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A History of and Challenges to Liberal Education

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A History of and Challenges to Liberal Education i CHAOS IN THE ACADEMY- A HISTORY OF AND CHALLENGES TO LIBERAL EDUCATION A Thesis submitted to the Faculty of The Graduate School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Liberal Studies By Larry Creech B.A., Georgetown University, 2009 M.A., Georgetown University, 2012 Georgetown University Washington, D.C. April, 2018 ii Copyright April 2018 by Larry W. Creech All Rights Reserved iii CHAOS IN THE ACADEMY- THE HISTORY OF AND CHALLENGES TO LIBERAL EDUCATION Larry W. Creech, M.A. DLS Chair: Ori Soltes, Ph.D. ABSTRACT For more than twenty-five hundred years of recorded history the acquisition of knowledge has increased in quantity and complexity. The method of communicating that knowledge has evolved in difficulty along with the vagaries of politics, social evolution and revolution, and other quirks of the human condition. The two constants throughout have been the chaos accompanying humankind’s quest for knowledge, and the method of communicating the knowledge. Nowhere is chaos more discernible than in the university, where every possible dynamic is in play, as well as the increasing though not unprecedented intervention and intrusion by government, corporations, and other outside entities. Chaos resulting in change is not a bad state of affairs in the university. As society evolves for better or worse, the university evolves as well. Chaos in the university is also an interdisciplinary theory of apparent randomness of complex systems of education where there are underlying patterns, feedback loops, repetition, redundancies, similarities, along with a reliance on scholars at the initial point of knowledge creation who are sensitive to the initial conditions and their possible consequences. The other constant has been the method of communication, which has also experienced chaos, evolving to meet the needs of students and scholars. The twenty-first century is no different, except in the manner of chaos. But the method is still founded in the liberal education of students as it has been for multiple millennia. This thesis will examine the chaos of the creation of knowledge and the communication of that knowledge, and Liberal Education in the university and its continued relevance and value in a chaotic society. iv ACKNOWLEDGEMENTS It is with the deepest love and respect I acknowledge the enormous contributions of my family, and especially my wife, for simply being there as encouragement and motivation as I undertook this labor. Without them, especially the future my children and grandchildren represent, I am not certain the drive to complete this, arguably the most difficult task of my life, would have been possible. To the faculty at Georgetown whom I have come to know well over the years, I offer my highest regard. They represent the highest levels of intellectualism, scholarship, and most importantly, the excellence of educators. I can only aspire to follow their example as educators and scholars. And to my Advisor Dr. Ori Soltes, and Readers Dr. Theresa Sanders and Dr. Charles McNelis, a special thanks for the guidance they provided as I navigated the chaos of this project. I also thank Anne Ridder for her support over the many years, reading my work and making sure I, quite literally, had every comma in place and every ‘i’ dotted and ‘t’ crossed. It is also with the deepest humility, respect, and admiration I recognize the scholarship of the intellectuals referenced within. Without these intellectuals, none of this would have any meaning. While I have studied each of the scholars and intellectuals in detail, through this work I have come to understand and appreciate the brilliance of each as they unraveled mysteries of their time and brought to my time an understanding of the chaos inherent and necessary for the progress of the human intellect. I have also come to recognize the challenges they faced and the bravery of each as they created and brought forward the knowledge available to me today. I am in their debt to their intellect, and can only strive to emulate their examples and follow in their footsteps of advancing knowledge for humankind. v TABLE OF CONTENTS ABSTRACT ............................................................................................... iii ACKNOWLEDGEMENTS ..................................................................... iv CONTENT ................................................................................................. v PREFACE................................................................................................... 1 CHAPTER 1 – INTRODUCTION ............................................................ 7 CHAPTER 2 - EVOLUTION OF LIBERAL EDUCATION .................... 20 §1. Presocratics............................................................................. 21 §2. Classical Period........................................................................ 23 Plato.................................................................................... 26 Isocrates ............................................................................ 29 Aristotle ............................................................................ 34 Cicero ............................................................................... 38 Varro ................................................................................ 44 Seneca .............................................................................. 44 Quintilian ......................................................................... 46 §3. Middle Ages 5th to 14th Centuries CE..................................... 49 Saint Augustine of Hippo.................................................. 49 Martianus Minneus Felix Capella ................................... 52 Boethius .......................................................................... 55 Cassiodorus ..................................................................... 58 §4. Renaissance (14th to 17th Centuries ...................................... 60 Francesco Petrarch ......................................................... 62 Leonardo Bruni ............................................................... 66 Petrus Paulus Vergerius ................................................ 69 Vittorino da Feltre .......................................................... 70 §5. Enlightenment [17th through 18th Centuries]......................... 72 John Amos Comenius ..................................................... 74 Jean-Jacques Rousseau .................................................... 76 Nicolas de Condorcet ...................................................... 80 Immanuel Kant ................................................................ 85 Thomas Jefferson ............................................................ 88 §6. Long 19th Century (Modern Era) 18th to 1979/91..................... 94 Emma Hart Willard .......................................................... 97 Mary Mason Lyon ........................................................... 100 vi Francis Parker .................................................................. 102 Alfred Marshall .............................................................. 103 Emile Durkheim ............................................................... 106 John Dewey ...................................................................... 107 §7. Postmodernity 1979/91 to Present .......................................... 113 Enter Neoliberalism .......................................................... 114 The Effect of Neoliberalism on Education .............. 121 The Postmodern Era ......................................................... 130 Jean-François Lyotard .......................................... 131 Michel Foucault .................................................... 135 Paulo Freire ........................................................... 137 Henry Giroux ........................................................ 141 E.D. Hirsch ............................................................ 143 Conclusion ............................................................. 145 CHAPTER 3 -LAW AND FEDERAL INTERVENTION IN EDUCATION §1. The National University - Federal intervention in education.......................................................................... 147 §2. Militarization of the Academy – The second attempt at the National University.................................................... 151 §3. Law, Law, and More Law – Enter the U.S. Department of Education............................................................................... 156 §4. Politics and the Office/Department of Education..................... 163 §5. Control the Curriculum and You Control the Message............. 171 CHAPTER 4 – CURRICULUM ................................................................ 181 §1. Problems of American Liberal Education ................................ 181 §2. Disciplines .............................................................................. 185 §3. The Death or Rebirth of the Grand Narrative ?......................... 193 §4. Liberal Studies and Interdisciplinary Studies as Agents of Reform .............................................................. 205 §5. Value of Liberal Education .................................................... 224 Chapter 5 - SUMMARY AND CONCLUSION The Future for Liberal Studies ................................................................. 237 APPENDIX A Glossary of Terms .........................................
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