Here’s the view through a radical lens at The Lancet, one of the world’s oldest and most respected medical journals. Keep this in mind the next time there’s an important announcement to the public from a respected institution.
It doesn’t exactly inspire public trust to have obvious anti-scientific ideologues operating within institutions which depend upon scientific discovery and authority.
Via Mick Hartley: ‘At The Intersection Of Ecological Feminist And Marxist Economics‘
‘Planetary health views human health from the perspective of multiple intersecting systems.’
Dear Reader, within this first sentence alone, I’m hovering, ‘Gaia-like’ out of my postmodern body in space, able to witness all humans criss-crossing, ant-like, beneath my transcendent vision. Standing upon the shoulders of Marx, verily, I gaze down from the position of ‘Director Of Budget’ at whichever institution I
Oh, how I will lecture you!
In a mighty display of my educational credentials (justifying so much pseudo-scientific gobbledygook), I might quote something like the following:
I met a traveller from an antique land,
Who said—“Two vast and trunkless legs of stone
Stand in the desert. . .
Such lines sprinkled in casual, high coversation demonstrate that I am no mere anti-technological, Neo-Romantic ideo-crat, worpshipping Gaia with a thousand inchoate thoughts. Nay, my yearly salary alone commands respect as an intellectual anointed by ‘The People’ to bend all of (H)istory towards a New Age.
Come and sign this ‘social contract’ with our blood.
Some partial solutions require repairing what a good humanities education CAN do:
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 neo-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, the influences of popular music, deconstructionism and logical positivism.
On this site, see: Mark Pennington Via Vimeo: ‘Democracy And The Deliberative Conceit’