考研成为绝大多数人的选择，成才时间越来越长，快30岁才开始工作，离退休越来越近，对社会发展有好处吗？
“考研热”的背后，隐藏着一个值得深思的社会现象：为什么越来越多的年轻人选择这条“慢成才”的道路，而这又会对社会发展产生怎样的影响？
曾经， undergraduate degree seems to be enough for most people to start their careers. But now, a Master's or even a Doctoral degree is becoming the norm for many. This means that a significant portion of our young population spends an extended period in academic pursuits, often well into their late twenties before entering the workforce. As the retirement age also appears to be inching forward, we see a shrinking window of productive years for individuals between the end of their education and the beginning of retirement.
At first glance, this trend might seem counterintuitive to societal progress. After all, if a larger segment of the population delays their entry into the workforce, doesn't that mean fewer people contributing to the economy and societal development in their prime years? Imagine a person graduating with a Master’s at 26 or 27, then perhaps taking another year or two to gain initial work experience or pursue further specialized training. By the time they're truly established, they might be approaching their midthirties. If they then work for roughly 3035 years before retirement, their most impactful professional years are squeezed into a shorter timeframe. From a purely quantitative perspective, it could be argued that this represents a less efficient allocation of human capital.
However, to dismiss this phenomenon as purely detrimental would be shortsighted. The decision to pursue higher education, especially postgraduate studies, often stems from a desire for deeper knowledge, specialized skills, and a more nuanced understanding of complex issues. In fields like scientific research, technological innovation, medicine, and certain areas of social science, a longer period of study is not merely a delay but a necessary foundation. These are precisely the areas that drive innovation, solve critical societal problems, and elevate the overall quality of life. A highly trained individual, even if they start their career later, can potentially contribute more significantly and at a higher level of expertise. Think of a doctor who has undergone years of rigorous training and specialization; their delayed entry into practice is what allows them to provide lifesaving and complex medical care. Similarly, researchers with advanced degrees are often at the forefront of discovery, pushing the boundaries of what we know and enabling future technological leaps.
Furthermore, this prolonged academic engagement can foster a more thoughtful and critical citizenry. University environments, especially at the postgraduate level, encourage independent thinking, analytical reasoning, and a broader perspective on societal challenges. Graduates who have spent more time immersed in academic discourse are often better equipped to engage in public life, contribute to informed debate, and make more reasoned decisions. In an increasingly complex world, where misinformation can spread rapidly, having a population capable of critical analysis is invaluable.
There's also a qualitative aspect to consider. This generation, by delaying their immediate entry into the traditional workforce, might be signaling a desire for more meaningful and specialized contributions rather than simply seeking immediate employment. They might be less likely to settle for roles that don't align with their acquired skills and intellectual interests, potentially leading to greater job satisfaction and, in turn, more sustained and passionate work.
The challenge, then, isn't necessarily the duration of education itself, but how well our societal structures adapt to this evolving demographic. Are there sufficient opportunities for these highly educated individuals to find fulfilling and impactful work upon graduation? Are employers recognizing the value of advanced degrees and the specialized skills they represent? And crucially, are we creating an environment where individuals can leverage their extended learning to contribute to innovation and societal wellbeing throughout their careers?
Ultimately, whether this trend benefits society depends on more than just the number of years spent studying. It hinges on the quality of that education, the relevance of the skills acquired, and the societal capacity to harness the potential of a more deeply educated, albeit laterstarting, workforce. If our society can provide avenues for these individuals to apply their knowledge and skills effectively, then the extended period of learning could very well translate into more profound and lasting contributions to national development. It's a shift in the timeline of contribution, not necessarily a diminishment of it.
曾经， undergraduate degree seems to be enough for most people to start their careers. But now, a Master's or even a Doctoral degree is becoming the norm for many. This means that a significant portion of our young population spends an extended period in academic pursuits, often well into their late twenties before entering the workforce. As the retirement age also appears to be inching forward, we see a shrinking window of productive years for individuals between the end of their education and the beginning of retirement.
At first glance, this trend might seem counterintuitive to societal progress. After all, if a larger segment of the population delays their entry into the workforce, doesn't that mean fewer people contributing to the economy and societal development in their prime years? Imagine a person graduating with a Master’s at 26 or 27, then perhaps taking another year or two to gain initial work experience or pursue further specialized training. By the time they're truly established, they might be approaching their midthirties. If they then work for roughly 3035 years before retirement, their most impactful professional years are squeezed into a shorter timeframe. From a purely quantitative perspective, it could be argued that this represents a less efficient allocation of human capital.
However, to dismiss this phenomenon as purely detrimental would be shortsighted. The decision to pursue higher education, especially postgraduate studies, often stems from a desire for deeper knowledge, specialized skills, and a more nuanced understanding of complex issues. In fields like scientific research, technological innovation, medicine, and certain areas of social science, a longer period of study is not merely a delay but a necessary foundation. These are precisely the areas that drive innovation, solve critical societal problems, and elevate the overall quality of life. A highly trained individual, even if they start their career later, can potentially contribute more significantly and at a higher level of expertise. Think of a doctor who has undergone years of rigorous training and specialization; their delayed entry into practice is what allows them to provide lifesaving and complex medical care. Similarly, researchers with advanced degrees are often at the forefront of discovery, pushing the boundaries of what we know and enabling future technological leaps.
Furthermore, this prolonged academic engagement can foster a more thoughtful and critical citizenry. University environments, especially at the postgraduate level, encourage independent thinking, analytical reasoning, and a broader perspective on societal challenges. Graduates who have spent more time immersed in academic discourse are often better equipped to engage in public life, contribute to informed debate, and make more reasoned decisions. In an increasingly complex world, where misinformation can spread rapidly, having a population capable of critical analysis is invaluable.
There's also a qualitative aspect to consider. This generation, by delaying their immediate entry into the traditional workforce, might be signaling a desire for more meaningful and specialized contributions rather than simply seeking immediate employment. They might be less likely to settle for roles that don't align with their acquired skills and intellectual interests, potentially leading to greater job satisfaction and, in turn, more sustained and passionate work.
The challenge, then, isn't necessarily the duration of education itself, but how well our societal structures adapt to this evolving demographic. Are there sufficient opportunities for these highly educated individuals to find fulfilling and impactful work upon graduation? Are employers recognizing the value of advanced degrees and the specialized skills they represent? And crucially, are we creating an environment where individuals can leverage their extended learning to contribute to innovation and societal wellbeing throughout their careers?
Ultimately, whether this trend benefits society depends on more than just the number of years spent studying. It hinges on the quality of that education, the relevance of the skills acquired, and the societal capacity to harness the potential of a more deeply educated, albeit laterstarting, workforce. If our society can provide avenues for these individuals to apply their knowledge and skills effectively, then the extended period of learning could very well translate into more profound and lasting contributions to national development. It's a shift in the timeline of contribution, not necessarily a diminishment of it.
网友意见
对社会好处很大。
1，硕士和博士学习阶段，已经在参与社会分工了，工作强度不低，但是几乎没有相应的收入，用学历作为报酬，大量的人几乎义务的为社会做贡献，有的还得自带干粮交高额学费补贴教育事业（比如MBA）。
2，学历和证书，当前阶段有点接近区块链货币挖矿逻辑，你要获得收益，就要先投入时间和成本买矿机，但有点不同的是，挖矿是算力可预测收益，非超一线学历和证书是开盲盒，这样就为社会发展提供了很多依靠收益预期忽悠来的成本支撑。
3，由于硕士作为一个人力沉淀池，每年会有几百万人考硕士，不进入就业循环，减轻了就业负担，客观上提升了就业率。
4，海量的硕士，为培养真正的顶级专家提供了足够的筛选池，筛选池足够大时，养蛊的成果可以质变式上升，当然，养蛊的废料也会增加。
5，海量的硕士，为期刊审稿费提供了大量客户，有助于科研期刊的快速发展。
6，多数考硕士，可以掩盖多数大学本科教育的无能，以促使本科教育继续躺平，有利于各大学当前的中高层顺利退休。
7，有助于部分岗位的全面硕士化博士化，提前实现账面高素质。
以上。
但是个人其实选择不多，因为都硕士了，你也得跟上啊。
就跟四十年前，总得有个高中毕业证，才好吧。
本科阶段的学习，相当于老师把饭做好喂给你吃。
读硕士相当于导师把食材准备好，让你自己生火做饭吃。
而读博则更进一步，相当于导师给你准备了弓箭，需要你自己去外面打猎捕捉食材。
做饭的厨师和捕食的猎人都是劳动者，都会产生劳动价值，跟本科阶段的纯消费者身份是有本质区别的。
举个实例好了，1929年的诺贝尔物理学奖颁给了路易·德布罗意，以表彰他提出的物质波理论。而这个理论正是德布罗意在读博期间做出来的，是其在1924年完成的博士论文[1]的主要内容之一。
德布罗意博士期间的工作给量子力学的一个重要奠基，可以说是推动整个物理学界往前迈了一步，带来的社会价值可想而知。
PS: 一定要在考研之前认识到研究生和本科生的区别，并把心态从有人喂饭转变为主动捕食。若是带着等饭的心态来读研，大概率会被饿死。
参考
- ^de Broglie, Louis. "Research on the theory of quanta." In Annales de Physique, vol. 10, no. 3, pp. 22-128. 1925. http://2Fwww.researchgate.net
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