Link sent in by a reader.
According to Kiss, Oakeshott’s non-teleological, non-purposive view of education is potentially a response to Friedrich Hayek, Martha Nussbaum, and Allan Bloom, in the sense that all of these thinkers posit some useful purpose or outcome in getting a liberal education.
Hayek’s profound epistemological attack on rationalist thought is still a system itself, and attaches learning to market-based processes which eventually drive freedom and new thinking in universities. The two are mutually dependent to some extent.
Nussbaum attaches liberal learning to ends such as making us ‘Aristotelian citizens of the world’, or better citizens in a democracy, which has struck me as incomplete at best.
Allan Bloom is profoundly influenced by Straussian ne0-classicism, and wants love, classical learning, honor and duty to perhaps be those reasons why a young man or woman should read the classics. This, instead of crass commercialism, popular music, deconstructionism and logical positivism.
On this site, see: Mark Pennington Via Vimeo: ‘Democracy And The Deliberative Conceit’
As previously posted:
Heather MacDonald piece here (link may not last)
Oh, the humanity.
I agree that students, when facing a syllabus, shouldn’t also have to face the great books mediated, nor their young minds circumscribed, by overt political ideologies.
‘In other words, the UCLA faculty was now officially indifferent to whether an English major had ever read a word of Chaucer, Milton or Shakespeare, but the department was determined to expose students, according to the course catalog, to “alternative rubrics of gender, sexuality, race, and class.”
Upon hearing “gender, sexuality, race, and class,” I confess my head hangs down a bit and a sigh escapes my lips. Such a lack of imagination does great disservice to works of such powerful imagination.
Then again, I remember my last trip to Southern California (zing).
Of course, there still needs to be an intellectual framework and curriculum for the humanities.
On that note, Roger Scruton had some keen insights:
“The works of Shakespeare contain important knowledge. But it is not scientific knowledge, nor could it ever be built into a theory. It is knowledge of the human heart”
“…in the days when the humanities involved knowledge of classical languages and an acquaintance with German scholarship, there was no doubt that they required real mental discipline, even if their point could reasonably be doubted. But once subjects like English were admitted to a central place in the curriculum, the question of their validity became urgent. And then, in the wake of English came the pseudo-humanities—women’s studies, gay studies and the like—which were based on the assumption that, if English is a discipline, so too are they.”
“And since there is no cogent justification for women’s studies that does not dwell upon the subject’s ideological purpose, the entire curriculum in the humanities began to be seen in ideological terms.”
This is a matter of deep debate in our society right now.
Terry Eagleton, British Marxist and professor in the humanities, debates Scruton below.
Will Marxism & continental philosophy become further guiding lights for the humanities here in America as we find much more so in Britain?
Are we really that thick in the postmodern weeds?:
Judgment, as Scruton points out, shouldn’t necessarily be subsumed to political ideology. I would agree, and I generally default in assuming that each one of us is the ultimate arbiter of our own judgment.
But, no man is an island.
Does Scruton’s thinking eventually lead us back to the problems that religion can have with artists and writers?
Is there anybody whom you trust to decide what you should and shouldn’t read?
Parents? Great authors? Public intellectuals? Professors? God? Laws and lawmakers? Religious leaders? A school-board? A democratic majority? People who think like you? A Council of Cultural Marxists?
The Department of Institutionalized Idiocy?
uploaded by mattbucher