“Nussbaum sees the university as under attack from two directions, one represented by conservative critics, such as Allan Bloom, George Will, and Roger Kimball, who accuse the university of fostering relativism, trendy “political correctness,” and an ignorance of, if not downright antipathy toward, the standards of reason and the canon of Great Literature that the university, they believe, should be defending. The other threat comes from groups, including some feminists and advocates of racial and ethnic difference, who have also challenged the traditions of the university, questioning its reliance upon Western- or male-centered rationality and a canon that is insufficiently inclusive of the contributions of nondominant groups.”
This is insightful. Perhaps, like Camille Paglia, you are genuinely concerned that humanities departments have given too free a home to equality ideologues, feminists and relativists, and that this has spilled back out into the culture at large. Yet, popular political thinkers on the right, like George Will (and Paglia herself who’s not on the right), aren’t deep enough to get at the root of the problem as Nussbaum is here defining it: classical learning.
So what does Nussbaum suggest?
“Between these two lines of attack, she believes, the university must articulate a conception of itself that defends the standards of reason, while remaining open to new points of view; that preserves the intellectual traditions and canons that define U.S. culture, while consciously broadening the curriculum to expose students to traditions which diverge from their own and which, in their difference, may confront students with an awareness of their own parochialism; that remain respectful and tolerant of many points of view without lapsing into relativism; and in short, that manages to prepare students simultaneously to be citizens of U.S. society, and cosmopolitans, “citizens of the world.”
This has always struck me as a little too broad of a vision to maintain (too heavy on the gender and equality side of things, too much of its time and part of feminist logic I find has little to no place for me and can threaten the classics), though I certainly respect the attempt. We should aim to be citizens of the world and in the best Aristotelian sense (such depth and breadth may be in fact necessary). But is it enough within this framework?
Our author remains skeptical, and finds that the book didn’t quite meet Nussbaum’s own aims:
“In all of this, I think, we return to the narrow conception of philosophy that drives Nussbaum’s argument. By equating philosophy with the defense of Socratic reason, and by refusing to consider that this mode of analysis may not provide the universal discourse for resolving disagreements even within this society, let alone on a global scale, Nussbaum ends up providing, on the whole, a conception of liberal education that diverges very little from the secular university’s present self-conception.”
An interesting review. Obviously, there’s more depth here than I’ve addressed.
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