DOCUBENT BESOBE ED 187 191 BE 012 601 AUXHoR saitn, James P., Ed.: Weiland, Steven, Ed. TITLE Ihe Extracurricular Curriculum. Academic Disciplines dad Public uumanities Programs. Federation.Resources 5. INSTITUTIoN Federation of Public Programs in the Humanities, Minneapolis.* Minn. SPONs AGENci _National Endowment for the Humanities (NFAH), washington, D.C.; Schwartz Piper. Co., Inc., Muncie, Ind. PUB DATE SU NOTE 116p.: Papers presented at the National Conference of State Humanities Councils (October 1979) AVAILABLE FROM Federation of public Programs in the Humanities, 15 South Fifth Street, Suite 720, Minneapolis, MN 55402 ($3.00) EDRS PRICE MF01/PC05 Plus. Postage. DE5CRIPTORS Adult Learning; Community Programs; Community Role; Essays; Foreign Countries; Government Role: Gavernmeut Scuool'Relationship; Higher Education: history Instruction; *Humanities: *Humanities Instruction; Intellectual Disciplines: Literature; Philosophy; *Public Policy; Rewards; Scholarship; *State Programs IDENTIFIERS Denmark ABSTRACT Six essays exploring the uses of the humanities in public programs are presented. Tuey relate to the traditional and , curz-ent interests of the disciplines, and discuss mRtters that bear on the\conduct of projects and the activities of participating __humanists in state pruF.ams. They are the result of a study of the in rae academic disciplines that can promote an e.;.ective "public 2edagogy" in the humanities. The essays include: The Rebirth of Civic Culture tUrough the Humanities: The Danish Experience (R. OdUey Winters); Ihe Public Study of Literature (Alan Shusterman); Phlosophic Tradition, Rediscovery and the Public (Fred Weber): Doing History in Puolic Places (Michael Sherman): Scholarship in the Humanities and the PublIc: The Case of Literature (Richard Lewis): Lively Wonder or Tangled web? New Thoughts about Adult Learning (Charles C. Cole); and Pearls and.Rubies to Their Discourse: Academic. Rewards tor American Scholars (Steven Weiland). Appended is a gazette of the contributors. (M5E) *********************************************************************** Reproductlons supplied by EDES are the nest that can be made from tne original document. *********************************************************************** ANL. Arw AIL -PERMIF4ANN O Rr-,RODUCE TH$S MA1H4.Ak HAS BELA GRANTED BY $ DEPARTMENT Of NEALTN. EDUCATION & WELFARE NATIONAL irmertag OF .4e444;____ EDUCATION THIS DOCUMENT I-4AS BEEN REPRO. _ DuCED ExAc TLY AS RECEIVED FROM 10144.+11*mg40.644:1*`' THE PERSON OR ORGANIzATIoN ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS TO 74E 00L4TION4. t4ESOURCES STATED DO NOT NECESSARILY REPRE- iNFORNIATION CENTER ,ERIC1 SENT OF NATIONAL INSTIVJTE OF EDUCATION POSITION OR POLICY The Federation of Public Programs inthe Humanities is a national organization of state humanities programs. Its purpose is to augment the state programs' efforts to bring the humanities to the public _ through shared inquiry, imagination and discussion with scholars so that the humanities can be recognized as central to the values of the people of this country and as a means of uniting the past, the present and the future. The state programs, groups of citizens from academic and public life aided by professional staffs, receive basic grants from the National Endowment for the Humanities. They carry out their purpose by administering grants for projects planned and conducted by citizens of their states. Through demonstrations of the applications of the humanities to the problems and possibilities of 'ocal, regional and national life, the state programs refute the notion that the humanities belong strictly to the college and university curriculum. In 1978 the state programs, the first of which began in 1971, spent over 22 million dollars, matched by cash and in-kind contributions, in support of more than 24,000 projects.Their combined efforts reached more than 23,000,000 people. Through public forums, lectures, debates, films and other forms of media, the state programs have made the purposes and methods of the humanities available to the public in ways as varied as the interests of the disciplines themselves. The Federation enhances the work of the state programs by providing a variety of services. Priorities and objectives established by the delegates of tkie state programs to the annual meeting of the Federation guide an Executive Committee in setting plans and . policies. Federation activities fall under four headings: 1) Infor- mation clearinghouse, 2) Meetings and conferences, 3) Special projects and studies, ahd 4) Publications, including Federation Reports (a monthly newsletter) and Federation Resources. _ . Federatiop of Public Programs in the Humanities 15 South Fifth Street, Suite 720 Minnedpolis, Minnesota 55402 (612)332-2407 This publication is made possible with financial support from the Division of State Programs, National Endowment for the Humanities and the Schwartz Paper Co., Inc., Muncie, Indiana. THE EXTRACURRICULAR CURRICULUM: ACADEMIC DISCIPLINUI AND PUBLIC HUMANITIES PROGRAMS Edited by James P. Smith and Steven Weiland 0 1980 Federation of Public Programs in the Humanities 15 S. 5th St., Suite 720,Minneapolis, Mn. 55402 (612)332-2407 CONTENTS THE EXTRACURRICULAR CURRICULUM: ACADEMIC DISCIPLINES AND PUBLIC HUMANITIES PROGRAMS Introduction Prologue The Rebirth of Civic Culture Through the Humanities. The Danish Experience R. Oakley Winters 5 Part I: LLILLIyiisto/LiteraturePhilosot-andthePOlic -- The Pitblic Study of Literature Alan Shusterman 17. Philosophic Tradition, Rediscovery and the Public Fred Weber 37 Doing History in Public Places Michael Sherman 51 Part II: Scholars, Students and Academic Rewards Scholarship in the Humanities and the Public: The Case of Literature RiLhard Lewis 67 Lively Wonder or Tangled Web? New Thoughts About Adult Learning Charles C. Cole 75 "Pearls and Rubies to Their Discourse": Academic Rewards for American Scholars Steven Weiland 97 Contributors 119 1 INTRODUCTION op The Extracurricular Curriculum originated in a resolution approved by rederation members at -'t4le 1978 National Conference of State Humanities Councils. Introduced by the ,:orth Carolina Committee for the Humanities, it proposed a study of those con- cepts and practises in the academic disciplines which can promote an effective "public pedagogy" in the humanities. In the words of the Oregon delegation, what was needed %es scholarship in public humanities which stressed the need to "improve the scholar's readiness to present and exchange ideas with the public as one knowledgeable about history, literature, philosophy and the other disciplines.' The essays were presented at the October 1979 National Conference of State Humanities Councils. Slightly revised for - publication here, t e essays do not, of course, address all the issues or answer d finitively the complex and difficult questions. They are meant toxplore the lises of the humanities in public programs in relatiOj to the traditional and current interests of the disciplines and tci-discuss related matters which bear on the conduct of projects and the activities of participating humanists. The papers also display the capacity for scholarship in the state programs themselves.*They nre a contribution to the intellectual force of the programs locally and nationally. For as we encourage individual scholars to think about the direction of their work and its relation to the public we must as well reflect on the uses of public programs and their relation to the disciplines and in- stitutions which support them. In using the phrase "public pedagogy" at times in the essays we risk the introduction of a new debate over definition which would rival -- though it seems impossible -- that over the defin- ition of the humanities. Our intention, however, is to suggest a variation on classroon pedagogy which has itself, of course, been the subject of considerable discussion. In an impressive statement on pedagogy in the humanities, literary critic Roger Shattuck has suggested a useful model. A class is a device for opening up the full resonance of a text. In it the sensitive teacher, through suggestion or a kind of elementary pointing, can induce a series of recognitions of real or imaginary experiences of one's own evoked by the text -- recognitions of greatness of mind or spirit, belonging not necessarily to the biographical author but to his creative persona. Ultimately a class * In all cases, however, the writers speak for themselves and not their organizations. ti 2 helps a student reach a sense of participation in the text itself, in the whole tradition of human experience made available through literary art, and in a group going through the same prosess. Though he may later forget the specifics, the sense of variety and intimacy will probably remain. The "text" of a public program in the humanities may be an idea, .its history, or presentation in a work of literature. Public pedagogy, however, still requires the kind of participation, often cesled "dialogue" in project guidelines, central to tra- ditional instruction. As the state humanities programs strive to create public counterparts to the classroom, significant issues emerge which call for careful deliberation. The three papers in Part I attempt the important task of conveying an understanding of the current state of three of the disciplines which produce the "texts."Though certain tendencies in literature, philosophy and history are criticized (in particular those practices which insulate the humanities from the