Ilya Winham

Advising Pre-Dead Students

Introduction

Advising pre-dead students. Critical advising liberates 'pre-dead' students from narrow pre-professionalism. Foster humanistic exploration, self-examination, and meaningful higher education experiences.

Abstract

Academic advising, to be “critical,” must be emancipatory. I argue that the task of critical advising today is to liberate students from the dominant conceptualization of higher education as pre-professional schooling in order to open them up to humanistic exploration and to help them make their education meaningful on their own terms. Inspired by Cornel West’s idea of going to college to learn how to die, I introduce the concept of “pre-dead” students to argue that the task of critical advising is to help students move from a premature professional narrowness to a maturation of the soul. Using Burns B. Crookston’s theory of education for human development, I argue that the task of critical advising is to open up students to self-examination by way of a deep, disciplined humanistic education that many students avoid, often due to parental, social, and economic pressures that push them toward premature professional narrowness. I develop my approach to critical advising in contrast to Andrew Puroway’s overtly political Frierian-inspired approach. I also offer some practical advising strategies and examples of how advisors can help students open themselves up to the life-changing study of the humanities.

Review

The article, "Advising Pre-Dead Students," presents a compelling and timely argument for a radical reconceptualization of academic advising. The evocative title immediately signals a departure from conventional approaches, introducing the central concept of "pre-dead" students as those prematurely channeled into narrow professional paths. The author posits that true "critical advising" must be emancipatory, aiming to liberate students from the pervasive instrumentalization of higher education as mere pre-professional schooling. This core thesis challenges the dominant paradigm, advocating instead for an approach that fosters humanistic exploration and empowers students to define their education on their own terms, making a significant contribution to the discourse on the purpose and practice of higher education advising. Drawing inspiration from Cornel West's philosophical stance on education, the author skillfully develops the concept of "pre-dead" students, arguing that critical advising's fundamental task is to guide students from a state of premature professional narrowness towards a profound maturation of the soul. This framework is robustly supported by Burns B. Crookston’s theory of education for human development, which underpins the argument for self-examination through a deep, disciplined humanistic education. The article effectively positions its approach by contrasting it with Andrew Puroway’s overtly political Frierian-inspired model, carving out a distinct and thoughtful space for its interpretation of critical advising and exploring how external pressures often steer students away from life-changing humanistic inquiry. A notable strength of this work lies in its ambitious theoretical scope combined with its commitment to practical application. Beyond its powerful conceptualization of critical advising and its advocacy for the humanities, the paper promises to offer actionable strategies and concrete examples for advisors. This bridging of theory and practice is crucial, providing a roadmap for how advisors can practically encourage students to engage with the humanities and embark on a path of deeper self-discovery. The article's potential to significantly impact both advising pedagogy and student outcomes is considerable, offering a refreshing and vital perspective that could re-energize the role of academic advising in cultivating well-rounded, thoughtful individuals rather than merely career-ready graduates.

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