I know sooooo many PhDs and I'm sorry, they are not especially smart people. They've found a field in which they don't need any expertise or talent, and they've made a home there. I guess it works in a dynamic with academic inflation - there are very few academic qualifications now that would impress me.
Some of the most stupid people I have ever met were doctoral students I encountered when studying my own PhD. It really put me off academia...
I think one of the underlying issues within education is how education has become a performed activity, rather than a process of intellectual growth. If, for instance, you are studying history, you tend to now learn how to perform historical analysis; in practical terms, this is phrasing matters in the right way, both in written and oral argument, deploying the correct structures, working with the correct level of gravitas. You don’t actually need to know much about history; taking on facts, understanding contexts, and aspiring towards objectivity are no longer on the agenda. Indeed, postmodernist thought claims that there are no such things as “facts” and “objectivity” anyway, so there is no point in trying to make an argument that is correct. It is, from the performative point of view, just a set of opinions, and the preferred argument is the one which is the best performed.
One consequence of this is that, if you treat your education as a performance, you don’t actually learn anything. I remember an instance of this in a past workplace, where members of a team had to write 100-word summaries of cases which they were working. They couldn’t manage this because, despite the fact that they were all graduates, they hadn’t learnt anything at university, other than performance skills. Performance is, of course, antithetical to education, because it’s so specific that you will never acquire what might be considered a transferable skill.
Different types of subjects lend themselves to performance in varying levels. Whilst there is some performance in STEM, you do have to have some measurable skills. Humanities are very heavily performative now, but at least have a solid external frame of reference. The work of a history PhD may be performance, for instance, but the past did, at least, actually exist. “Studies” subjects are the worst in terms of being overtaken by performance, because they are entirely insular, and self-reflexive. Thus, you can have Kehinde Andrews arguing in favour of censorship, as he plays the role of being a professor in a studies field, as he’s working without any intellectual framework, so can make up whatever constitutes appropriate behaviour, as long as he performs the role correctly.
Last year, I was interviewing candidates for a fairly-high paying role in a multinational organisation. Despite notionally being a graduate role, none of the candidates actually had a degree. It was very striking at the time and, I think, said something about what universities are producing.