We are a commune of inquiring, skeptical, politically centrist, capitalist, anglophile, traditionalist New England Yankee humans, humanoids, and animals with many interests beyond and above politics. Each of us has had a high-school education (or GED), but all had ADD so didn't pay attention very well, especially the dogs. Each one of us does "try my best to be just like I am," and none of us enjoys working for others, including for Maggie, from whom we receive neither a nickel nor a dime. Freedom from nags, cranks, government, do-gooders, control-freaks and idiots is all that we ask for.
Notre Dame political philosopher Patrick Deneen argues that a true education in the liberal arts is first and foremost not about pointing fingers but learning how to overcome one’s own weaknesses, malice, and addictions, which is hard work. The humanities provide countless models of thought, feeling, and behavior to compare and contrast and use as points of reference. Said Newman, “If then a practical end must be assigned to a university course, I say it is that of training good members of society.” If Newman was right, the humanities are less like parsley and more like the main course.
...If "superstition" is intended as an anti-religious dig, that sneering prejudice has been overtaken by reality.
The West is in its current, coarsened state largely because several generations of "liberal humanists" thought the "rational, scientiific" West was inevitable, and could survive in midair, divorced from its roots in "primitive" religious faith.
Many of these fools are now shocked to find that much of what was obvious to them about being a human - what was "in the air" in previous, religious generations - is foreign to their neo-pagan grandchildren, who are ineducable barbarians.
....So maybe it's time for preening secular liberals to help themselves to a steaming hot cup of STFU. Maybe it's time for some humility, and appreciation of the Judeo Christian roots.of Western humanism and morality. Mmmkay?
Most people on the left who believe in far left ideologies all have one thing in common and that is little to no real world experience in those ideologies. They get these beliefs from their far left buddies and they buy into it 100% but don't live it or experience it. In fact when it comes right down to it they really want everyone else to live under these belief systems while they themselves stay above it all. Socialism is one good example of this as is the green new deal and diversity. It's like John Kerry flying all over the world in his private jet while preaching that we should all give up our cars and heated or cooled homes.
The paraphrase of Deneen is based on "Liberalism Against Liberal Arts," a chapter in Why Liberalism Failed (2018).
There's plenty of discussion "out there", pro and con, of the book and his view of higher education.
Usage: Education, properly a drawing forth, implies not so much the communication of knowledge as the discipline of the intellect, the establishment of the principles, and the regulation of the heart. Instruction is that part of education which furnishes the mind with knowledge. Teaching is the same, being simply more familiar.
As we see the quote above is aligned with the real definition of education. The term "education" has been co-opted to give unearned esteem to schooling and indoctrination.
Just found this video by English professor Dr. Lyle Asher Why Colleges are Becoming Cults. Only 10 minutes in and he's made very good points on how the decline started and how it is being propagated.
I would contend that the sciences, but even engineering more teach another element that is critical to becoming educated. Learning to control your emotions, discipline your mind and apply established principles by breaking problems down into assessable portions then putting it all back together is very much what education is.
In the light of this analysis Carlyle's rhapsody on tools becomes a prosaic fact, and his conclusion—that man without tools is nothing, with tools all—points the way to the discovery of the philosopher's stone in education. For if man without tools is nothing, to be unable to use tools is to be destitute of power; and if with tools he is all, to be able to use tools is to be all-powerful. And this power in the concrete, the power to do some useful thing for man—this is the last analysis of educational truth.
—Charles H. Ham, Mind and Hand: manual training, the chief factor in education (1900)
My grandson graduated with honors from H.S. Last month. He worked during his senior year as a stocker at a local Walmart. His dad, my son, lined him up with a electrician friend. Grandson quit Walmart and is now working FULL TIME as an electrician apprentice. After 3,000 hours (1 1/2 years) of paid employment and classroom training he can be certified and on his path to journeyman electrician. No school debt and making money while learning to boot. He says the work is very hard at 2 weeks in. His older sister is a full time aid at local nursing homes while she finished up her associates degree.
Hard work is underrated by many but not by me regarding that family of grandkids.
Not going to college doesn't mean either of your grandchildren can't become educated. It only means they won't have the credential mistaken for education. And these days, the chances of being impeded in becoming educated by your time in college is very high.
College is no longer a world away from the distracting commerical world. In fact, many professors and most administrators work hard to ensure students do not have time to weigh, consider or ponder. After all, thought is not good for activism. But the internet brings the world right into the dorm room and ease of transportation means students aren't stuck on campus and likely to do long sophomoric discussions where they finally discover the limitations of their arguments, via the original crowd-sourcing.
The idea is, of course, that men are successful because they have gone to college. No idea was ever more absurd. No man is successful because he has managed to pass a certain number of courses and has received a sheepskin which tells the world in Latin, that neither the world nor the graduate can read, that he has successfully completed the work required. If the man is successful, it is because he has the qualities for success in him; the college "education" has merely, speaking in terms' of horticulture, forced those qualities and given him certain intellectual tools with which to work—tools which he could have got without going to college, but not nearly so quickly. So far as anything practical is concerned, a college is simply an intellectual hothouse. For four years the mind of the undergraduate is put "under glass," and a very warm and constant sunshine is poured down upon it. The result is, of course, that his mind blooms earlier than it would in the much cooler intellectual atmosphere of the business world.
A man learns more about business in the first six months after his graduation than he does in his whole four years of college. But—and here is the "practical" result of his college work—he learns far more in those six months than if he had not gone to college. He has been trained to learn, and that, to all intents and purposes, is all the training he has received. To say that he has been trained to think is to say essentially that he has been trained to learn, but remember that it is impossible to teach a man to think. The power to think must be inherently his. All that the teacher can do is help him learn to order his thoughts—such as they are.