Taking a cue from President Barack Obama, who encourages those who watch Glenn Beck and Fox News to vary their diet with the views of “the other side,” I decided to read a news blog that one of Obama's own advisors on religion and politics maintains. Rev. Jim Wallis's blog is called Sojourners: Faith, Politics, Culture. A large number of contributors write on it, including some Emerging Church familiars, most notably, Brian MacLaren. So perhaps this can hardly be called “the other side.”
If I must take a side, however, it would be strongly against a certain contributor's post entitled: Pedagogy of the Oppressor: Arizona's Ethnic Studies Ban. The author, Cezar Baldelomar, first points out that the US forcibly took the land that comprises California, Arizona, and Texas, and therefore illegal immigrants have a right to be there. In his words, “current immigrants... were once the rightful owners of the very territory they are now trying to enter.” But the focus of his article and the focus of my disagreement is not over this somewhat angry side note. The decline of “ethnic studies” in Arizona is what elicits his strongest barbs because Arizona is trying to make light (pun intended) of its “oppression” towards minorities. He quotes the Arizona Schools Superintendent Tom Horne as saying: “We should be teaching these kids that this is the land of opportunity. If they work hard, then they can achieve their dreams. And not teach them that they are oppressed.” But in Baldelomar's view they are “oppressed” and need to be reminded that they are. I believe our President also said he would welcome more “oppression studies.”
It is hard for someone like me who is rediscovering western classical education to be enamored of “ethnic oppression studies.” No pun intended this time, but the idea is foreign to me. Nor can I understand why Mr. Baldelomar (who is a graduate student at the prestigious Harvard Divinity School) thinks he is oppressed. Identifying with his fellow sufferers he exclaims that oppression “is our reality!” Is it really a reality or just an overactive imagination? I can think of one good reason to eliminate “ethnic studies” from schools and it doesn't even have to do with improving grades in important subjects. It is to erase the lingering thought that, “ethnic studies... confirm for minority students what we have been feeling all along, namely, that we were, are, and will be victims of oppression.” Prophesy is a dangerous business because sometimes the prophesy is self-fulfilling. Mr. Baldelomar believes he always will be a victim; maybe he is right... but he should give others a chance to think more highly of themselves. I hope this blog post is not mistaken for a form of oppression against a poor, suffering Harvard student.
Showing posts with label Victor Davis Hanson. Show all posts
Showing posts with label Victor Davis Hanson. Show all posts
Tuesday, May 18, 2010
Thursday, January 15, 2009
If an Imagination Is so Great...
Having shown the prevalence and usefulness of imagination in the first half of his book The Educated Imagination, Northrop Frye uses the second half to briefly outline the order literature should be approached to best train the imagination. Frye says, interestingly enough, that:
Just like Victor Davis Hanson, Frye also advocates early training in Greek and Latin authors before exploring later modern writers. Biblical and classical knowledge is foundational to understanding both the allusions of later authors and basic literary forms, yet Frye states that there is “a deficiency in the earliest stages of literary teaching for both poet and reader” (113). A few hundred years ago authors were taught the Bible and the classics, today, “modern poets don't get the same kind of education, as a rule: they have to educate themselves” (113). In case you think this is a slightly too dismal accusation of our education system, consider the Ancient World Literature course at my community college. The catalogue reads: “a majority of the works will be selected from a non-Western literary tradition.” As if this were not bad enough, the course isn't even offered this semester so I am stuck with World Literature After 1500 (again, the majority of works in this are from a non-Western tradition). (Plus, they canceled the only American Literature course when I tried to register. Does anyone have a conspiracy theory I can subscribe to that will explain this or should I make one up?)
Fry, Northrop. The Educated Imagination. Indiana University Press, Bloomington, Indiana, 1964, (2006?).
“the Bible forms the lowest stratum in the teaching of literature. It should be taught so early and so thoroughly that it sinks straight to the bottom of the mind, where everything that comes along later can settle on it” (110).I find it somewhat ironic that a secular scholar should say something like this at a time when even many Christians have almost forgotten about the Bible. Literature aside, shouldn't all Christians be taught what the Bible says, “so early and so thoroughly that it sinks straight to the bottom of the mind, where everything that comes along later may settle on it”?
Just like Victor Davis Hanson, Frye also advocates early training in Greek and Latin authors before exploring later modern writers. Biblical and classical knowledge is foundational to understanding both the allusions of later authors and basic literary forms, yet Frye states that there is “a deficiency in the earliest stages of literary teaching for both poet and reader” (113). A few hundred years ago authors were taught the Bible and the classics, today, “modern poets don't get the same kind of education, as a rule: they have to educate themselves” (113). In case you think this is a slightly too dismal accusation of our education system, consider the Ancient World Literature course at my community college. The catalogue reads: “a majority of the works will be selected from a non-Western literary tradition.” As if this were not bad enough, the course isn't even offered this semester so I am stuck with World Literature After 1500 (again, the majority of works in this are from a non-Western tradition). (Plus, they canceled the only American Literature course when I tried to register. Does anyone have a conspiracy theory I can subscribe to that will explain this or should I make one up?)
Fry, Northrop. The Educated Imagination. Indiana University Press, Bloomington, Indiana, 1964, (2006?).
Tuesday, October 14, 2008
Who Killed Homer?
"Until the fog of classicism has lifted, the greater classics are invisible.”--C.S.Lewis (28).
Occasionally (translate, once in a great while) I will read a book with a more substantive content than my usual fair of “fluff in fiction.” When this does happen I am often surprised both by the inscrutable, unfathomable content and by how much I enjoy it. The latest instance of this is Victor Davis Hanson and John Heath’s inquiry into Who Killed Homer. To be honest, I didn’t actually read it (that would be impressive!); I listened to it, so it may have gone in one ear and out the other.
If you haven’t heard of Victor Davis Hanson yet--you have now. A good way to meet him is through his blog, Works and Days, that right now is devoted to national politics. That he could be one of the best political commentators as well as one of the best Greek historians and educators is strong testimony to his intellect.
Who Killed Homer seeks to do three primary things: (1.) discover why the Iliad and Odyssey and other Greek and Latin classics are so little studied, (2.) Shame classics professors into actually teaching their students instead of seeking tenure and grants to spend on “esoteric” research projects, and (3.) Warn that Western culture will be lost if we forget “the Greek way of thinking.”
A number of factors have contributed to “the demise of classical education” (that happens to be part of the subtitle). A proliferation of degrees in fields such as “gender studies,” psychology, and so on, have sapped students and resources from classics departments. Students are too lazy to devote their time to learning Latin and Greek when easier courses are available (I don’t blame them, I’m unilingual too). These and other factors, Hanson and Heath argue, have made it so that today most colleges do not even have a classics department and those that do…. Well, this calls for a new paragraph on the second point listed above.
Classics professors often do not teach their students the foundations of Greek language, literature, and history. In their place classes that make the student feel good, or that do not require the teacher to prepare, or, just as bad, classes on esoteric topics are substituted. Hanson and Heath seem to take great relish in lampooning the titles of “esoteric” (seemingly one of Hanson’s favorite words) papers and theses written by less than admired colleagues. “Feminism in Greek Culture” takes precedence over actually teaching about Greek culture and “Homosexuality and Gender Issues in Such and Such an Author” trumps teaching what that author actually wrote. Hanson and Heath feel so strongly about poor teaching quality that they advocate abolishing the tenure system, cutting grants for research projects, and increasing teaching loads across the country.
So far I have been summarizing some pretty specialized topics in Who Killed Homer, those not interested in the decline of education standards over the past few decades and who have no power to change it anyway, may ask the not unimportant question: “what’s in it for me?” Hanson and Heath point out that Western culture is directly descended from the Greeks and Romans. All our most important institutions and ideals—Western culture itself—are from that ancient world. Individual freedom, constitutional government, free speech, you name it, were all patronized and defended by the Greeks. Hanson and Heath claim that never has a country been so influenced by the Greeks and yet (increasingly) so ignorant of them. They warn that if “the Greek way of thinking” is lost, Western culture, as we know it, will disappear. So there’s your answer, if you live in America or any country that still claims to be part of the ideological “West.”
The concluding half of Who Killed Homer’s subtitle is: The Recovery of Greek Wisdom. Hanson and Heath argue that “the Greek way of thinking” must be encouraged through teaching people the basics of Classical history and thought. More than just a few musty old professors and irritatingly brilliant students need to know about the principles of Greek culture to be able to recover its wisdom. Every citizen of the Polis should “think like a Greek.”
For a sample chapter modified into an essay by the authors click here.
C.S.Lewis, English Literature in the 16th Century, Oxford Univ. Press, 1954.
Occasionally (translate, once in a great while) I will read a book with a more substantive content than my usual fair of “fluff in fiction.” When this does happen I am often surprised both by the inscrutable, unfathomable content and by how much I enjoy it. The latest instance of this is Victor Davis Hanson and John Heath’s inquiry into Who Killed Homer. To be honest, I didn’t actually read it (that would be impressive!); I listened to it, so it may have gone in one ear and out the other.
If you haven’t heard of Victor Davis Hanson yet--you have now. A good way to meet him is through his blog, Works and Days, that right now is devoted to national politics. That he could be one of the best political commentators as well as one of the best Greek historians and educators is strong testimony to his intellect.
Who Killed Homer seeks to do three primary things: (1.) discover why the Iliad and Odyssey and other Greek and Latin classics are so little studied, (2.) Shame classics professors into actually teaching their students instead of seeking tenure and grants to spend on “esoteric” research projects, and (3.) Warn that Western culture will be lost if we forget “the Greek way of thinking.”
A number of factors have contributed to “the demise of classical education” (that happens to be part of the subtitle). A proliferation of degrees in fields such as “gender studies,” psychology, and so on, have sapped students and resources from classics departments. Students are too lazy to devote their time to learning Latin and Greek when easier courses are available (I don’t blame them, I’m unilingual too). These and other factors, Hanson and Heath argue, have made it so that today most colleges do not even have a classics department and those that do…. Well, this calls for a new paragraph on the second point listed above.
Classics professors often do not teach their students the foundations of Greek language, literature, and history. In their place classes that make the student feel good, or that do not require the teacher to prepare, or, just as bad, classes on esoteric topics are substituted. Hanson and Heath seem to take great relish in lampooning the titles of “esoteric” (seemingly one of Hanson’s favorite words) papers and theses written by less than admired colleagues. “Feminism in Greek Culture” takes precedence over actually teaching about Greek culture and “Homosexuality and Gender Issues in Such and Such an Author” trumps teaching what that author actually wrote. Hanson and Heath feel so strongly about poor teaching quality that they advocate abolishing the tenure system, cutting grants for research projects, and increasing teaching loads across the country.
So far I have been summarizing some pretty specialized topics in Who Killed Homer, those not interested in the decline of education standards over the past few decades and who have no power to change it anyway, may ask the not unimportant question: “what’s in it for me?” Hanson and Heath point out that Western culture is directly descended from the Greeks and Romans. All our most important institutions and ideals—Western culture itself—are from that ancient world. Individual freedom, constitutional government, free speech, you name it, were all patronized and defended by the Greeks. Hanson and Heath claim that never has a country been so influenced by the Greeks and yet (increasingly) so ignorant of them. They warn that if “the Greek way of thinking” is lost, Western culture, as we know it, will disappear. So there’s your answer, if you live in America or any country that still claims to be part of the ideological “West.”
The concluding half of Who Killed Homer’s subtitle is: The Recovery of Greek Wisdom. Hanson and Heath argue that “the Greek way of thinking” must be encouraged through teaching people the basics of Classical history and thought. More than just a few musty old professors and irritatingly brilliant students need to know about the principles of Greek culture to be able to recover its wisdom. Every citizen of the Polis should “think like a Greek.”
For a sample chapter modified into an essay by the authors click here.
C.S.Lewis, English Literature in the 16th Century, Oxford Univ. Press, 1954.
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