Many people aren’t content to live with the idea of conservation, nor tradition. It’s unseemly, backwoods, and quaint. Tradition is the place from which change must occur and new thinking must arise. You can’t step in the same river twice. The only constant is change.
All these aphorisms and heuristics, a clever saying or joke passed off as one’s own, or the sometimes chilling ‘that’s always the way we’ve done things around here.’ There’s no shortage of rules thoughtlessly accepted, blindly followed, and sometimes ruthlessly enforced.
Often heard : A lot of what came before isn’t merely an expression of what and who we are, to some extent, it’s just the winners talking. ‘They’ know when to break the rules and when to merely bend them. The main purpose of (H)istory, if such a thing exists, is to develop tools in the space modernity has created. ‘We’ must curate our (S)elves and make a society worth living in, towards the sacred secular ideals based on (S)cience.
How Best To Serve Man?
Current social institutions should be ‘critically’ examined, texts ‘deconstructed,’ and laid end-to-end on the table.
What I’ve encountered: Artists can live wildly in their thought and souls, and their lives, and sometimes all of the above. If the talent is deep, the skill fashioned for purpose, and the thing well-made, the work might live on. Many artists die unrecognized (a thousand tiny deaths until the real one). The mental state of artistic production can be a messy, glorious thing to behold.
The Romantic period brought the individual genius, towering above all else, to a central place in what I’d call ‘modern’ and ‘postmodern’ conceptions of the (S)elf.
Many in the humanities likely believe the goal is to challenge humanity itself. Via Hegelian dialectic, or various flavors of Marxist/post-Marxist thought, and through what I call the ‘-Isms’ (secular idealism up top, radical roots beneath).
What about a good ‘ol Humanities education with such profound institutional failure? What are some possibilities?
Interesting paper presented by Erika Kiss, beginning about minute 32:00 (the whole conference is likely worth your time for more knowledge on Oakeshott).
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.
Friedrich 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.
Martha 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.
Via A Reader-Isaiah Berlin’s Lectures On The Roots Of Romanticism. Romanticism–>Modernism–>Postmodernism–>Wherever We’re Heading Now
Maybe it all started with Beethoven: Everyone’s a (S)elf.
Isaiah Berlin pretty much blackballed Roger Scruton, so it’s not all roses.
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.”