Beyond the Degrees

By Herman M. Lagon

In educational institutions, titles are worn as badges of honor, signaling expertise, dedication, and—at least ideally—rigor in pursuing knowledge. But what happens when these titles begin to overshadow the genuine quest for learning? In some cases, the heavy emphasis on academic credentials has created a system where the title, not the talent, becomes the focal point, subtly encouraging mediocrity over excellence. As CNN’s Brian Fung notes in his reflection on academic paths, traditional achievement often rewards conformity rather than the creative risk-taking that drives progress. When academic titles become symbols of status rather than markers of active intellectual engagement, the value of education is diluted.

Consider the scenario of Professor Maitland Jones, who was dismissed from New York University after students complained about the rigor of his organic chemistry course. Jones, a respected professor and author, maintained high standards, arguing that they were essential for preparing future medical professionals. However, the administration opted to side with students who found the course “too difficult,” ultimately choosing to placate rather than challenge them. This incident illustrates the paradox in higher education (even in basic education) today: students demand the prestige of a rigorous degree while expecting the path to that degree to be as smooth as possible. In this environment, titles and grades become tokens earned through minimal resistance rather than intellectual rigor.

The rise of this transactional view of education, where students see degrees as mere stepping stones to job placements, has far-reaching consequences. Increasingly, students and parents view themselves as customers, expecting services rather than formative experiences. For faculty, this shift has translated into an increasing pressure to cater to student demands rather than uphold academic standards. This market-driven approach, which positions students as clients, undermines the transformative nature of higher education. As a result, there is less incentive to foster critical thinking, creativity, or resilience—qualities essential for navigating life and work beyond college walls.

It is a reality seen not only in students but also in how titles are wielded within the academe. Philosophy expert Dr. Robyn Repko Waller writes of the challenges that academic titles create, particularly for underrepresented groups, but also highlights their necessity in establishing authority and legitimacy in a space often marred by gender and social biases. Titles here serve a critical purpose, pushing against embedded stereotypes, but the issues persist when the title alone becomes the credential for success. Ideally, titles signify competence and a lifelong commitment to expanding knowledge and perspective. When they become mere symbols, they lose their power to challenge stereotypes and enforce standards.

Titles also carry an implicit expectation of authority that is not always earned by merit alone. In educational institutions, the accumulation of titles is often rewarded more than creating knowledge, developing skills, generating insights, and impacting the community. In institutions where securing tenure, for instance, is more about the quantity and breadth of publications and extensions rather than their quality and depth, titles can become hollow markers. The emphasis on “publish or perish” has led to a proliferation of research that may meet quantity requirements without significantly advancing knowledge. This is the opposite of what academic titles should represent—a badge of grit, contribution to knowledge, and impact in the community, not a tally of publications or outreach activities.

Our educational landscape, too, reflects the complicated nature of titles. The push to acquire degrees, ranks, honors, and distinctions- much so aligned- has become a source of pride and social elevation. Still, it can sometimes obscure the actual value and interdisciplinarity of education. In a society where status often eclipses substance, specialization over interdisciplinarization, titles are sometimes pursued for social and administrative recognition rather than for a love of learning. Academic credentials are essential, but when they are used merely as social currency, the original intent behind earning these degrees is diminished. Knowledge should inspire, challenge, and transform, not merely confer status.

This brings us to a fundamental education principle: knowledge serves a purpose beyond oneself. In this view, learning is about striving toward truth and service, grounded in a love of wisdom. When pursuing academic achievement with this perspective, the focus naturally shifts from title accumulation to the deeper aim of meaningfully contributing to society. Academic success should be measured not by titles alone but by one’s commitment to using knowledge to make a positive difference.

Ultimately, what should matter in the academe is the journey of inquiry—an unending quest propelled by curiosity, openness, humility, and perseverance. Rather than relying on titles as indicators of one’s worth or capability, schools should value those who continually seek, question, and innovate. Knowledge acquisition is not a finite endeavor; it is an endless process of discovery. Academic institutions would do well to recognize this by rewarding genuine intellectual passion over mere credential accumulation. We need more learners who are less concerned with titles and more engaged with exploring and understanding the world around them.

It is essential to remember that genuine education is about fostering the desire to learn, the courage to question, and the will to persevere in the face of difficulty. These traits lead to breakthroughs, transformations, and true expertise. They are the traits that build resilient professionals capable of adapting and thriving in a complex world. Titles may open doors, but one’s grit and dedication leave a lasting impact.

So we must ask ourselves: What kind of scholars, educators, and professionals do we aspire to be? If universities or even basic education schools are to serve as a crucible for ideas, innovation, and leadership, they must prioritize the substance of learning over the symbols of status. Doing so can foster a generation of thinkers who not only carry titles but also embody the spirit of lifelong learning and unyielding pursuit of knowledge.

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Doc H fondly describes himself as a “student of and for life” who, like many others, aspires to a life-giving and why-driven world grounded in social justice and the pursuit of happiness. His views do not necessarily reflect those of the institutions he is employed or connected with.