I think the ruling class has not ended its counter-reform
(Thatcher-Reagan) movement, but continued to develop more attacks,
maybe.  The attack on public education in the US , especially teachers
, is going on now , too. The reform movement of the 1960's was
centered especially in colleges and schools. Teachers from higher to
lower education are a cadre of radicalizers. So, the ruling class is
targetting them all to prevent the next radical reform movement.


On Sun, Dec 19, 2010 at 8:45 AM, Jim Farmelant <farmela...@juno.com> wrote:
> http://www.guardian.co.uk/commentisfree/2010/dec/17/death-universities-ma
> laise-tuition-fees
> The Guardian
>  17 December 2010
> *The death of universities
> Academia has become a servant of the status quo. Its malaise runs so much
> deeper than tuition fees*
> Terry Eagleton
> Are the humanities about to disappear from our universities? The question
> is
> absurd. It would be like asking whether alcohol is about to disappear
> from
> pubs, or egoism from Hollywood. Just as there cannot be a pub without
> alcohol, so there cannot be a university without the humanities. If
> history,
> philosophy and so on vanish from academic life, what they leave in their
> wake may be a technical training facility or corporate research
> institute.
> But it will not be a university in the classical sense of the term, and
> it
> would be deceptive to call it one.
> Neither, however, can there be a university in the full sense of the word
> when the humanities exist in isolation from other disciplines. The
> quickest
> way of devaluing these subjects – short of disposing of them altogether –
> is
> to reduce them to an agreeable bonus. Real men study law and engineering,
> while ideas and values are for sissies. The humanities should constitute
> the
> core of any university worth the name. The study of history and
> philosophy,
> accompanied by some acquaintance with art and literature, should be for
> lawyers and engineers as well as for those who study in arts faculties.
> If
> the humanities are not under such dire threat in the United States, it
> is,
> among other things, because they are seen as being an integral part of
> higher education as such.
> When they first emerged in their present shape around the turn of the
> 18th
> century, the so-called humane disciplines had a crucial social role. It
> was
> to foster and protect the kind of values for which a philistine social
> order
> had precious little time. The modern humanities and industrial capitalism
> were more or less twinned at birth. To preserve a set of values and ideas
> under siege, you needed among other things institutions known as
> universities set somewhat apart from everyday social life. This
> remoteness
> meant that humane study could be lamentably ineffectual. But it also
> allowed
> the humanities to launch a critique of conventional wisdom.
> From time to time, as in the late 1960s and in these last few weeks in
> Britain, that critique would take to the streets, confronting how we
> actually live with how we might live.
> What we have witnessed in our own time is the death of universities as
> centres of critique. Since Margaret Thatcher, the role of academia has
> been
> to service the status quo, not challenge it in the name of justice,
> tradition, imagination, human welfare, the free play of the mind or
> alternative visions of the future. We will not change this simply by
> increasing state funding of the humanities as opposed to slashing it to
> nothing. We will change it by insisting that a critical reflection on
> human
> values and principles should be central to everything that goes on in
> universities, not just to the study of Rembrandt or Rimbaud.
> In the end, the humanities can only be defended by stressing how
> indispensable they are; and this means insisting on their vital role in
> the
> whole business of academic learning, rather than protesting that, like
> some
> poor relation, they don't cost much to be housed.
> How can this be achieved in practice? Financially speaking, it can't be.
> Governments are intent on shrinking the humanities, not expanding them.
> Might not too much investment in teaching Shelley mean falling behind our
> economic competitors? But there is no university without humane inquiry,
> which means that universities and advanced capitalism are fundamentally
> incompatible. And the political implications of that run far deeper than
> the
> question of student fees.
> Jim Farmelant
> http://independent.academia.edu/JimFarmelant
> www.foxymath.com
> Learn or Review Basic Math
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