References
- For summaries and excerpts, see The Chronicle of Higher Education , October 24, 1984 ; November 28, 1984; February 13, 1985; etc.
- National Endowment for the Humanities , To Reclaim a Legacy ( Washington , D.C. : National Endowment for the Humanities , 1984 ).
- Ibid.
- Among the plethora of reports and studies , we list the most quoted: National Assessment of Educational Progress, Reading, Thinking and Writing, Results from the 1979–80 National Assessment of Reading and Literature ( Denver : Author , 1981 ); National Commission on Excellence in Education, A Nation at Risk: The Imperative for Educational Reform (Washington, D.C: U.S. Government Printing Office, 1983); National Science Board Commission of Precollege Education in Mathematics, Science and Technology, Educating Americans for the 21st Century (Washington, D.C: National Science Foundation, 1983); John Goodlad, A Place Called School (New York: McGraw-Hill, 1983); Theodore R. Sizer, Horace's Compromise: The Dilemma of the American High School (Boston: Houghton Mifflin, 1983); Ernest Boyer, High School: A Report on Secondary Education in America (New York: Harper and Row, 1983); James Coleman, Thomas Hoffer, and Sally Kilgore, High School Achievement: Public, Catholic, and Private Schools Compared (New York: Basic Books, 1983).
- Allan Bloom , The Closing of the American Mind ( New York : Simon and Schuster , 1987 ), p. 65 .
- Ibid.
- See similar questions put by Derek Bok , Higher Learning ( Cambridge , Massachusetts : Harvard University Press , 1986 ), p. 40 ff.
- This question has been given some treatment in a report by the Hastings Center, On the Uses of the Humanities: Vision and Application ( Hastings-On-Hudson : Author , 1984 ), Chapter 2 . The hermeneutic-deconstruction distinction is becoming the coin of philosophic and literary arguments about the nature of the humanities; see John Caputo, “Telling Left from Right: Hermeneutics, Deconstruction, and the Work of Art,” Journal of Philosophy 83 (November 1986): 678–685.
- The best and most comprehensive study done on this question so far is the twelve volume Hastings Center series, The Teaching of Ethics in Higher Education ( Hastings-On-Hudson : Author , 1979 ).
- Plato , The Republic , trans., Raymond Larson (Arlington Heights , Illinois : Harlan Davidson , 1979 ), 450C-D .
- Ibid. , 369 C
- Ibid. , 414 -415.
- Karl Popper , The Open Society and Its Enemies I: The Spell of Plato , 5th ed. ( Princeton , N.J. : Princeton University Press , 1966 ).
- John Locke , Two Treatises on Government ( New York : New American Library , 1965 ), p. 309 .
- Popper's charge that the Platonic regime is totalitarian completely misses the finer points of the argument and structure of The Republic See Eva Brann's introduction to the Larson translation of The Republic, p. xxvi, and also Diskin Clay, “Reading Plato's Republic: The Foundations of Kallipolis,” in Platonic Writing: Platonic Readings , ed. Charles Griswold ( London : Routledge and Kegan Paul , in press).
- Plato , The Republic 557D.
- Nathan Huggins's comment, quoted in Proceedings and Addresses of the American Philosophical Association , Vol. 60 , June 1987 , p. 847 .
- E.g., Jacques Derrida , Dissemination ( Chicago : University of Chicago Press , 1986 ); Michel Foucault, Language, Counter-Memory, Practice (Ithaca, N.Y.: Cornell University Press, 1977).
- Plato , Phaedrus , ( Indianapolis : Bobbs-Merrill , 1965 ), 275 C-D .
- Hence, our position on this matter reflects current issues in critical thinking and informal logic. See, especially, Richard Paul , “ Background Logic, Critical Thinking, and Irrational Language Games ,” Informal Logic ( Winter 1985 ): 9 – 18
- Franz Kafka , from a letter to Oskar Pollack, January 27, 1904 .