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< < | It is strongly recommended that you include your outline in the body of your essay by using the outline as section titles. The headings below are there to remind you how section and subsection titles are formatted. |
| Higher Education Debt: Is It Truly Good Debt?
-- By CharlesRoper - 17 Feb 2016 |
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< < | Section I: The Problem |
> > | The Problem |
| From the very beginning of life for Millennials they have been set on one track, the pursuit of higher education. Always being told and never allowed to question, that higher education is an investment in their future and is good debt. The premise behind good debt is that it is an investment and although you may owe money, at the end of the day it is really putting money back in your pocket, usually through higher returns. |
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< < | Subsection A: Undergraduate Debt |
> > |
That education is important to living a good life and making
something more of oneself than one started with has been mentioned
to other, preceding demographic cohorts over the last several
thousand years. That one would go into monetary debt for that
education requires willingness to loan to young people who have no
work experience or present ascertainable independent sources of
income. It is evident that under ordinary circumstances there would
be insufficient sources of such credit to make the experience of
student debt more than exceptional. Government guarantees are what
generate the mortgage market. So why are we beginning with what
they told you, not what they told the people who put up the money?
Undergraduate Debt |
| The first step of higher education Millenials are herded into is that of undergraduate university. While attending university the typical student incurs a debt of nearly 30,000 dollars. See Allie Bidwell, Average Student Loan Debt Approaches $30,000, U.S. News and World Report, (Nov. 13, 2014, at 12:01 a.m.), http://www.usnews.com/news/articles/2014/11/13/average-student-loan-debt-hits-30-000. Upon graduation, after the institutions have their money, Millennials soon realize that the job they think or more likely are told they want in order to truly be successful in life requires much more than the typical bachelors degree. |
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< < | Subsection B: Graduate Debt |
> > |
Why not make links? This is web writing.
Graduate Debt
So Millennials are forced
"Forced" to be "truly successful in life"? Do I have that right?
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< < | So Millennials are forced to continue down the only path they have known since birth and seek out even higher education though graduate schools. With one quarter facing “good” debt over 100,000 dollars and one out of ten incurring over 150,000 dollars; all in addition to their undergraduate loans. See Allie Bidwell, How Much Loan Debt is From Grad Students? More Than You Think, U.S. News and World Report, |
> > | to continue down the only path they have known since birth and seek out even higher education though graduate schools. With one quarter facing “good” debt over 100,000 dollars and one out of ten incurring over 150,000 dollars; all in addition to their undergraduate loans. See Allie Bidwell, How Much Loan Debt is From Grad Students? More Than You Think, U.S. News and World Report, |
| (March 25, 2014, at 11:38 a.m.), http://www.usnews.com/news/articles/2014/03/25/how-much-outstanding-loan-debt-is-from-grad-students-more-than-you-think.
The meaninglessly high debt incursion is extremely prevalent for Millennials seeking law and medical degrees. |
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> > | Is there a reason why
one reporter in one magazine is the world's best source for US
student loan data?
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< < | Section II: The Ramifications |
> > | The Ramifications |
| Even with the nauseating loan amounts many are quick to rise to defend the concept of higher education being “good” debt. However, there are clear ramifications to incurring this “good” debt, which reveal how devastating it really can be. |
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< < | Subsection A: Pigeonholed |
> > | Pigeonholed |
| With the large debt looming over recent graduates, many are desperate to find any job that will provide them with the ability to make the monthly payments. Upon successfully finding a job many soon realize that their debt ball and chains them to the job, through the ever looming monthly payments. |
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< < | Subsub 1: Kills Creativity |
> > | Kills Creativity |
| The pigeonholing phenomenon that the “good” debt of higher education causes reaps in the death of creativity. While it may easily be argued creativity was dealt a crippling blow years before the Millennials’ debt actualized, the monthly loan payments dealt a final blow to the straw man that was left. Instead of dreaming of what more is to come, Millennials now crave the safe certainty their jobs provide all because of the “good” debt they had graciously accepted just years before. |
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< < | Subsection B: No Mortgages |
> > | No Mortgages |
| Since graduates are crippled with student loans; even if they are able to secure a job, a large percentage of their income goes directly to the monthly loan payments. The loan payments on top of rent and other living expenses and necessities prevent recent graduates the ability to form any type of savings. With out a savings the Millennials have no opportunities to secure a mortgage, an actual good debt, and are forced to continue to throw away their income on rent and loan payments. |
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< < | Subsub 1: Can Only Rent: Economic Strain |
> > | Can Only Rent: Economic Strain |
| The lack of savings kills the economy. Instead of being able to use the potential increase in salary from the “good” debt of student loans to further invest in the economy, either through mortgages and home improvements or savvy stock market investments, the majority is forced to use any gain in paying off the student debt. |
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> > | The tuition levels,
corrected for inflation, of a liberal arts college like Swarthmore,
law school and graduate school at a place like Yale, now somewhat exceed
the costs that I paid for those places between 1976 and 1985,
when I got BA, PhD and JD degrees there (or rather, when I paid the
tuition for those degrees: the PhD I didn't get until 1993, after I
finished a dissertation interrupted by two clerkships, etc.). Like
you, I would have considered the debt incurred by that process to be
a serious interference with life. So I didn't borrow any money. I
earned the cost of those degrees, programming computers, mostly at
Xerox and IBM. My grandmother gave me some help, for which I was
very grateful. I didn't ask my parents for a nickel. (I had two
younger brothers who also needed college educations—ultimately, as
it turned out, at Yale—so I thought they had plenty to do without
me on their tab.)
It would be somewhat harder now, as I say, because prices have gone
up a little more than inflation (though not than salaries in the
trade I was pursuing to pay for it all). If I had it to do over
again now, with approximately equal resources in nominal dollars, I
would have to incur some debt to get through. And not everyone has
a parent or grandparent who can help out at all in that time of
one's life. So it is undoubtedly harder to avoid all debt now than
it was a generation ago. But the willingness to borrow it all,
minus some summer earnings—thus pillaging your practice of
future equity in two directions, working for people who are not
showing you any better way out of debt than pressing your nose
long-term against their grindstone—is a product of your
mindset, not a lifting of the economic reality that puts debt and
equity on opposite sides of the ledger.
Our segment of society in this school—where talented and
mostly advantaged people attend the most influential and perhaps
even sophisticated places of higher education—is not where the
debt crisis has hurt by "force." You could—as all the other
talented people here could— pay for your own educations by
earning rather than borrowing, if you were trained to do so and
willing to incur the work. The people who are being suckered into
debt they cannot repay are far less fortunate in life than you are,
without exceptional cognitive endowments and life choices, who are
borrowing much larger sums of money relative to their current or
future earning power, and whose prospects in life the education they
are indebting themselves for will not significantly advance. You
are voicing their grievance from a position that most of them would
not recognize at all as like their own. To me, on the other hand,
you do seem very much like the person I was, except that you aren't
willing to back the conclusions you are drawing with the recognition
that it's not "the system" determining the results, but you.
When I was a young adult, taking a second mortgage on one's home was
a sign of acute financial distress, an obviously unsafe activity to
be resorted to in emergency. Later, when it was called a "home
equity line of credit," people came to consider it normal. A few
thousand households around the US became very much richer, and tens
of millions of people lost their homes. Nobody forced them to
borrow money. Nobody forces you. The process is more complex, and
the nature of power's effort more subtle. The story told is plainly
in substantial part a rationalization, a self-deception. It's an
effort to renarrate as a conscious choice (even if under some
mysterious form of compulsion) a series of very important, perhaps
life-defining behaviors that actually came about some other way.
The route to the improvement of the draft is to look for what you
look at all the time, but which you also always look right
through.
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My page: http://moglen.law.columbia.edu/twiki/bin/view/Main/CharlesRoper |