[Reader-list] Darkness in the Academy

[A. Mani]

The History of Knowledge: Darkness in the Academy

by Prof. John Kozy

	
Global Research, June 7, 2012


As far as we can discern, the sole purpose of human existence is to
kindle a light in the darkness of mere being. Carl Jung



Knowledge does not always prevail or even endure. When the Empire
fell, the Justinian Code was replaced by Canon Law. The augustness of
knowledge was transformed into heresy and mankind's curiosity was
virtually extinguished. The age became dark. In the 11th century,
people began to study rediscovered Greek and Roman texts. The darkness
of the age had begun to lift but the lifting took seven hundred years
and was never completed. Today, nothing ensures the light's endurance
despite our pious accolades to learning and science. But
anti-intellectualism never died; it continued to live in the dark
alcoves of the religious institutions of the Middle Ages. That
darkness came to America when its first universities were established.
These universities were established as fundamentalist vocational
training institutions. They were not established to further knowledge.
They are madrassas, Sunday Schools, one and all. Now even this
conservative educational system is under attack by ideological
fundamentalists. Professors throughout the Western world, stock up on
lanterns. The darkness is returning!

During the Golden Age of Greece, Athens was populated by enough
curious people to cause Aristotle to write, "all men by nature desire
to know." He was wrong, of course, but his compatriots certainly had
an intellectual bent. Athens experienced a period during which the
Parthenon was built and the city became the artistic, cultural,
intellectual, and commercial center of what was then known as the
civilized world. Among its inhabitants were Socrates, Plato,
Aristotle, Aeschylus, Aristophanes, Euripides, Menander, Sophocles,
the sculptor Praxiteles, the orator Demosthenes, Herodotus,
Thucydides, and others. A love of learning was prevalent. The Socratic
method, consisting of asking questions until the essence of a subject
is found by eliminating the hypotheses that lead to contradictions,
was developed, and mathematics was expanded by Pythagoras, Euclid,
Archimedes, and scholars such as Hipparchus, Apollonius, and Ptolemy.
Learning was august, but it was eventually debased. War to further
commerce was the enemy and it won. Knowledge does not always prevail
or even endure.

Rome, by contrast, was never populated by enough curious people to
earn it a reputation for its intelligentsia. The Romans were a
plundering people. They took what they wanted by killing, if
necessary. Rome had made Papal Christianity the state religion and
when the Empire fell, the Justinian Code was replaced by Canon Law.
The augustness of knowledge was transformed into heresy and mankind's
curiosity was virtually extinguished. The age became dark.

In the 11th century, individuals from across Europe began to study the
rediscovered Justinian Code. Soon, the study of Roman law and other
rediscovered subjects spread, and Papal Christianity came into
conflict with itself. The election of two claimants to the papacy
created a schism: The split led to the establishment of new centers of
learning and a decline in the authority of the Church. Learning began
to reassert its place and eventually both the Renaissance and the
Enlightenment emerged along with an interest in humanism. The darkness
of the age had begun to lift but the lifting took seven hundred years
and was never completed. Today, nothing ensures the light's endurance
despite our pious accolades to learning and science.

The darkness that enveloped the Dark Ages in Europe emanated from the
monasteries, abbeys, and Scholastic universities of the Middle Ages.
It consisted of the ideology that was thought to be the divinely
inspired truth describing all things in the universe which itself was
known as Creation. It tolerated no dissent which brought about heresy
trials, executions, and the Holy Inquisition. Almost everything that
would be considered learned today was suppressed. And even when the
Church's influence declined and heresy trials and the Inquisition
ceased to exist, vestiges of the darkness were kept secure in other
institutional ways. The love of learning that emerged in Classical
Greece never regained its augustness. Anti-intellectualism never died;
it continued to live in the dark alcoves of the religious institutions
of the Middle Ages. That darkness came to America.

Two hundred years before the Age of Reason, Massachusetts was a
religiously conservative Puritan colony that repeatedly deported, cast
out, and even executed people who disagreed with ideological Puritan
doctrine. Although never formally affiliated with a church, Harvard
college was established in 1636 by the Massachusetts legislature
primarily to train Congregationalist and Unitarian clergy. The
Puritans and Harvard Collage at that time can only be described as
Christian fundamentalist. The college offered a classic academic
curriculum altered to be consistent with Puritan ideology. This
curriculum emulated that of Cambridge University, which itself was
founded as a papal university. In short, Harvard was the Liberty
University of the day, a Bible school, and its function was distinctly
religious. It was not established as a place of universal learning.
Harvard's curriculum and students did become secular in the 18th and
19th centuries when it emerged as the central cultural establishment
among Bostonian elites. Following the Civil War, the college and its
affiliated professional schools were transformed into a centralized
research university, but its professional schools then as now were
vocationally oriented. The university's goal was and is to teach
people to operate in an ideologically biased market economy as is
shown by its history, influence, and wealth. It has the largest
financial endowment of any academic institution in the world, and
eight U.S. presidents have been graduates. Harvard is also the alma
mater of at least sixty billionaires. It is America's Cathedral of the
Moneyed Elite, and it promotes establishment ideologies rather than
universal learning. It began America's addiction to schools of
business administration, having founded the first one in 1908, twelve
years before it established its College of Education. Only in the late
19th Century was the favored position of Christianity eliminated from
the curriculum by replacing it with another ideology—Transcendentalist
Unitarianism. Harvard is an institution where belief has always
trumped knowledge.

But it's not that way anymore, is it? Unfortunately it is. Consider
this view of how economics is taught at Harvard:

students at Harvard recently walked-out of Greg Mankiw's Ec 10
Principles class because of alleged ideological bias in his
presentation. . . . Steven Margolis, also at Harvard, staged a
"teach-in" about the Mankiw walk-out. . . . Margolis . . . discussed
his attempt to offer an alternative Ec principles course at Harvard,
which was rejected by the economics faculty—then accepted only as an
alternative studies course. Students at Harvard, like students at many
other schools, are not allowed to learn about alternatives to the
neoclassical model and get credits toward the major!

This is Harvard, the brightest light in America's Educational
Pantheon, often criticized by conservatives as too liberal!

But it's not just Harvard. Yale was founded in 1701 to train ministers
and lay leaders for Connecticut. Ten Congregationalist ministers, all
of whom were alumni of Harvard, established the school. When a rift
formed at Harvard between Increase Mather and the rest of the Harvard
clergy whom Mather viewed as "increasingly liberal, ecclesiastically
lax, and overly broad in Church polity," he praised the success of
Yale in the hope that it would maintain the Puritan religious
orthodoxy in a way that Harvard had not. Just another Liberty
university.

And then, Leland Stanford, the founder of Stanford, visited Harvard's
president, Charles Eliot, and asked how much it would cost to
duplicate Harvard in California. Stanford became the Harvard of the
West, just another conservative, fundamentalist university.

Its founding came in 1885 in an endowing grant which made several
specific stipulations:

"The Trustees ... shall have the power and it shall be their duty:

To establish and maintain at such University an educational system,
which will, if followed, fit the graduate for some useful pursuit. . .
.

 To prohibit sectarian instruction, but to have taught in the
University the immortality of the soul, the existence of an all-wise
and benevolent Creator, and that obedience to His laws is the highest
duty of man. . . .

When Senator Stanford died in 1893, Jane Stanford took over. After
Edward Alsworth Ross became recognized as a founding father of
American sociology; she fired him for radicalism and racism. She also
directed that the students be taught that everyone born on earth has a
soul, and that on its development depends much in life here and
everything in "Life Eternal." And she forbade students from sketching
nude models in live drawing classes. So Stanford, too, embodied strong
fundamentalist characteristics.

These universities were established as fundamentalist vocational
training institutions by ignorant people. They were not established to
further knowledge. They are madrassas, Sunday schools, one and all.

So Liberty universities are as American as Johnny Appleseed, and they
apparently are self-reproducing. They exist throughout the United
States, some openly, and some, like Harvard, Yale, and Stanford,
covertly.

Vocational training in the American educational scheme was furthered
by the founding after the Civil War of our land-grant colleges., and a
number of institutions have been founded, like the London School of
Economics, to openly promote market based Capitalism. For instance,
Hillsdale College, which was founded in 1844, two hundred years after
Harvard, describes itself as "grateful to God for the inestimable
blessings resulting from the prevalence of civil and religious liberty
and intelligent piety in the land, and believing that the diffusion of
sound learning is essential to the perpetuity of these blessings."
"The College considers itself a trustee of modern man's intellectual
and spiritual inheritance from the Judeo-Christian faith and
Greco-Roman culture, a heritage finding its clearest expression in the
American experiment of self-government under law." Hillsdale College
is a major player in the history and development of American
conservatism. Prominent conservative theorist Russell Kirk had a
substantial career there, and the college houses and displays the
personal library of Austrian economist Ludwig von Mises. Corporations
have also donated huge sums to colleges and universities to promote
orthodox, classical Capitalism: BB&T, for instance, the nation’s 10th
largest financial holding company, has pledged to give $1.5 million
over 10 years to the University of Georgia's Terry College of Business
"to expand teaching and research into the foundations of capitalism
and free market economics."

All of this seems to be contradicted by America's addiction to
"science and technology." But America has no devotion to science and
the proof is obvious. Evolution is dismissed because it conflicts with
Biblical accounts of creation. Climate and environmental science are
dismissed because they conflict with free market Capitalism. Not only
are the sciences dismissed, the scientists engaged in them are
reviled. What Americans are devoted to is the catalog of consumer
products that engineers create out of scientific discoveries they had
no hand in. The President says we need to "train" more scientists and
mathematicians, but look at who the people are that Americans most
admire—Bill Gates, the late Steve Jobs, and Mark Zuckerberg! Neither
is a mathematician, nor a scientist, nor even a college graduate. Our
respect for science is as shallow as a dried up pond, and all we do is
wallow in its mud. If Americans had a genuine respect for science,
they would have a respect for scientific method which rejects ideas
that can't be confirmed empirically. Americans, on the other hand,
insist on continually implementing ideas that not only cannot be
verified empirically, they can be shown not to work at all. List all
of the practices carried on by Americans that do not work and have
never worked. No culture with a respect for science would function
this way.

When the President says we must "train" more scientists and
mathematicians, does he mean we should educate more architects, whose
profession requires knowing a lot of science and mathematics? I doubt
it! What about anthropologists? Well no. It has been reported that
Florida's Governor, Rick Scott, slammed anthropology majors as being
unprepared for productive careers. Not the kind of science the
establishment approves of! Well, how about astronomers or
paleontologists? What industry wants just "scientists"? And I doubt
that any corporation is seeking a batch of theoretical mathematicians.

I'm certain you get the point.

But as though all of this were not bad enough, even this conservative
educational system is under attack by ideological fundamentalists:

After three days of turbulent meetings, the Texas Board of Education .
. . approved a social studies curriculum that will put a conservative
stamp on history and economics textbooks, stressing the superiority of
American capitalism, questioning the Founding Fathers’ commitment to a
purely secular government and presenting Republican political
philosophies in a more positive light. The vote was 10 to 5 along
party lines, with all the Republicans on the board voting for it.

That Texan politicians should do this is perhaps no surprise. But not
a single professor, not a single dean, not a single
chancellor/president, not a single professorial organization stood up
and objected. Why were all of the dedicated scholars in America's
system of higher education mute and invisible? What can one say about
their commitment to knowledge? Even worse, the authors of these
textbooks were more than willing to write them over to please these
Texans. How's that for intellectual integrity? Just how dark is the
darkness in the academy?

There's more:

Gov. Bobby Jindal recently signed a new law that sets up the largest
voucher program of any state in the country. It is part of a series of
“reforms” that Jindal says will expand school choice . . . and critics
say is the broadest state assault on public education in the country.

Again America's professorial community and their administrations are
nowhere to be found. What are they thinking? Have they tried to
imagine what their classrooms will be like when their students have
all been indoctrinated with fundamentalist ideology? What will these
professors be able to teach? Which subjects that conflict with
fundamentalist ideology will be proscribed? What kind of speech will
be considered politically incorrect? In Europe, people can be
imprisoned for denying that the official Zionist account of the
Holocaust is true. Will teachers of evolution become criminals if they
deny that the Biblical account of Creation is true or if marriage
doesn't consist of a union of one man and one woman? Why not?
Churchmen did it to Galileo. Ask yourself how many German university
professors bore the consequences of Nazi ideology, those professors
who couldn't support Arian superiority?

Think it won't happen here? It's happening already.

For decades now, our public school teachers have been under attacks
disguised as attempts to render them accountable. The department of
education assumes that standardized test scores can reliably and
validly be used to determine teacher-quality. Most researchers say the
tests can’t. They say that using test scores in this way is a negative
consequence of the No Child Left Behind act. And for decades, the
college and university community has been silent as their graduates
have been vilified. But now,

The Education Department just tried — and failed — to persuade a group
of negotiators to agree to regulations that would rate colleges of
education in large part on how K-12 students being taught by their
graduates perform on standardized tests. . . . When it became clear
that some of the negotiators weren’t going to go along with the basic
outlines of the department’s plan, department officials ended the
negotiations over a conference call.

But don’t think that is the end of the effort.

Now we can expect Obama administration officials to issue regulations
doing what they want — without congressional approval, or, for that
matter, without having persuaded a group of negotiators they had
selected themselves that what they want to do makes educational sense.

Of course, it was inevitable! If student scores on standardized tests
can be used to determine the ability of their teachers, why can't the
scores be used to determine the quality of their teacher's professors?

First the professors in teacher's colleges, then the professors in
business colleges, then the professors in technical schools, and on
and on. Backwardness never turns its head. Professors throughout the
Western world, stock up on lanterns. The darkness is coming!


John Kozy is a retired professor of philosophy and logic who writes on
social, political, and economic issues. After serving in the U.S. Army
during the Korean War, he spent 20 years as a university professor and
another 20 years working as a writer. He has published a textbook in
formal logic commercially, in academic journals and a small number of
commercial magazines, and has written a number of guest editorials for
newspapers. His on-line pieces can be found on http://www.jkozy.com/
and he can be emailed from that site's homepage.

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A. Mani




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