By Victor Davis Hanson
Read more at National Review: https://www.nationalreview.com/2018/12/liberal-arts-education-politicized-humanities/
Many scholars in the movement of classical Christian lament the decline of liberal arts in colleges. But this is not a mono-dimensional issue; many of the liberal arts programs that are closing down across the country are doing so because their own ideologies are coming home to roost.
As Ross Douthat said it, this is a crisis our Universities deserve. The more the liberal arts becomes a shallow exercise in political and social indoctrination, the less interest they will attract serious students.
“If higher education’s increasing fixation on job training is the whirlpool that swallows history majors, the monster across the narrow straits of liberal-arts education is a many-headed politicized orthodoxy, a Scylla that consumes the flesh of the liberal arts and leave the bones as dreary reminders of boilerplate race, class, gender, and culture agendas. In the case of history, few increasingly wish to sit in a class where the past becomes tedious melodrama rather than complex tragedy, a sort of reeducation camp in which modern standards of suburban orthodoxy time-travel to the past in order to judge materially impoverished historical figures or pivotal events as either culpable or exonerated.
The tragedy, then, is not just that a campus of the University of Wisconsin would drop the history major but that the custodians of history in the 21st century lost the ability to teach and write about history in a way that sustains a hallowed 2,500-year tradition. In other words, what is being jettisoned is likely not just history as we once understood it but rather de facto poorly taught “-studies” courses — which sadly become snapshots of particular (and often small) eras of history — designed to offer enough historical proof of preconceived theories about contemporary modern society. The students then are assumed by the course’s end to be outraged, persuaded, galvanized, and shocked in politically acceptable ways. Usually they are just bored, as supposedly with-it professors endlessly regurgitate the esoterica picked up in graduate schools.
Of course, not all historians see the past as an orthodox way of fixing the present, but enough do to discourage students, especially when younger faculty members draw on their rather specialized doctoral theses or narrow journal-article expertise to drive home an agenda that seems preachy or proselytizing to naturally resistant young spirits. To the Millennial mind, calcified Sixties-era radicalism is about as edgy as once was the Stalinist 1930s Old Left sermonizing to the Woodstock crowd. Trendiness that once pleased faculty committees and careerist deans did not always please students, and therefore the result is now not so pleasing to faculty committees and careerist deans.”