Controversy over what role "the great books" should play in college curricula and questions about who defines "the literary canon" are at the forefront of debates in higher education. The Politics of Liberal Education enters this discussion with a sophisticated defense of educational reform in response to attacks by academic traditionalists. The authors here--themselves distinguished scholars and educators--share the belief that American schools, colleges, and universities can do a far better job of educating the nation's increasingly diverse population and that the liberal arts must play a central role in providing students with the resources they need to meet the challenges of a rapidly changing world.
Within this area of consensus, however, the contributors display a wide range of approaches, illuminating the issues from the perspectives of their particular disciplines--classics, education, English, history, and philosophy, among others--and their individual experiences as teachers. Among the topics they discuss are canon-formation in the ancient world, the idea of a "common culture," and the educational implications of such social movements as feminism, technological changes including computers and television, and intellectual developments such as "theory." Readers interested in the controversies over American education will find this volume an informed alternative to sensationalized treatments of these issues.

Contributors. Stanley Fish, Phyllis Franklin, Henry Louis Gates Jr., Henry A. Giroux, Darryl J. Gless, Gerald Graff, Barbara Herrnstein Smith, George A. Kennedy, Bruce Kuklick, Richard A. Lanham, Elizabeth Kamarck Minnich, Alexander Nehamas, Mary Louise Pratt, Richard Rorty, Eve Kosofsky Sedgwick

Auszug. � Genehmigter Nachdruck. Alle Rechte vorbehalten.

The Politics of Liberal Education

By Darryl J. Gless, Barbara Herrnstein Smith

Duke University Press

Acknowledgments, 
Introduction: The Public, the Press, and the Professors, 
Humanities for the Future: Reflections on the Western Culture Debate at Stanford, 
The Extraordinary Convergence: Democracy, Technology, Theory, and the University Curriculum, 
Cult-Lit: Hirsch, Literacy, and the "National Culture", 
Teach the Conflicts, 
The Master's Pieces: On Canon Formation and the African-American Tradition, 
Liberal Arts Education and the Struggle for Public Life: Dreaming about Democracy, 
Pedagogy in the Context of an Antihomophobic Project, 
Serious Watching, 
From Ivory Tower to Tower of Babel?, 
The Emergence of the Humanities, 
The Academy and the Public, 
Classics and Canons, 
Two Cheers for the Cultural Left, 
The Common Touch, or, One Size Fits All, 
Against Nostalgia: Reflections on Our Present Discontents in American Higher Education, 
Notes on Contributors,

CHAPTER 1

Mary Louise Pratt

Humanities for the Future: Reflections on the Western Culture Debate at Stanford

SWM, 38, 5' 10", N/S, Stanford scientist, average-looking, a bit eccentric, blindingly brilliant, phenomenally funny, amazingly humble, likes jogging, bicycling, all things done with racquet-like instruments, movies, literature and most aspects of western civilization, but most interested in a reasonably attractive and intelligent 25–45 PA female capable of being interested in me. Send photo & brief description of your life, liberty and pursuits of happiness. Box 65C.

This singles ad appeared late last summer in the personals column of a local weekly serving the communities of Palo Alto, California, and neighboring Stanford University. Apart from its intriguing characterization of the "Stanford scientist," I quote it here to suggest the extent to which Stanford's long and intense debate over its Western culture curriculum last year permeated local life. In the semiotics of representation and identity, "Western civilization" remains a constant and intensely meaningful point of reference.

The debate which took place at Stanford during the winter of 1988 and the resulting reform of the Western culture requirement received a great deal of national attention, largely due to the involvement of then Secretary of Education William Bennett, who chose to use the Stanford case as a platform to advocate his views, quite literally making a federal case out of it. Perhaps because of Bennett's own partisanship, the account of the Stanford debate in the national press had a shape somewhat different from the local experience. As other institutions face similar struggles, fuller accounts of the workings of change at Stanford may be helpful. At the same time, there is an urgent need to formulate the concerns that so unexpectedly made freshman book lists an object of wide public concern. What nerves had been touched?

Histories of Western culture curricula in the United States point to the Western civilization course instituted at Columbia University in 1919 as a main antecedent for such courses all over the country. One recent account, however, notes that the Columbia course had a direct antecedent of its own, a War Issues course instituted in 1918 at various universities, including Columbia. Its aim was "to educate recently conscripted American soldiers about to fight in France to introduce [them] to the European heritage in whose defense they were soon to risk their lives." A new tie to Europe was constituted in relation to a national imperative.

Current struggles over Western culture curricula—both challenges to them and reactionary attempts to reassert them—also emerge from urgently felt national imperatives. Among these is an imperative to reimagine cultural and civic identity in the United States in the wake of vast changes produced by the decline of its global hegemony, the rapid internationalization of capital and industry, the immigrant implosion of the "third world" onto the "first," and the democratization of American institutions and political processes that occurred in the two decades prior to 1980. The question can be posed in Pierre Bourdieu's sometimes helpful language: What is to count as "cultural capital" in a culturally plural nation and a globalized human world? How will that capital be constructed and deployed, how will people be asked to identify with it? How might the United States project itself into the future as a cultural and political entity? In the words (a few of which I've emphasized) of one speaker in the Stanford debate:

The character of U.S. society is changing. More and more North Americans insist on affirming the specificity of their class, ethnicity, gender, region, race, or sexual orientation, rather than melting into the homogenizing pot. They see such affirmations as intrinsic to their citizenship. Culture, literature, and the academy have been important sites for these affirmations: it will be neither productive nor comfortable to commit ourselves only to resisting these developments, rather than engaging with them.

Having acquiesced to change, by what visions will United Statesians be guided into a future where they and their society will be different from what they are now? What is the United States trying to become? What are the options?

The world is full of multicultural, multi-ethnic, multilingual nations, so there are plenty of models around. Indeed, Bloom, Bennett, Bellow, and the rest (known by now in some quarters as the Killer B's) are advocating one of them: to create a narrowly specific cultural capital that will be the normative referent for everyone, but will remain the property of a small and powerful caste that is linguistically and ethnically unified. It is this caste that is referred to by the "we" in Saul Bellow's astoundingly racist remark that "when the Zulus have a Tolstoy, we will read him." Few doubt that behind the Bennett-Bloom program is a desire to close not the American mind, but the American university, to all but a narrow and highly uniform elite with no commitment to either multiculturalism or educational democracy. Thus while the Killer B's (plus a C—Lynne Cheney, the Bennett mouthpiece now heading the National Endowment for the Humanities) depict themselves as returning to the orthodoxies of yesteryear, their project must not be reduced to nostalgia or conservatism. Neither of these explain the blanket contempt they express for the country's universities. They are fueled not by reverence for the past, but by an aggressive desire to lay hold of the present and future. The B's act as they do not because they are unaware of the cultural and demographic diversification underway in the country; they are utterly aware. That is what they are trying to shape; that is why they are seeking, and using, national offices and founding national foundations.

Many citizens are attracted to Bloom's and Bennett's pronouncements, on the other hand, out of fairly unreflected attachments to the past (including their own college experience), and simply have trouble seeing how good books could possibly do any harm. Many people are perfectly ready for change but remain deeply anxious about where it is all supposed to be heading. Other visions of the cultural and educational future in the United States, then, are likely to generate as much interest as the Killer B's', if they can...

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