Mises Review 3, No. Nussbaum Harvard University Press,pgs. Conservatives and leftists often characterize the struggle over the contemporary university in the same way, though of course accompanied by opposing value judgments. On the one side stands the traditional curriculum, with subjects such as classics, philosophy, history, English, foreign languages, mathematics, and the sciences.
The only significant flaws I stumbled upon were her dismissal of the paradox of democratic change, and of the objections of ideology. Personally, I agree with this Any controversy must, inevitably, be advocated at first by a minority.
Nussbaum completely ignores the problem, treating the liberal perspective as the only rational one.
This is related to the latter problematique: To a liberal, this perspective seems absurd. But where is the line to be drawn? If an alien culture or domestic minority were to advocate something extreme -- perhaps human sacrifice or infant euthanasia?
Nussbaum provides no guidance; nor -- more importantly -- does she elaborate on how the academy is to respond to questions regarding such a delineation. A Classical Defense of Reform in Liberal Education is an inspiring guide to how to teach the liberal arts in a way that promotes critical reflection and stimulates sympathy for others.
Nussbaum surveys various programs and profiles numerous educators to assess the state of Culture Studies in America.
The results are mixed. Many universities and colleges have initiated programs to promote a more diverse curriculum on their campuses; however, Nussbaum shows that their success measured by student development of their critical and emotional faculties is dependent on whether they are grounded on a world-citizen view or an identity-politics view.
On the other hand, the world-citizen view aims for students to transcend differences via communication and dialogue and deliberation in a democratic process which promotes a more just and equal society Nussbaum refutes this notion by appealing to our common sense experience of simply being human and our capacity to imagine ourselves as other.
Nussbaum proceeds to identify the most common errors in Culture Studies programs: Finally, normative Arcadianism is viewing another culture as mystical, markedly spiritual, and pastoral.
Cultures are plural and have a present as well as a past How do we do Culture Studies right?
Focus on human problems. Examine how different cultures deal with our shared problems, and then critically evaluate their respective effectiveness.
Narrative prose is a particularly fecund way to examine our shared human condition. It bridges the gap between self and other: Of course, not all narratives are equal.
Booth points out in his brilliant work The Company We Keep: An Ethics of Fiction, the necessity of asking:How can higher education today create a community of critical thinkers and searchers for truth that transcends the boundaries of class, gender, and nation?
Martha C. Nussbaum, philosopher and classicist, argues that contemporary curricular reform is already producing such “citizens of the world” in its advocacy of diverse forms of cross-cultural studies.1/5(1).
The spokesman for the old education is a tough old soldier. He favors a highly disciplined patriotic regimen, with lots of memorization and not much room for questioning. Martha Nussbaum defends a Socratic view of education, which places the examined life at its heart.
Her vision also has elements rooted in Stoic cosmopolitanism and stresses the centrality of the ability to think what it might be like to be in the shoes of a person different from rutadeltambor.com: $ Martha Craven Nussbaum (/ ˈ n ʊ s b ɔː m /; born May 6, ) is an American philosopher and the current Ernst Freund Distinguished Service Professor of Law and Ethics at the University of Chicago, where she is jointly appointed in the Law School and the Philosophy department.
Prolific and celebrated, Martha C. Nussbaum is one of the few contemporary philosophers who not only enjoys great esteem in academic quarters but is able to address large general audiences through her books and writings. Martha Nussbaum defends a Socratic view of education, which places the examined life at its heart.
Her vision also has elements rooted in Stoic cosmopolitanism and stresses the centrality of the ability to think what it might be like to be in the shoes of a person different from rutadeltambor.com: $