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Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 A CRITIQUE OF SOME OF WILLIAM J. BENNETT’S VIEWS ON POLITICS, CULTURE, AND VALUES IN SCHOOLING AND SOCIETY DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of The Ohio State University By William Lloyd Fridley, B.S., M.Div., Th.M. sfc * * A * The Ohio State University 1996 Dissertation Committee: G. M. Reagan Approved by R. N. Pratte £>1 /4 M. S. Leach Advisor College of Education UMI Number: 9639237 UMI Microform 9639237 Copyright 1996, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Copyright by William Lloyd Fridley 1996 ABSTRACT In this study I offered a critique of some of William J. Bennett’s views on politics, culture and values in schooling and society. The methodology ofcritique relies heavily on the critical tools and approaches of analytic and normative philosophy as well as bringing in the relevant findings of history, social sciences, and literary theory. I first examined Bennett’s views on the politics of the culture wars. I argue that Bennett acts as a preacher ofcreedal politics. I then examined Bennett's arguments for the primacy and centrality of Western culture In the humanities curriculum. Finally, I discuss some of Bennett’s views on values and moral education. I found Bennett’s views on the politics of the culture wars to be inaccurate and tendentious. I did conclude, however, that Bennett must be regarded as one of the most significant and influential leaders of the conservative political movement. His continuing Influence and importance hinges largely on whether or not he seeks to run for President. Bennett’s calls for a curricular emphasis oncontent, and for the promotion of cultural literacy are commendable. However, Bennett’s arguments for the superiority of Western culture are flawed, and they have anti-educational consequences in theory and practice. Bennett has been an important figure in popularizing the discussion of moral education. His criticisms ofnon-directive approaches to moral education are well taken, but there are significant philosophical problems with Bennett’s views on the existence of objective morality and his contentions on the manifest clarity of thebasics of morality. It also remains to be seen whether Bennett’s approach to character education will be an effective method of promoting virtue in students, and the virtues he prescribes may be more controversial than he acknowledges. ii ACKNOWLEDGMENTS I would first of all like to thank my parents, Jerald and Phyllis Fridley, for all their help and support. In the Spring of 1981 they paid my first Quarter’s tuition at Ohio State ($412), because they thought I might enjoy higher education. I would like to acknowledge the help of Richard Pratte in guiding this study. He suggested the topical organization of the study, as well as the methodological approach of “critique." Both of these suggestions helped to get this study “off the ground.” I would like to thank Richard Garner for taking an interest in my work and offering some helpful suggestions. Finally, I would like to acknowledge the faithful vigilance of Cheryl and Nicole, “The Paper Patrol.” iii \ VITA March 21, 1961 .......................Born - Columbus, Ohio. 1984 .................................... B.S., Summa Cum Laude, in Social Studies Education, The Ohio State University, Columbus, Ohio. 1990 .......................................Master of Divinity, Grace Theological Seminary, Winona Lake. Indiana. 199 1 .......................................Master of Theology, Cum Laude, in New Testament Studies, Grace Theological Seminary. 1991 -1995 .......................... Graduate Teaching Assistant, College of Education, The Ohio State University, Columbus, Ohio. 1977-1996 .............................. Work experience has included: Grocery Clerk, Cashier, Pharmaceutical Technician, Dietary Technician (dishwasher). Janitorial work. Itinerate Preacher, Interim Pastor, Foreign Missionary in London, England, College Theology Teacher, Phone Advertising Editor, Fundraiser, Package Loader, Guitar Player, Song Writer, Recording Artist. FIELD Of STUDY Major Field: Education iv TABLE OF CONTENTS Page ACKNOWLEDGMENTS........................................................................................................... iii VITA ................................................................................................................................................iv Chapter I. INTRODUCTION..........................................................................................................1 Statement of Problem.......................................................................................... 1 Methodology........................................................................................................ 4 Purpose of The Study and Personal Considerations..................................11 Review of The L ite ra tu re.................................................................................. 16 B o o k s..................................................................................................... 16 Essays, Articles, and R eports ........................................................... 21 In terv iew s............................................................................................ 34 The War on D r u g s...............................................................................36 Limitations of The S tu d y................................................................................ 37 Organization of The S tu d y..............................................................................38 Chapter N otes....................................................................................................41 II. THE POLITICS OF THE CULTURE W A R S ......................................................... 47 Introduction...................................................................................................... 47 Who Is Fighting, And What F o r ?..................................................................47 The Liberal E lite ...............................................................................................50 Identifying The Liberal E lite ..............................................................51 Conceptual Analysis of‘Elite’ ............................................................53 Labeling The “Liberal E lite" ...............................................................55 A Conflict Between E l ite s...................................................................56 Bennett’s Objections to The Liberal E lite .......................................59 The ‘War’ M etaphor......................................................................................... 61 Partisan Politics...............................................................................................64 The New Republican C o a litio n..........................................................65 Neoconservative Intellectuals................................................................... 68 Creedal Politics ................................................................................................. 70 Bennett as P re a c h e r.........................................................................................73 Either-Or C hoices...............................................................................73 Explaining Inconsistencies............................................................... 74 Fighting The D e v il......................................................................... 77 Exhortations, Admonitions, and W arnings................................. 78 S u m m a ry ........................................................................................................... 79 Chapter N otes................................................................................................... 82 III. CULTURE AND THE CURRICULUM...................................................................88