5 Timeless Lessons from Benjamin Franklin for Higher Education (and Life in General)
Later this week, the EduCred Services team will be in Philadelphia to attend the DEAC Fall Workshop (we’ll be wearing the orange lanyards, say hi if you see us there!). As I started mentally packing my suitcase—because you better believe I’m not a last-minute, throw-it-in-the-suitcase-and-hope-it-works-out kind of person—I started thinking about the City of Brotherly Love. Other than the Philly Phanatic, whom I truly do hope to write a blog about someday, Benjamin Franklin is probably Philadelphia’s most famous citizen (especially now that Will Smith is in time-out for slapping Chris Rock at the Oscars). Like most Americans, I know Ben Franklin’s greatest hits: the key and the kite, postmaster general, writing as Silence Dogood (Thanks, National Treasure!), and inventing bifocals, but I wanted to know more. As usual, YouTube had my back, and a beautiful version of Franklin’s own autobiography can be read in full on the Library of Congress’s website.
I learned some things! Benjamin Franklin was much more than an eccentric inventor who put the skullet haircut on the map. He was also a community builder, a life-long learner, a shrewd businessman, a curious genius, and a gifted mediator. There are many things the higher education community (and communities, full stop) can learn from his life and philosophy, but for this blog I’ve narrowed it down to these five:
Provide what your community needs. In 1727, Benjamin Franklin and some of his friends founded the Junto Club. Their conversations and time together ultimately resulted in The Nightwatch (Philadelphia’s first police force), a fire department, a hospital, a public library, and a university. He engaged other people to work with him to create organizations that would make his world a better place. Higher education should serve a similar purpose. When looking at what your institution should do, mimic Benjamin Franklin. Ask yourself, “Are we achieving our mission?” “Where is our society headed?” “What do we need more of?” “What will help us help others?” Let the answers to these questions guide your long-term planning.
Knowledge is power. Franklin once said, “An investment in knowledge pays the best interest." This is a lovely sentiment. What’s lovelier, though, is that Franklin lived his life this way. We all know the story about him flying a kite in a thunderstorm, but this wasn’t just an experiment done on a whim. This was something he had painstakingly researched and documented, and his findings fundamentally transformed the way people understood the world around them; it also helped their houses not burn down every time it stormed. This is, I think, the goal of higher education (the application of knowledge, not necessarily preventing houses from burning down). Fostering curiosity, exploration, ideation, discourse, and breakthroughs creates wins for everyone. Even if they never teach us, specifically, we all benefit from living in a world with curious and knowledgeable educators. They are the ones who will instruct the next generation of our (hopefully) inquisitive, rational, and altruistic citizens.
Make strategic decisions based on what people want. “To succeed, jump as quickly at opportunities as you do at conclusions,” Franklin wisely recommended, and this idea was certainly one he embodied. His ventures were characterized by innovation and a keen eye for market needs. Whether in publishing the Pennsylvania Gazette, one of the earliest and most successful American colonial newspapers, or launching "Poor Richard's Almanack," Franklin had an uncanny ability to predict what would appeal to his audience. His endeavors weren't rash but were based on careful observation and understanding of his times. Similarly, in higher education, decisions shouldn't just be about what's cost-effective in the short term. They should be aligned with long-term goals and the broader mission of the institution. This means investing in infrastructure, research, and programs that might have a longer pay-off period, but will ensure the institution remains relevant, competitive, and, most importantly, provide tangible valuable to its students for years to come.
There’s ALWAYS room to learn more and change your mind. In a letter to the Federal Convention regarding the new Constitution, Franklin wrote:
“I confess that there are several parts of this constitution which I do not at present approve, but I am not sure I shall never approve them: For having lived long, I have experienced many instances of being obliged by better information or fuller consideration, to change opinions even on important subjects, which I once thought right, but found to be otherwise.” (Read the whole letter here).
Franklin’s humble acknowledgment in this letter highlights an essential trait for any great thinker (or higher education institution): adaptability. In his lifetime, Franklin was a lot of things: an apprentice, a business owner, a scientist, an inventor, a poet, a swimming instructor (for real! I just learned this fact and I am beyond delighted), a father, and much more. His willingness to evolve was an enormous component of his success and prolificacy. Higher education institutions should embrace this ethos. The academic landscape, much like the world around it, is ever-changing. Holding onto dogmatic beliefs or outdated systems doesn’t help institutions or their students. Instead, institutions should cultivate a culture of continuous learning, reassessment, and evolution. It’s not about being right all the time; it's about being open to change and growth.
Teamwork makes the dream work. In addition to the Junta Club and its many contributions, Franklin was also a part of another group that would change history as we know it—the committee that wrote the Declaration of Independence. Yes, Benjamin Franklin was brilliant (and also was a swimming instructor. I’m sorry; I can’t get over this fact), but he was also conciliatory and collaborative. At The Constitutional Convention of 1787, things got spicy—if you’ve seen Hamilton, you get it. Differing opinions on state representation, slavery, and federal power meant that relationships between the delegates were tenuous. Recognizing the importance of compromise, Franklin urged delegates to look beyond their immediate interests and consider the larger vision of a united and enduring republic. His efforts were pivotal in reaching the Great Compromise, which proposed the dual system of congressional representation. Differences in opinion, approach, or vision are inevitable in any academic (or, ahem, political) setting. Yet, as Franklin demonstrated, it is through embracing diverse perspectives, fostering open dialogue, and prioritizing the greater good that institutions (and government systems) can truly innovate and excel. Higher education institutions should take a leaf out of Franklin’s book, encouraging collaborative environments and championing the values of understanding, mutual respect, and compromise.
Even if you never set foot in Philadelphia, teach swimming lessons, or confidently rock a skullet, many of the other aspects of Benjamin Franklin’s life and writings are worth considering. Emphasizing community needs, fostering a deep-rooted curiosity, and championing collaboration are tenets that can literally change the world. As we navigate the ever-evolving landscape of education, let's emulate the man on the $100 bill. After all: “Well done is better than well said.”—Benjamin Franklin
