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Carregando... The Opening of the American Mind: Canons, Culture, and Historyde Lawrence W. Levine
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In recent years there has been a spate of right-wing books attacking the contemporary university. The idea that the university curriculum has been hijacked by radical professors is an article of faith among conservatives and has fueled more than one best-seller. Until now, there has been no forceful, accessible book responding in a comprehensive way for a wide audience. In The Opening of the American Mind, MacArthur award-winning historian Lawrence W. Levine - whose work Henry Louis Gates, Jr. has called "required reading for everyone interested in American culture and its history"--Takes back the debate with a powerful argument about universities, history, and American identity. Levine shows, first of all, that conservative critics of the university are both systematically wrong and ignorant of history. The canon that they claim is immutable has always been a living thing - shifting with the politics and society of the times. As recently as the late nineteenth century, the very literature the conservatives are nostalgic for was viewed as peripheral; even the president of Yale warned against the perils of studying English or American literature. The western civilization curriculum sixties liberals are accused of dismantling was out of favor before they ever became professorsand was itself the result of a government program after World War I to ensure that American values were taught in the university, not the result of politically neutral inquiry and consensus. With rigorous analysis and wonderfully entertaining storytelling, Levine shows that the new multicultural shift in American culture and education is not the result of a plot by a cabal of politically correct radical professors, but a reflection of a dynamic of social change that is uniquely American - and that is to be celebrated. Levine argues that critics' attacks mask deeper fears of a multicultural society - fears that have ties to old anxieties about immigration and a loss of American identity. Levine defends a positive picture of social change and a new vision of American identity that is inclusive, democratic, and forward-looking. Não foram encontradas descrições de bibliotecas. |
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Discussing the development of higher education, Levine writes, “The passions that burned in the administrators and faculty of American colleges had more to do with preservation and nurturing than discovery and advancement” (pg. 39). To this end, “Academic history in the United States… has not been a long happy voyage in a stable vessel characterized by blissful consensus about which subjects should form the indisputable curriculum; it has been marked by prolonged and often acrimonious struggle and debate, not very different from that which characterizes the academe in our own day” (pg. 43). The modern canon of literary works and the structure of western civilization courses developed during the Progressive Era and World War I as a way to Americanize students and create a homogenous culture. In turn, academe had already begun moving away from these systems by the end of World War II. Of the change, Levine writes, “Western Europe was indisputably the point of origin of some of our most influential national values, attitudes, practices, and institutions. But as anyone who studies culture seriously should know, the point of origin is only part of the story; it has to be balanced by a comprehension of what happened to the values, practices, and institutions after they arrived” (pg. 159). Detractors of a broadened curriculum “don’t mount a scholarly campaign against this work; they don’t attempt to disprove it with their own scholarship; they simply denounce it as ‘politically correct’ and ‘injurious’ to the national tradition, as ‘trivial’ distractions from the essential political and diplomatic work of historians” (pg. 165). Levine concludes, “A people’s culture is safe only insofar as it continues to ceaselessly examine and understand itself” (pg. 169). ( )