Recently, there has been a lot of discussion about universities increasingly resembling factories, with departments resembling production workshops. The notion that modern students, especially elite students from prestigious universities like Tsinghua and Peking University, are exhausted, anxious, and prematurely aged in appearance can be summed up in just eight words. These sentiments, expressed by Professor Gan Yang of Tsinghua University in a recent interview, have sparked a heated debate.
As someone involved in higher education, I can certainly relate to these observations. In fact, I would go further to say that some universities are starting to resemble LEGO factories, with faculties resembling workshops producing various LEGO toys based on different themes. Each department, akin to a workshop, processes products within specific thematic categories.
Of course, the mental and emotional states of students may vary across different universities and demographics, but certain commonalities are discernible.
To address these concerning phenomena, we must not solely attribute the issues to students themselves. We need to examine what is causing some universities and faculties to adopt factory-like structures and why some students are increasingly exhausted and anxious. Objective environmental factors cannot be ignored; perhaps certain circumstances have been "predetermined" for some students since their entry into university.
For instance, many students find themselves studying majors that do not align with their personal interests, attending universities that do not meet their expectations, taking courses that do not match their career aspirations, and experiencing campus life that clashes with their personalities. These conflicts and dilemmas are often intertwined with the challenges of socialization on campus.
Therefore, it is crucial to enable students to choose majors and faculties based on genuine interests, perhaps even nurturing these interests during their secondary education. I've had numerous conversations with students who echo this sentiment. Addressing these issues is pivotal in tackling many of the psychological challenges faced by university students and demands attention.
In response, universities need to establish more enriching and deeper interactions between students and mentors. Each student should receive effective career and life guidance from their freshman year onwards. While this might increase the workload for educators, it is an essential means of helping students navigate their academic journeys smoothly. It's more effective to address students' uncertainties early on rather than waiting until they're about to graduate and feeling adrift.
Many counselors in universities today are young and lack experience. Furthermore, with the expansion of higher education enrollment, they often find themselves more focused on "managing" students rather than "communicating" with them. Therefore, it may be beneficial to rehire retired professors in large numbers to serve as undergraduate mentors.
Moreover, certain traits may have been ingrained in these students since childhood. For example, many exhibit a strong sense of "self." This is understandable given that they are natives of the internet age, relying heavily on online tools for knowledge and information. Consequently, they may be more resistant to guidance and advice from teachers and external sources compared to previous generations.
Additionally, a considerable number of them are only children or possess independent personalities, thus placing greater emphasis on themselves. They are more inclined to focus on distant goals rather than their immediate surroundings, leading to what we often refer to academically as the "disappearance of the nearby."
They are also busier, as they face myriad temptations in society. The explosion of information online leads them to desire to consume and learn everything. Apart from academic studies, they juggle various options such as IELTS, GRE, teaching certificates, psychological counseling certificates, accounting certifications, judicial examinations, preparations for studying abroad, and participation in extracurricular activities, often pursuing multiple avenues simultaneously. Consequently, they find themselves overwhelmed and exhausted both physically and mentally during their four years in university.
Increased fatigue can easily lead to anxiety. The pursuit of various goals, all with uncertain outcomes, inevitably leads to feelings of apprehension and a fear of missing out. They accumulate certificates and honors in what may seem like a blind pursuit, believing that more is better, thereby fueling their anxiety.
This phenomenon is also influenced by the broader societal atmosphere. While universities should certainly align with society, they should not be dictated by it. They should strive to maintain their essential character and integrity, attempting to reform society rather than being engulfed by it. A factory-like university with its piece-rate assessment systems only fosters a utilitarian mindset. Such an environment perpetuates a vicious cycle, fostering a culture of utilitarianism within universities.
In summary, unless the atmosphere of universities changes, university culture is reshaped, and the spirit of universities is reconstructed, substantive improvements in the mental states of university students will be difficult to achieve. (The author is a professor of sociology at Nanjing University)
