I've been getting caught up recently on
The Chronicle of Higher Education from the past couple of months. Here are some items I found interesting for various reasons... worth a read if you have an interest in any of these topics (some require subscription to access directly at
CHE's site, so I'll try to provide links to free versions online):
"Don't Require Colleges to Spend More of Their Endowments", an 11/9 opinion piece that responds to the 11/2 cover news story. Many good points are made about legal and other technical hurdles to government proposals to force Harvard or others with huge endowments to spend more of that money sooner. Nor is it likely that a group of government bureaucrats will know best how and when such funds should be spent. However, the biggest question isn't raised: why should government be telling colleges how to spend their endowments? This is not a proper use of government force! This essential moral point is, as usual in such situations, not brought up. Otherwise, this is a good opinion piece though.
"Are Sacred Texts Sacred? The Challenge for Atheists", a 9/21 piece by Carlin Romano. Lots interesting stuff here, including much that should give bible literalists pause to say the least. But I agree with the Letter to the Editor in the 10/12 edition, from John T. Goldthwait (Prof. Emeritus of philosophy at SUNY, Plattsburgh), that Romano "gets the rules of the debate wrong". Romano's conclusion and suggestion is that Atheists should be polite to believers, and that is fine as far as it goes -- but it doesn't go very far. No need for an atheist to go out of his way to cruelly attack believers and the texts they call sacred -- but that doesn't mean that critics (Dawkins, Hitchens, et al.) of religions and their texts can't go on the offensive in books or articles they write. Believers aren't forced to buy those books or read those articles if they will find them offensive. Here is part of Goldthwait's letter on this matter:
Romano writes, "That behooves atheists, then, to have a clear definition of the sacred... and also a clear definition of text or book." But it is not up to the atheist to supply those definitions. The believer is the one who has claimed that a text -- some version of either the Old Testament, the New Testament, or the Koran -- is a sacred text and a source of revealed religion. That is what needs proving... Romano suggests characteristics for a sacred text. However, he assumes that there are such things as sacred texts... If there isn't any God, what becomes of a text whose alleged value is that it relates to God? The believer has the responsibility to establish the meaningfulness of his claim by establishing the existence of the referent of this explanatory term. If he cannot thus support his claims, we do not owe him our attention. Romano has not put before us a serious challenge, but merely a nice lesson in politeness.
Agreed. I look forward to writing some further thoughts on concepts like "sacred" in the future, but for now, I'll let this go.
The Intellectual Responsibility of Educators. In this brief "On the Contrary" piece, David Horowitz takes on the issue of indoctrination in the classroom, and is critical of the new report "Freedom in the Classroom" from American Association of University Professors.
Veiled Politics, by Joan Wallach Scott (11/23). Some interesting background on an issue (Islamic women, the veil, and rights) that is big in Europe, but that we don't hear as much about as a major political issue here in the USA.
The Two Faces of Al-Qaeda, by Raymond Ibrahim (9/21). The author makes clear the two types of messages that Al-Qaeda leaders send, and the importance of the message intended for their own followers and would-be recruits (the radical, theological message and the anti-Western civilization message) as opposed to what is intended for Western readers (criticism of USA foreign policy, etc.).
Rigid Scholarship on Male Sexuality, by Camille Paglia (9/21). Though I'm usually only in partial agreement with her views, Paglia is one of those authors that I always find interesting to read (like Christopher Hitchens). This review of three related books on male sexuality didn't disappoint. I haven't read any of these books, so I can't say whether her analysis of them is on-target or not. But I did like her taking one of them to task for postmodernist jargon, fashionable namedropping, and making leftist-academic assumptions common in so many social science and humanities departments these days -- I trust Paglia's opinions on that issue, bigtime.
The Choc Doc, by Piper Fogg (9/14, Academic Life). An interesting article about Patrick Fields, a professor who studies and teaches about the history and culture of chocolate. Fields treats chocolate as seriously as many people treat wine.
Saudi Arabia Puts Its Billions Behind Western-Style Higher Education, by Zvika Krieger (9/14). This article gives a lot of info on the increased funding of higher ed in Saudia Arabia, including the creation of the first co-ed institution in the country, King Abdullah University of Science and Technology. While there are many good signs here, I consider the prospects for real success to be quite poor. The goal is to create a highly educated workforce, and more importantly, to create critical thinkers, creative thinkers, and entrepreneurs. That seems pretty unlikely, given the repressive and restrictive culture of Saudi Arabia (mostly because of its brand of Islam). Consider another university that is getting a lot of funding right now, in the hopes of reaching those goals:
Alfaisal [University] will also be coeducational, a big improvement for female
students, many of whom are taught by men through closed-circuit television at the country's women's colleges. Unlike at King Abdullah University, though, men and women will not be allowed to interact, in accordance with the country's legally mandated gender segregation. The university will have split-level classrooms, where women attend the same lectures as men but from balconies surrounded by one-way glass. An underground entrance for women — dropped off by their drivers — will lead directly to stairwells, elevators, and floors strictly segregated by gender. But since even those accommodations would raise many eyebrows in Saudi Arabia, Alfaisal is starting with male students only to gain social credibility first. "Philosophically, I would like to see women from Day 1, but the reality is difficult," Mr. Goodridge says. "We're probably a little ahead of where they're going."
Wow. They are going ridiculous lengths they are going to segregate the education of women from that of men. And that is just one example of why I just don't see how "throwing money at the problem" is really going to lead to major success. Consider this other blurb about Saudi Arabian culture:
But the country is a tough sell: Most public entertainment is prohibited (there are no movie theaters, for instance), alcohol is banned, and women must cover themselves almost completely in public and are not allowed to drive.
I have to agree with the Letter to the Editor from Ayesha Razzaque in the 10/12 issue -- it seems unlikely that we'll see major success in Saudi Arabia until significant cultural changes occur. A huge amount of educational content won't be taught, even at these new "liberal" schools, either because of outright bans or because of fear that the professor would get in trouble for even broaching the subject. How is free thought, critical thinking, creative thinking, and so on ever going to flourish in such a climate?
Labels: academia, culture, international, religion