I justify the humanities by sketching four views of knowledge in which the idea of an academy or an integration of disciplines might be understood. I assume that every system of higher education inevitably appeals to concepts of knowledge. Such concepts cannot be isolated from political and civic dimensions of life as well as from personal cultivation and character. Nonetheless, older views based on these aspects are open to serious criticism. The four views considered are Aristotelian-Thomistic, Cartesian-positivist, Kantian, and "traditionalist" (in a liberal and hermeneutic sense). The paper describes key elements in each of these views and notes several objections, with a marked preference for Kantian and "traditionalist" views. Kant provides for rehabilitation of the humanities, especially ethics and literature (the moral and aesthetic), within a framework in which modern science displaces ancient teleological nature. "Tradition" is justified on practical grounds--by the need to appropriate for oneself the knowledge and experience of past generations (without which human life loses continuity and meaning). Further, the humanities save the great texts from oblivion to which "progress" would otherwise consign them. The humanities counteract the tendency of science to undermine the conditions of its own possibility, as well as the discipline, knowledge, and virtue required for its own origin.
Two questions are urgently posed to the modern academy: what is the justification for congregating all the disciplines of modern knowledge under one roof as if they belonged integrally together—if, that is, there is one? For perhaps it is merely a convenience. And secondly, what is the justification—if there is any—for insisting upon th...
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...ndered unnecessary by its existence. Technology makes perpetual adolescents of us, because of the ease with which it puts great power in our hands; its power diminishes our desire (and thus our capacity) for responsibility. In the face of this fact of modern life, the traditionalist view of education seeks to reverse this effect, without denying the legitimacy of science. It cultivates liberal virtues by keeping the classics and all the great texts alive, including the classics of science itself (physical and human), abandoned by later science. Traditional stances like those of (1), (2), and (3), may be suspicious of it because it declines the attempt to found education upon the dogma of a metaphysics or an epistemology. But it may well be the most practical way pedagogically that the aims and content of those approaches can be sustained within a modern environment.
ABSTRACT: Vico's concept of the Heroic Mind forms the pedagogical basis for his view of the liberal arts in university education. It is also the key to understanding his humanist critique of Cartesian epistemology. This essay studies Vico's Heroic Mind concept as revealed in his 1732 De mente heroica Oration, discusses the nature of Vico's challenge to Descartes' view of the human person and of knowledge, and points out the development of Vico's ideas on mind, education, and knowledge from his earlier works. Vico's writings not only offer a portrait of eighteenth century European intellectual and cultural thought, but also prophesy the change, disruption, and dehumanization that result from the exaggerated emphases on rationality as the end of all knowledge divorced from other physical, emotional, natural, or historical contingencies and from a neglect of the de mente heroica concept at the foundation of the humanistic world view. His understanding of the state of learning, wisdom, and culture in his own age as well as his exposure to the aversion of the Cartesian mathematical paradigm which discounted the Heroic Mind issues forth in an understanding of the forces driving modern technological society and the problems plaguing contemporary consciousness and life. He has influenced and inspired much modern thinking in sociology, politics, anthropology, language, pedagogy, literature, psychology, and even science. It is the concept of the historical and cultural evolution of the Heroic Mind which Vico passionately pursued in his monumentally creative The New Science.
Modern scientific trends developed from philosophies of the past, they are part of the philosophical path that a philosopher must walk when undergoing self-reflection. They are a presentation of modern-day prejudices, which the philosopher must seek to understand and overcome
In Chapter 2 of In Defense of a Liberal Education by Fareed Zakaria titled “A Brief History of Liberal Education” Zakaria does just that he begins chapter 2 giving a history lesson on the history of liberal education. From its beginning in Ancient Greece, where lessons consisted of the studying of Homeric poetry to codes, values, and physical training. In the start, the people of Greece did not like the need for this liberal education. Zakaria talks about how Plato and Isocrates both had different outlooks on what should be taught. Plato “considered education a search for truth.” (Pg42) Where Isocrates believed that studying rhetoric, language, and morality (Pg43). Zakaria also talks about the liberal education in the Roman empire along with
Why do college students need courses in the liberal arts? Is it beneficial or just a waste of time? Will it make them or influence them to become better workers once they graduate or will it just go down the drain and be useless? Student loans are increasing every year, and each student just wants to finish their degrees at a lesser price and a quicker pace, so they can start working and pay for those debts. In today’s society where some to most students are very much career – driven, they decide to specialize early on their degrees which means taking all the classes that are required in their respective majors. Students are only required to take minimal courses or subjects in the liberal arts such as humanities, philosophy, communication, etc. Also, students are more keen to focus on what they think or believe can offer high salary base pays professions especially in this current state of our economy. Even though students specialize early in the degree that they have chosen has its advantages, college students would benefit more if they are required to take core classes in the liberal arts to develop not only a well – rounded education but also prepare them for the real world. By taking subjects in the liberal arts along with their field of specialty, students will develop strong critical thinking skills that will be beneficial in problem solving once they have a job. They will also have competent oral and written communication skills that are necessary in any organization, and their creativity and innovation will be enhanced.
Woolgar, S. (1991). The Turn to Technology in Social Studies of Science. Science, Technology & Human Values, 16 pp. 20-50.
Overview: Study of the two attachment theories; personality-trait and context-specific variable to assist which attachment model holds more weight in three types of interpersonal relationships regarding participants and their parents along with friendships and romantic relationships among two individuals.
In modern times, the importance of liberal arts is questioned. The article “Myth: A Liberal Arts Education is Becoming Irrelevant” by Carol T. Christ makes the argument that a liberal arts education provides a broader range of knowledge which is useful because it produces a critically thinking student. Obtaining a career is the main focus of college education. Knowing this, Christ emphasizes how a liberal arts education is useful when looking for employment. She refutes the conception that a liberal arts education is irrelevant in today’s society by identifying the useful qualities it provides the employers look for such as, “Flexibility, creativity, critical thinking, strong communication skills (particulary writing)” (Christ,
In ancient civilization, a liberal arts education was considered essential for free people to take place in civic life; without them people would not be willing to disregard one's traditional values, and analyze a broad variety of arts, humanities, and sciences to create new opinions and ideas. In the 21st century many Americans are doubtful that liberal arts degrees are actually worth the cost of college. In his essay “The New Liberal Arts”, Sanford J. Ungar discusses seven “misconceptions” of liberal arts degrees in modern-day America.
It is without a doubt that as long as the earth has existed and there have been people to inhabit it, there has always been trouble within the family relationships. Since the 1960’s, America has witnessed a precipitous increase in marriages ending in divorce(Marquardt 26). The entire generation of today’s young adults has been affected some way shape or form by the lasting effects of a parental divorce. A young man, who does not identify himself with any said religion, was observed after his parents’ divorce.
Will education in the humanities for college students prepare them for their future? In the article, “What is the Value of an Education in the Humanities?” by Adam Frank; it states that this important subject of education will prepare college students for their future careers. During high school many college students decide the career they want to pursue, but may this subject change their decision. Humanities is a great subject in college education since students learn many different things about the cultures, and histories from the past. I believe the value of humanities are very big, since students get the opportunity to learn many new information, and also makes them understand how we truly are as humans.
One tough thing about today's American family is divorce. In 1816, one marriage out of one hundred ended in divorce. Then between the years 1869-1888, divorce increased up to one hundred and fifty percent. And the worse, between the years 1960-1980, the divorce rate increased up to two hundred and fifty percent. Divorce rates peaked in 1981 and then started to decline a little during the mid 1980's. However, divorce rates now are as high as they have ever been. Now fifty percent of all marriages end in divorce. There are five reasons for the increase in divorce. The first reason is in modern societies; individual happiness is regarded to be important so when people are unhappy with their marriage, they break-up and split. The second reason is it is easier to get divorced financially. The third reason is that women's economic independence has contributed. The fourth reason is the stigma of divorce has lessened so people are not
The preceding Enlightenment period had depended upon reason, logic and science to give us knowledge, success, and a better society. The Romantics contested that idea and changed the formula...
Dr. Michael Shermer is a Professor, Founder of skeptic magazine, and a distinguished and brilliant American science writer to say the least. In His book The Moral Arc: How Science Makes Us Better People he sets out to embark on the daunting task of convincing and informing the reader on sciences’ ability to drives the expansion of humanity and the growth of the moral sphere. Although such a broad and general topic could be hard to explain, Shermer does so in a way that is concise, easy to understand, and refreshing for the reader. This novel is riddled with scientific facts, data, and pictures to back up shermers claims about the history of science, humanity and how the two interact with one another.
First, Appleby, Lynn, and Jacob discussed the ideas concerning history. The first idea described how Newton and Darwin became chief examples of the Heroic model of science. Then, in a later chapter, the authors’ show how Newton and Darwin fell from grace and the effect this had on history as a discipline. Nevertheless, early historians felt that the way to find the truth was though science. Early historians felt that through science they could become neutral and reconstruct the past exactly as it happened (241). I analyze tha...
I want to suggest that the very ground on which Plato and many since have dismissed the humanities is in another view the basis for the enduring and vital importance of the humanities today. It is worth remembering that problem solving – the activity prized above all others at an institution such as MIT – is made possible only through the prior activity of problem making. Problem making begins with the recognition that there are questions that have yet to be asked, latent possibilities that remain unexplored. And this, ultimately, is where the humanities may have most to offer us. What may seem like the mere multiplication of “uncertainties” and “doubts” might equally serve as a conduit to new thoughts, fresh insights, and creative solutions.