Class and Education

Here is an article about the wealthiest students becoming interested in the areas of the Humanities such as Languages, History and Philosophy:

http://www.guardian.co.uk/education/2010/sep/26/arts-degrees-wealthy-humanities-university

In particular, the article is interesting in light of Martha Nussbaum's book "Not for Profit" which has been mentioned in earlier posts (haven't had time to write the review but the book is really, really good). The Arts areas are becoming arenas for the rich and, if following Nussbaum's thinking, the privilege of Classical thought, the right to informed opinion and the ability to act on such views, is becoming their right as well.

Art, the study of Art, Dance, Drama and courses in the Humanities, such as History, English, Philosophy and Languages, encourage the recognition of the "Other" in society and a realization that all acts have consequences and must be considered in that light; these subjects enable critical and examined thought to develop. The past is not merely a litany of Historical facts but choices made in particular situations which involved specific moralities. Critical thought illustrates an elasticity of mind and a willingness to examine situations above the prevalent notions of cost analysis; it enables business men, for one, to anticipate the moral consequences of their choices as well as their profit, the long term repercussions of a dollar made fast rather than with a thoughtful approach.

The fact Art and its fellow Humanities are being removed from the classrooms of the average school indicate a privileging of Science and Math over the Humanities. Noam Chomsky has discussed the problems in Japanese culture that have arisen because the Japanese know and understand facts; they do not have imagination. Math is easy on one level because it is concrete; it is either right or wrong. Russian Math, currently becoming more predominant in some Universities (like U. of T.), is more imaginative and Logic based. The point is a straight forward student will be more obedient to the Math of the Japanese; the more imaginative student will explore the more elastic components of the Russian ideals. (I don't know enough of Japanese Culture to write it off. But, The Russians have also presented the world with Classical Ballet, great composers, great writers and a number of painters--a common reader should know their names (Tolstoy, Tchaikovsky and the like).) And, one can't help but think of Kazuo Ishiguro who was raised in England and is a Japanese writer of the finest class ever. The point being, of course, Ishiguro's mind developed in a culture (England's) that used to celebrate the Humanities but is, currently, being overwhelmed by the needs of factual math.

The absence of a Classical background, according to Nussbaum, also leads to a less concerned voting class; voters act on selfish needs rather than the common good. It also prevents the formation of character and, particularly, the emotion of empathy. Humanist ideals encourage a more participatory electorate; a more concrete world, in a sense, is ensconced in what is rather than what can be. Further, if one looks into the future, an elite could develop because the majority of people will be ignorant, educated but prejudiced against the needs of the common good. In a way, the elite are being educated to lead the masses; a regular guy wants a decent job and his education is directing him away from a thoughtful consideration of the status quo. Chris Hedges' book, "Empire of Illusion" also corroborates this notion when one thinks of how education is evolving; people are distracted away from Classical, empathetic, considerate thought. It is a sad state of affairs and a quandary: for how does one remedy it when the consensus says there is no problem?