politicians too should embrace a similar perspective. Not every decision should be made solely to cater to a specific voter base; rather, politicians should consider the well-being of the entire populace when formulating policies and making choices that shape our collective future.

Legislators should recognize the critical role that a robust, well-funded, and well-supported education system plays in shaping the prosperity of our beloved state. By prioritizing and bolstering our education system, we lay the foundation for a flourishing state, characterized by innovation, economic growth, and a citizenry equipped to navigate the challenges and opportunities of the 21st century.

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