Well what was described is pretty much the standard.
To put a little context, and this is a bit speculation on my part but seems to conform based on conversations I've had from people who have lived at that time.
This kind of policy at institutions started right after Sputnik. There was a sudden surge in demand for mathematics and engineers, and they couldn't find enough people so they threw money at the problem. The unfortunate side effect was that its a problem that money can't solve, and so when you can't find anyone that meets the rigorous standards, you must lower standards. This seems to have happened in math education around that time the effects of which did not become visible until much later, and it eventually snowballed to most of academia.
The effect has been that most math teachers, excluding a few professors that buck the norm which are the exception, started teaching by rote following what is known today as a lying to children paradigm.
This is a pedagogical approach that is the opposite of the paradigm that was taught prior which was a first-principled approach (based in the greeks and rome).
You are given flawed models upfront, which you must learn some things, and unlearn other things you previously learned to unconscious competence with little guidance. This includes all the elements and structure of real torture (from the 1950s), and the process is repeated over and over sieving only the most compliant or blind people forward, and inducing PTSD in the creative, brilliant, and genius. The process destroys minds, steals economic benefit of intelligence, and selects for average.
Torture is known to reduce, often permanently, the capability for rational thought.
It follows the now refuted ideology of gnosticism. Intuitive understanding is eschewed, and you only become useful the closer you progress to gnosis (mastery), and informally, only the masters decide who gets to progress (through clever gimmicks, deceit, and orchestrated structural failure, that takes advantage of the drive to do less work, government funded work trends towards the least common denominator of production which often becomes negative).
You now have more pHd's, but fewer people who actually met the 1960s definition of a pHd.
There are exceptions because this is a spectrum, but this has been the trend for the majority for decades, and the issues described are known issues with any centralized hierarchy. It hasn't been strictly knowledge-based since at least the late 60s. You see a sharp degradation of published material in education across all subjects starting in the 70s.
To put a little context, and this is a bit speculation on my part but seems to conform based on conversations I've had from people who have lived at that time.
This kind of policy at institutions started right after Sputnik. There was a sudden surge in demand for mathematics and engineers, and they couldn't find enough people so they threw money at the problem. The unfortunate side effect was that its a problem that money can't solve, and so when you can't find anyone that meets the rigorous standards, you must lower standards. This seems to have happened in math education around that time the effects of which did not become visible until much later, and it eventually snowballed to most of academia.
The effect has been that most math teachers, excluding a few professors that buck the norm which are the exception, started teaching by rote following what is known today as a lying to children paradigm.
This is a pedagogical approach that is the opposite of the paradigm that was taught prior which was a first-principled approach (based in the greeks and rome).
You are given flawed models upfront, which you must learn some things, and unlearn other things you previously learned to unconscious competence with little guidance. This includes all the elements and structure of real torture (from the 1950s), and the process is repeated over and over sieving only the most compliant or blind people forward, and inducing PTSD in the creative, brilliant, and genius. The process destroys minds, steals economic benefit of intelligence, and selects for average.
Torture is known to reduce, often permanently, the capability for rational thought.
It follows the now refuted ideology of gnosticism. Intuitive understanding is eschewed, and you only become useful the closer you progress to gnosis (mastery), and informally, only the masters decide who gets to progress (through clever gimmicks, deceit, and orchestrated structural failure, that takes advantage of the drive to do less work, government funded work trends towards the least common denominator of production which often becomes negative).
You now have more pHd's, but fewer people who actually met the 1960s definition of a pHd.
There are exceptions because this is a spectrum, but this has been the trend for the majority for decades, and the issues described are known issues with any centralized hierarchy. It hasn't been strictly knowledge-based since at least the late 60s. You see a sharp degradation of published material in education across all subjects starting in the 70s.