----- Original Message -----
From [deleted by JM so some random Columbia administrator doesn't get spammed]
Date Mon, 23 Mar 2009 16:25:25 -0400
To many recipients;
Cc
Subject RUINS WORKSHOP - THIS THURSDAY
The Ruin Theory Group at Columbia University presents:
The Ruination of the Social and The Social Lives of Ruins
A one-day interdisciplinary workshop exploring the social significance
and impact of ruins
THURSDAY MARCH 26TH
9.30AM-1PM
754 SCHERMERHORN Ext.
PROF. SHANNON DAWDY (CHICAGO - ANTHROPOLOGY)
PROF. PETER FRITZSCHE (U ILLINOIS ? HISTORY)
PROF. ANN STOLER (THE NEW SCHOOL - ANTHROPOLOGY)
PROF. VYJAYANTHI RAO (THE NEW SCHOOL ? ANTHROPOLOGY)
PROF. JOHN COLLINS (QUEEN?S COLLEGE, CUNY - ANTHROPOLOGY)
Discussant
PROF. ZOË CROSSLAND (COLUMBIA - ANTHROPOLOGY)
All are welcome «» Lunch will follow
This event is sponsored by the Columbia Center for Archaeology and
Barnard Art History Dept.
23 March 2009
From my inbox: [Fwd: RUINS WORKSHOP]
16 September 2007
On Liberty and Education
An article in the Wall Street Journal (from 11 days ago - I apologize for staleness) by Peter Berkowitz restates a familiar Straussian argument: America's colleges have abandoned the values of a liberal education and as a result are failing their graduates and society as a whole. Though the argument may be familiar, brief as it is the article deserves to be read in full - far more so, at any rate, than my response.
Berkowitz's Straussian chops are established by his academic texts, including one on Beyond Good and Evil which I had the misfortune of attempting to read for a seminar last year (misfortune not because of the quality of Berkowitz's text, but the lack of quality of my comprehension). And liberals (that's what we Canadians must call ourselves here in America) will perhaps shudder at his Hoover Institution / George Mason pedigree as well as the appearance of this commentary in the Wall Street Journal.
No matter. As graduate students we are strongly predisposed to reflect on our particular educations and thus on education in general. The Straussian perspective presents, at the very least, a powerful foil.
The common ground of the members of the Hoboken Group, I'm happy to say, is a liberal education at a (privileged) Toronto private school and diverging, unstructured, self-chosen programs at the University of Toronto. Because we partook in most aspects of the classically-grounded core which Berkowitz espouses prior to college, any malformation from the lack of a liberal education in university was mitigated. We are thus more properly positioned to reflect and argue on the value of liberal education than your typical Harvard graduate - according to Berkowitz's position, at least.
If it is true that the program at such a prestigious college as Harvard leaves graduates rudderless and lacking in the essentials of an education, it is doubly true for graduates in the arts and sciences at public Canadian universities such as the University of Toronto. Breadth requirements are a joke - specifically tailored courses in the humanities for science students and vice versa. "The Magic of Physics" is not the worst of it - your philosophy major can get away with taking a philosophy of science (generally considered, to the best of my understanding, a subfield of philosophy) credit to fulfill the science requirement. Apart from one's undergraduate major, there are no required courses - no foundations, no core. This freedom, which Berkowitz implies "uneducated" undergraduates cannot responsibly use, can lead to extreme specialization (say, 3/4 of one's courses taken in Political Science) or lack of direction (a degree cobbled together from specialized but unrelated courses).
Of course, for those devoted to a life in academia, the absence of a core or generalist program - even without a liberal education in high school - is perhaps not such a bad thing. We who are damned to low salaries and onerous research production requirements shall have the opportunity to read and learn far and wide for the rest of our lives.
These two elements from my own experience - a liberal education in secondary school and the prospect of lifelong education - shed some light on the problems with Berkowitz's argument, even if one accepts (as I mostly do, with minor reservation) the value of a canonical, generalist liberal education.
First, why assume that the typical undergraduate (at Harvard or elsewhere) enters college as a blank slate, requiring a broad education to gain the essential knowledge that every educated person possesses? It may be true that today North American secondary schools fail their students even more egregiously than universities do, but to build this assumption into an argument on education seems to give up too much ground. Many high school graduates don't make it to college; many of those who do cannot afford the luxury of four years of generalist learning. If there is an essential "educated person," ideally a good chunk of that essential education should take place in high school. If this essential education is invaluable to liberal democracy, it needs to be available to most of the democracy's citizens - and that means starting and mostly finishing with secondary school.
Second, and similarly, why assume that the role of colleges is to produce well-educated, responsible citizens, who then spend their lives prior to retirement not reading much? Lifelong learning can't and shouldn't be the exclusive domain of graduate students and well-heeled, leisurely elites. If one semester of foreign language training does not an educated person make, four semesters of training should not an educated person satisfy, nor should just four years of broad-based reading and discovery. An argument that restricts education to four years of college denies education to those who don't or can't attend college and to those who are finished with their formal learning. It denies that education can be viewed as a good-in-itself.
I agree with Berkowitz that a well-functioning liberal democracy requires the possession and exercise of responsible reason by far more than a small minority. But the exercise of reason fades soon in those who have stopped learning and cannot exist if liberal education does not begin far prior to one's college years.
