Those of us born after the mid-1980s whose upbringing included a liberal arts education and the fruits of a fledgling World Wide Web have grown up (and are still growing up) with an endlessly accessible stream of texts, images and sounds from far-reaching times and places, much of which were unavailable to humans for all of history. Our most formative years include not just the birth of the Internet and the ensuing accelerated global exchange of information, but a new orthodoxy of multiculturalist ethics and “political correctness.”Read the rest.
These ideas were reinforced in many humanities departments in Western universities during the 1980s, where facts and claims to objectivity were eagerly jettisoned. Even “the canon” was dislodged from its historically privileged perch, and since then, many liberal-minded professors have avoided opining about “good” literature or “high art” to avoid reinstating an old hegemony. In college today, we continue to learn about the byproducts of absolute truths and intractable forms of ideology, which historically seem inextricably linked to bigotry and prejudice.
For instance, a student in one of my English classes was chastened for his preference for Shakespeare over that of the Haitian-American writer Edwidge Danticat. The professor challenged the student to apply a more “disinterested” analysis to his reading so as to avoid entangling himself in a misinformed gesture of “postcolonial oppression.” That student stopped raising his hand in class.
I am not trying to tackle the challenge as a whole or indict contemporary pedagogies, but I have to ask: How does the ethos of pluralism inside universities impinge on each student’s ability to make qualitative judgments outside of the classroom, in spaces of work, play, politics or even love?
Wednesday, April 09, 2014