Origins:
* Medieval Universities (11th-13th centuries): The concept of a degree originates in the medieval European university system. Initially, universities weren't structured like today's institutions. Learning focused on theology, law, and medicine. The "degree" initially served as a certification of completion of a specific course of study, judged by masters or scholars within that field. These early degrees (like Bachelor of Arts or Master of Arts) weren't standardized across universities, but they signified a level of mastery recognized within the scholarly community.
* Guild System Influence: The university system borrowed some structure from the medieval guild system, where artisans and craftsmen received certifications demonstrating their skill. Degrees provided a similar guarantee of competence in a particular intellectual craft.
* State Recognition: Over time, states began to recognize and regulate universities and their degrees, lending them increased credibility and influence. This further standardized degrees and helped them become more widely accepted as qualifications for professional life.
* Rise of Mass Education (19th-20th centuries): The expansion of universities to accommodate more students led to the further standardization of degree structures and the development of diverse disciplines beyond the original three.
Justifications:
The justification for a degree has several overlapping aspects:
* Signal of Competence and Knowledge: A degree signals that an individual has successfully completed a structured program of study in a specific field, demonstrating a certain level of knowledge and skill. This is the most fundamental justification.
* Credentialing for Employment: Degrees are increasingly used as credentials for entry into certain professions and jobs. They serve as a filter for employers, providing a relatively objective measure of a candidate's qualifications. The perceived correlation between a degree and future success in the workplace helps to justify the investment in higher education.
* Development of Critical Thinking and Problem-Solving Skills: A well-designed degree program aims to develop not just subject-specific knowledge, but also critical thinking, analytical, and problem-solving skills—skills highly valued in many professional and personal contexts.
* Social Mobility and Personal Enrichment: Historically, degrees have offered opportunities for social mobility, allowing individuals to improve their socioeconomic status. Beyond career advancement, higher education provides personal enrichment, broadening perspectives and fostering intellectual growth.
* Research and Innovation: Universities, where degrees are granted, are also centers of research and innovation. The pursuit of degrees contributes to the advancement of knowledge and innovation in various fields.
Criticisms and Ongoing Debates:
Despite its long history and widespread acceptance, the degree system faces criticisms. These include:
* Cost and Accessibility: The high cost of higher education makes degrees inaccessible to many, creating inequalities in opportunity.
* Standardization vs. Individuality: The standardization of degrees can sometimes stifle individuality and creativity.
* Relevance to the Workplace: The relevance of certain degree programs to the demands of the modern workplace is often questioned.
* Overemphasis on Credentials: There is concern that an overemphasis on credentials leads to a devaluing of other forms of knowledge and experience.
In conclusion, the degree system is a complex and evolving institution with a rich history. While its origins lie in medieval scholarship, its justification rests on a multifaceted set of arguments related to competence, credentialing, skill development, and social mobility. However, continuous debate and reform are needed to address ongoing criticisms and ensure the system's continued relevance and accessibility.