Teaching civic engagement and appreciation of racial and ethnic diversity is a high priority for college professors, concludes a new UCLA report, The American College Teacher.
While 57.8 percent of professors want to encourage students to be “agents of social change,” only 34.7 percent said teaching the classics is very important, notes Chronicle of Higher Education:
Sylvia Hurtado, a professor of education at UCLA who directs the research institute, said the gap between those who value teaching Western civilization and those who value teaching students to be social activists reflects a shift in emphasis from the abstract to the practical. “The notion of a liberal education as a set of essential intellectual skills is in transition,” she says. “It’s also about social and personal responsibility, thinking about one’s role in society, and creating change.”
In transition? Or just going to hell? I suspect the agents of change in the world will be people who’ve developed their intellectual skills.
Cary Nelson, president of the American Association of University Professors, says he believes faculty members should teach the classics. “I teach American literature all the time, that’s what I do,” says Mr. Nelson, who is a professor of English at the University of Illinois at Urbana-Champaign.
But he says that to many professors, teaching the classics has become part of a “conservative agenda” that they don’t want to be part of. Conservative critics of academe, he says, “have poisoned the well for these subjects because they’ve gotten politicized and become symbols of a reaction against the progressive academy.”
Change vs. the classics is a false dichotomy, points out Erin O’Connor at Critical Mass.
The classics are works about social change, in one way or another. That’s true of Greek tragedy, of Chaucer, of Shakespeare, of Milton, of Defoe, of enlightenment philosophers, of romantic poets, of Victorian novelists, of modernist writers. Some register upheaval in their form, some in their content, some do both. Some try to provoke change, some try to register and reflect on it, some try to resist it. But great literature is always hooked into the great tensions of its time — even as it is also hooked into a longer tradition.
Intellectuals should decide what to teach based on reason, not emotion, O’Connor argues.
In other words: If professors can’t teach Antigone (loyalty to family and religion vs. patriotism) for fear of making a conservative smile, that’s just stupid. And stupid is not supposed to be the strong suit of academia.