These programs, with their anti-liberal communitarian orientation, also divert from — and indeed may subvert — traditional liberal arts learning, which has already been severely eroded and supplanted by sundry “multicultural studies” that further the special interests of various groups and deprecate American individualism. What students need is more liberal education, for it uniquely teaches, in Egger’s words, “the advantages of respecting others’ nature as human beings, of trading with them, and of contributing to the civic institutions on which any free society depends.” (Of course, it is appropriate in several disciplines, such as philosophy and economics, to study about communitarianism — hardly the same as going to college to be indoctrinated in it.)
Community service programs based in educational institutions, moreover, play on the pity that students naturally feel for the poor and underprivileged. The essential methodology of these programs, which have little or no intellectual content, is to appeal to students’ emotions, creating what Egger calls an “altruistic feel-good aura.” Immersing students in this emotional miasma is deeply antithetical to education’s mission, and especially that of higher education, namely, to train the mind and foster logical reasoning and analysis.
Obama’s vision of service is problematic on yet other counts. It is hard to see how the plan could truly be, as now amended, merely “voluntary.” The plan would only add more community service to that already performed in high school, where such service is already virtually a requirement for admission to college and thus hardly voluntary. Nor would community service performed by college students in exchange for a $4,000 tax credit be exactly a voluntary transaction, even if it were, according to the letter of the law, that students could freely choose not to perform service or not to accept financial reward.
And what of the costs to the taxpayer of Obama’s gigantic “voluntarism” program? How much additional federal and perhaps state funding would it take to finance the tax credits for college students as well as to organize and to administer more community service in schools? How many more administrators would “need” to be hired to manage the millions of new service “transactions”?
How heavy-handed would these bureaucrats be? How ideologically driven would management be? What would be its decisions as to what exactly defines an acceptable service project? Would there be, for example, opportunities for pro-life work? Furthermore, would not existing and established charitable organizations gladly recruit students to expand their already prodigious efforts?
Finally, there have been on-the-ground observers of existing service programs in educational settings who maintain that they contribute to a culture of hypocrisy and even cynicism. That is, with the dangling of rewards such as admission to college or $4,000 tax credits, many students view service as a mere means to an end, a nonessential. According to Carlos Ramos-Mrosovsky, who commented on the subject while a senior at Princeton University, “this darker side of student volunteerism … can undermine young people’s respect for and interest in genuine volunteerism. … In their zeal to recruit Samaritans, colleges have attracted a great number of Pharisees.” Worse, Ramos-Mrosovsky documents cases of bad faith and out-and-out fraud on the part of students to game the service system. Examples include plagiarism, creating original projects to demonstrate leadership rather than participating in existing ones understood to be more beneficial to the needy, and taking credit for service actually performed by parents.
Obama should not, in short, institute this grand, “volunteer” community service plan. Charity is, of course, moral, and students as well as others should be encouraged to help those in need, such as by working in soup kitchens and visiting the elderly and sick. But individuals should be allowed to freely choose to engage in such service on their own time and via churches or other organizations of their own choosing.
Let that be the gist of Obama’s public call to community service. What is more, the president-elect himself would perform an immeasurable service by publicly defending and supporting the kind of traditional liberal education that nurtures a work ethic built on individual freedom and responsibility — and charitable works freely rendered.