Soul-Making Studies
I’ll admit to being biased here. Teaching a great books course at Columbia — I was a graduate student, my charges were freshmen — was the pedagogical experience of my life. I was never the same again, and I know that many of my students also weren’t, because they told me so, and because, decades later, some of them still tell me so. It confirmed me as a convert to the mission: to great books courses in particular, and to the humanities in general, as unique and indispensable parts of the undergraduate experience.
So when that mission is attacked — or defended particularly well — I tend to pay attention. Lately, it’s been both. Last fall, Roosevelt Montás, a senior lecturer at Columbia and former director of its Center for the Core Curriculum, published Rescuing Socrates, a beautiful, powerful, personal argument on behalf of great books programs. Together with another book, The Lives of Literature by Arnold Weinstein, a senior professor at Brown, Rescuing Socrates elicited a rebuttal — in the scornful, condescending tone he takes on such occasions — from none other than Louis Menand. Menand is a professor at Harvard. It has long been fashionable, among a certain kind of wised-up academic, to dismiss the humanistic enterprise as hopelessly naïve and retrograde. Such is also the case with another recent book, Permanent Crisis: The Humanities in a Disenchanted Age, by Paul Reitter and Chad Wellmon, professors of Germanic studies at Ohio State and the University of Virginia respectively. The authors describe the development of what we now call the humanities (as an idea, an ideal, and an institutional structure) across the German nineteenth century, with inroads into the American twentieth. But their attitude toward that ideal — the belief that the humanities can play a unique role in the moral development of young adults — is much like Menand’s: sneering, patronizing, and contemptuous.
Before we get into the meat of this, a few disclaimers. I figure myself in both critiques. Menand lists my book Excellent Sheep, from 2014, in a roster of similar (and, in his view, similarly misconceived) polemics. Menand, I should say, is a writer I have long admired, so much so that I have asked him more than once to blurb my books. He has demurred, which in retrospect is just as well. For as long as I’ve admired him, I’ve also been infuriated by him. He is as clever a critic as they come, with an elegant wit and a bloodhound’s nose for humbug. But he also exemplifies Wilde’s definition of a cynic. If I were asked to edit a selection of his work, I would call it The Price of Everything. As for Reitter and Wellmon, I appear in their volume, along with Nietzsche, Dilthey, Edward Said, Andrew Delbanco, and others, as a “melancholy mandarin” (although I am neither), one of the nostalgic fools who actually believes in the humanities’ transformative potential. If the authors understand the other targets of their inquiry as badly as they do my work, their book is worthless. But to give them the benefit of the doubt — they seem more careful when it comes to their principal areas of concern — they do appear to be a useful pair of guides to the historical dimensions of the issue.
What is that history? It is one of discontent, on the part of certain scholars (by no means all of them in the humanities), with the direction of their institutions: their perception that the modern university, especially with respect to its teaching of undergraduates, is excessively utilitarian in its approach — overly specialized, narrowly practical, subservient to market values — and that it is therefore failing to discharge a crucial spiritual obligation. “Professors have been making the same complaints,” writes Menand, “ever since the American research university came into being, in the late nineteenth century.” In fact, as Reitter and Wellmon show, the words “American” and “late” can be deleted from that formulation. The criticism dates to the beginning of the modern university, circa 1810, in Prussia.
For Reitter and Wellmon, as for Menand, that very persistence negates it (“it’s a song that never ends,” Menand writes), as if the duration of a problem were a brief against its existence. But the criticism persists because the problem is structural. “The conflict these professors are experiencing between their educational ideals and the priorities of their institutions,” Menand writes of Montás and Weinstein, “is baked into the system.” Indeed it is, but that is not, as he intends, a strike against them. It is precisely the point. The modern university came into being under the banner of Wissenschaft, to use the German term: systematic empirical research and scholarship, conducted by specialists trained in one or another of an emerging set of academic disciplines — philology, history, chemistry, physics. The word for that in English, before its meaning became restricted to a specific branch of Wissenschaft, was “science.” The modern university, as it is often said, is a “knowledge factory,” supplying that essential raw material for modern industry and modern states, enhancing the profits of the one and the power of the other, and it is on that basis that it has secured its lofty levels of prestige and funding.
Wissenschaft in all its dimensions — the investigation of reality — is a noble and magnificent endeavor, and its results represent the greatest intellectual achievement (one of the greatest achievements, full stop) in human history. But something, some have always felt, went missing in the enterprise. For universities are not just centers of research. They also teach and, in particular, teach undergraduates. In this they inherit the role of the institutions from which they emerged: in Europe, the pre-modern universities, with their feet in the Middle Ages; in America, the early colleges, which were largely church-affiliated institutions. Both understood their mission, at its core, in moral terms: to inculcate virtue, to shape character, to produce men, or gentlemen, of cultivation.
So what would become of that mission? From the beginning, it was recognized that disciplinary study alone would not be adequate to discharge it — indeed, that the two were, if not incompatible, then utterly distinct. Some of the more research-forward institutions sought to exclude undergraduates altogether. Such was the initial vision for Johns Hopkins, which was founded in 1876 as the first American university on the German model. In 1889, Frederick A. P. Barnard, the president of Columbia, a school that was then in the process of rapid divisional expansion, proposed abolishing its college. But there and elsewhere, the two halves of this schizophrenic arrangement — call it the college mission and the university mission — remained uneasily conjoined. Institutions, in addition to conducting research, would train undergraduates in the new scientific learning, preparing them for careers as professionals, as experts and technocrats, as doctors, lawyers, scientists, and engineers, as academics themselves, and then — then there was this other thing.
What was that other thing, that something some have felt went missing in the research model? It has traveled under many names. The Germans called it Bildung, a term with a notorious plurality of definitions: formation, self-cultivation, education as opposed to training. John Erskine, the Columbia professor who, in 1920, taught the first (elective) great books course, spoke of “intelligence,” conceiving it as something one developed — a broader awareness that saved one from becoming, in Saul Bellow’s later phrase, a “high-I.Q. moron.” Many have understood this desideratum in holistic terms, as the imperative to educate the “whole person” for the “whole of life.” The Yale Report of 1828, a signal document in the history of American higher education, speaks of bringing all a student’s powers into play: imagination, taste, creativity, judgment, as well as reason and memory. “A man is [not] to be usurped by his profession,” wrote John Henry Newman in The Idea of a University in 1852. He has roles to play “as a friend, as a companion, as a citizen at large; in the connections of domestic life.” The end of undergraduate study, Newman said, “is fitness for the world.”
The methods to achieve that end have also traveled under different names: liberal education, general education, core curricula, great books courses, the humanities. In earlier generations, as Reitter and Wellmon explain, such endeavors were conceived in normative terms. Students were to be instilled with a specific set of virtues, deriving from Christianity and the classical world. They were to be inducted into an appreciation of the “timeless truths” embodied by the Western tradition. They were to be instructed in the nature of the good life.
But no one has thought that way for a very long time. In a pluralistic world, where values clash with values, the goal is understood to be the development of a student’s ability to question and examine values, especially such values as they bring with them to campus, to reach their own determination as to what is good, true, beautiful, just. And to reach it not just once, but in an ongoing way, across the whole of life, as experience reshapes their understanding of the world and of themselves. That is what Socrates meant by the examined life, which was, for him, the only one worth living. “A liberal education,” Montás writes, “lives in the questions, not in the answers.” And, especially for college students, about to set out on their road, those questions, as he says, boil down to one: “What is worth striving for?” What should I do with my one precious life, so that I do not waste it? A college education should be practical — it should provide you with the means to achieve your ends — but it also must be liberal. It must equip you with the ability to discover what those ends are in the first place. “Liberal” education means the kind of education that is appropriate for free people. It is a preparation in making the best use of one’s liberty.
But Menand will have none of this:
If, as these authors insist, education is about self-knowledge and the nature of the good, what are those things supposed to look like? How do we know them when we get there? What does it mean to be human? What exactly is the good life?
Oh, they can’t say. The whole business is ineffable. We should know better than to expect answers.
I don’t know whom to feel more sorry for, Menand or his students. Is he really so shallow? Are they really so sure of what they want out of life? Well, he teaches at Harvard, so maybe they are. When, at an event there many years ago, I suggested that college students need to keep examining their decisions, that now was the time to take a breath and think about what they really wanted out of life, one student said, “We already made our decisions back in middle school, when we decided to be the kind of high achievers who get into Harvard.”
Okay. But not everyone is so serene in their acceptance of the dictates of their twelve-year-old self, and of the social and parental pressures that produced them. The only reason I have thrown myself into these matters is that I saw so many of my students floundering at Yale — not because they couldn’t do the work, but because they could no longer remember why they were doing it. Like Wile E. Coyote pedaling furiously in thin air, they had finally looked down. And looking down, they had plummeted: into confusion, into depression, into despair. And not just them, but the hundreds of students and recent graduates, from across the country and around the world, who have written to tell me the same. That they had been sold a bill of goods. That success had not turned out to fill their souls.
In Quarterlife: The Search for Self in Early Adulthood, the psychotherapist Satya Byock explains that a healthy adulthood rests on the twin pillars of stability and meaning. These map precisely onto the practical and liberal aspects of a college education. Meaning, as I understand it, denotes the feeling of being connected to something larger than yourself: a community, an ideal, a tradition, a cause — a purpose. It means feeling connected to yourself: feeling, as Byock says, that your outer life is a manifestation of your inner life — that you are living a life, as I would say, that feels like it belongs to you, a life in which you recognize yourself. When that feeling goes missing, you might end up in Byock’s consulting room, or my inbox. And by then, things have usually gotten pretty bad. It is all well to pooh-pooh self-knowledge and the question of the good, to scoff at words like “spiritual” (by which I mean the dimension of life that is concerned with meaning) and “soul” (by which I mean the part of ourselves, or the sense of ourselves, that feels the need for meaning), but it turns out that we cannot do without them.
So why are the humanities, and in particular the great books, so important for all of this? The first thing to say is that they are not necessarily so important. Plenty of people find their way to meaning without ever studying the humanities or reading the great books — in many cases, because they never went to college. But we are talking about people who are going to college. They got there in the first place by jumping through an endless series of hoops, and they are still jumping. They are majoring (often double-majoring) in economics or business or computer science or biology; they are bulking up their resumes by running frantically among their internships and extracurricular activities; they are self-medicating with their screens, or their meds, or their drunken hook-ups, or all of the above. But they are also on the cusp of young adulthood, the stage at which it’s most important to ponder questions of value and purpose. And they aren’t getting a lot of opportunity, to put it mildly, to do so.
That is where the humanities come in. The humanities deal with questions of value, as the sciences (by which I also mean the social sciences) do not. Philosophy takes up such questions directly. Literature does so indirectly, by instantiating them in stories, which are records of the choices of imaginary people — a set, as it were, of moral hypotheses. What is justice, Plato asks? What does liberty consist in, Mill wants to know, and why is it important? Achilles chooses between a life that is glorious but brief and one that is long but obscure — though, in the end, the question collapses in the face of the death of his friend, of the love he has for him and the duty of revenge he thinks he owes him.
To put the matter differently, the distinction between the sciences and humanities, for college students, is exactly one of means versus ends. Science equips you with means, with tools to operate in the world. When the humanities attempt to justify themselves with reference to means, as they tend to do today (we teach you to think analytically, we teach you to communicate), they end up looking foolish, because there’s little in that line that cannot be acquired in the other disciplines, but more to the point, because the argument buries the lead. The unique and essential value of the humanities, as a subject of college instruction, is that they furnish an arena in which to reflect upon ends, for that is what they do themselves. You can use an equation to build a spaceship, but what can you do with a poem? Only change your life.
I say all this with no prejudice against science, nor in entire ignorance of it. Yes, I was an English professor, but in college I majored in biology-psychology. I took two courses in math, two in physics, four in chemistry, four in biology, and six in psychology, mostly of the “hard” or physiological kind. I also grew up in a scientific family. My father was a professor of engineering; my older brother, a research physician. So I have a fairly good idea of what science is about, and a very good idea of what goes on in an undergraduate science classroom. What goes on is exactly what should: an education in the findings and procedures of empirical research — in facts and the establishment of facts. Facts: not values. Questions of value have no place in the conduct of science as such. Indeed, the scientific disciplines established themselves on the basis of that exact exclusion, that exact distinction. Even a discussion of the values that science embodies and, still more, of the uses to which it should be put, has no place, strictly speaking, in the conduct of science. Physics tells you how to build an atom bomb, but it cannot tell you if you should. Economics teaches you how money works, but it cannot teach you what you ought to do with it. Such questions can’t be answered scientifically, precisely because they deal with values — with choices — not facts.
There is another distinction that is crucial to the special role of the humanities in the undergraduate experience. The humanities are personal. I don’t mean that students can’t have personal feelings about the material they study in ecology or sociology. But the material doesn’t have personal feelings about them. It isn’t pointed at them. But Socrates, Emerson, Rousseau, or again, Euripides, Tolstoy, Dante: they grab you by the lapels. They ask you, is it well with you? Or, as Lionel Trilling put it, are you content with yourself? Are you saved or damned? Reitter and Wellmon imagine that the proponents of the humanities believe the latter “offer moral succor.” That is pretty much the opposite of what they offer. “I bring not peace but the sword,” said Jesus. “I am not a man,” said Nietzsche, “I am dynamite.”
The humanities are personal, and the response to them is personal as well. Mark Edmundson, who has written more incisively about this process than just about anyone, speaks of “the incessant labor of combining your own experience, taken in and metabolized by intense feeling and thought, with what you have acquired in books.” The movement is dialectical: you think, or think-feel, from your life to the books and the books to your life, each illuminating the other. To study the humanities, in other words — to study them properly — is itself to undergo an experience. Again, this is not a claim that one would make about calculus or anthropology, where the goal of study is confined to comprehension, the absorption of knowledge and method. In The Last Days of Roger Federer, Geoff Dyer has a paragraph that draws the distinction nicely:
In 1910, at the age of twenty-one, de Chirico wrote to a friend, “I am the only man to have truly understood Nietzsche — all of my work demonstrates this.” The claim to exclusive comprehension is something all readers of Nietzsche will recognize….If you don’t feel this way you haven’t experienced Nietzsche at all; you’ve only studied him.
But this idea, too, Menand cannot abide (or comprehend):
“The value of the thing,” Montás explains, about liberal education, “cannot be extracted and delivered apart from the experience of the thing.”…It all sounds a lot like “Trust us. We can’t explain it, but we know what we’re doing.”
My father had the same objection, though he at least had the excuse that he was a professor of engineering, not English. He was skeptical about the value of fiction — which, after all, contains no information. “You’ll have to sit me down with pencil and paper someday,” he said to me once, “and explain to me what this is all about.” I couldn’t, I told him. You have to see for yourself, and once you had, you wouldn’t need me to explain it.
From the beginning, great books courses have been subject to the charge of dilettantism — on the part of students, but, even more, on the part of instructors. Such courses typically cover an enormous range of works, from the Greeks to the present or near-present: Homer to Joyce or Woolf or Toni Morrison, Plato to Freud or Fanon or Foucault. But no one is an expert in more than a few of those works. Or, as Menand puts it, “Why should an English professor who got his degree with a dissertation on the American Transcendentalists (as Montás did), and who doesn’t read Italian or know anything about medieval Christianity, teach Dante?” Because you don’t teach these works as a specialist, in a great books course; you teach them as a fellow seeker. Montás teaches Gandhi, who asks, in his Autobiography, “How heavy is the toll of sins and wrongs that wealth, power and prestige exact from man?” “I cannot read Gandhi,” Montás comments, “without asking that question not of humanity in general but of the particular human that I am.” And if you aren’t a fellow seeker, if such questions aren’t alive to you, you have no business teaching such a course.
Indeed, the specialist’s approach is exactly the wrong one to take. I taught Columbia’s core literature course, familiarly known as Lit Hum, for two years, then a departmental version of the same kind of course for seven semesters at Yale. My academic work was in Jane Austen, and Pride and Prejudice was always my weakest book, precisely because I could no longer see it as an ordinary reader, could not resist the urge to interpose my learning between my students and the text. One of the goals in a great books course is to make your students into lifelong readers, to empower them to approach the classics, in the future, on their own. The idea that you can’t gain access to the Inferno without a doctorate in medieval literature is exactly the wrong kind of message to send.
This is not to say that teachers should be ignorant. Every time I taught these courses, I read around in secondary texts, to continue to refresh my understanding. I discussed the books with fellow instructors, often in the context of regular staff meetings. In the Lit Hum program, section leaders meet for weekly talks by specialists. But, ultimately, my value as a teacher rested on my experience as a reader.
My experience, but also my expertise. For I do believe such courses must be rigorous. “The instructor’s job,” Menand contemptuously writes, “is not to give the students a more informed understanding of the texts, or to train them in methods of interpretation,” but “to help the students relate the texts to their own lives.” This is precisely the wrong approach, though it is, alas, a common one. It is the kind of approach that often gives these courses a bad name — that turns them into, as one of my Lit Hum students put it, in reference to the sections that her friends were taking, “group therapy.” By the end of the first semester, she told me, her roommate had taken all of two pages of notes, to my student’s thirty-six. Because training my students in methods of interpretation is exactly what I sought to do. Literature, like all art, creates meaning through form. You can’t relate a text to your own life unless you have a sense of what it means, and you cannot have a sense of what it means unless you can interpret form.
So when I taught the Odyssey, I didn’t ask my students whether they could “relate” to Odysseus (or Telemachus, or Penelope), or whether they had gone on any “odysseys” themselves. I wasn’t happy if I simply “got them talking” (“shar[ing] their responses with their peers,” as Menand puts it). I asked them questions such as: Why, in the poem that bears his name, does Odysseus not appear until Book Five? Why do we so often find him sitting on thresholds? What is the function of the story of the scar? How does the poem respond to the Iliad (which they had just read)? And so forth. The “relating” part I knew that they would do themselves — though it isn’t so much relating as a kind of fertilization, where the works compost down in your consciousness, to nourish revelations. The great books are great because their power is inescapable. The teacher’s job is to unlock it.
The other common charge against great books courses, as everybody knows (it is often the only thing they know), is that they are ethnocentric. The texts, historically, have all been products of Western culture, and all, or almost all, have been written by white men. Montás, like most contemporary proponents of core curricula, is receptive to the idea of opening syllabi to works from other cultures, as he did himself by introducing Gandhi at Columbia. But he still believes, as I do, that the Western tradition should stay at the center. For one thing, it is a tradition: the Odyssey responds to the Iliad, Virgil rewrites Homer, Dante rests on Virgil, etc. In philosophy, it’s Aristotle talking back to Plato, Aquinas building on Aristotle, and so forth. This is itself empowering to students. They begin to acquire a vocabulary — the motifs of Western epic, the concepts of Western philosophy — that enables them to understand, and join, the conversation.
As it happens, Menand co-founded a great books course at Harvard under an antithetical set of principles, those of cultural diversity and the authority of specialists. It is taught by a team of six professors, who lecture in turn on the readings. Discussion is confined to one hour and fifteen minutes a week. (In Lit Hum, at Columbia, it is three hours and forty minutes.) The most recent syllabus for the fall semester included works by “Homer, Plato, Sappho, Augustine, Ferdowski, Murasaki, Dante, Boccaccio, Hafez, Basho, Dickinson, Nietzsche and Luiselli.” That is, three writers from ancient Greece, one from ancient Rome, two from medieval Persia, two from medieval Japan, two from fourteenth-century Italy, one from nineteenth-century Germany, one from the nineteenth-century United States, and one from twenty-first century Mexico. Also, two philosophers, four lyric poets, and seven writers of narrative (epic, novel, story, autobiography). It will not surprise you to learn that the selection corresponds to the instructors’ respective specialties. I would call this a Chinese menu, but it’s more like a dog’s dinner.
Yet the most important argument for a Western core is not coherence. It is that we live in the West. The Western philosophical and literary traditions are the foundations of our politics and our imaginations, and the great books are the central spines of those traditions. I would no more substitute Confucius for Plato at an American university than I would substitute Plato for Confucius at a university in China. Nor is it only Enlightenment concepts, which still undergird our political system, that descend from Western sources. It is also post-Enlightenment concepts. It is the critique of the Enlightenment, as practiced ubiquitously in the contemporary academy. It is the whole empire of postmodernism. Foucault, Derrida, Judith Butler, they are as much a part of the Western tradition — which has always been one of acerbic dissent — as Locke, Voltaire, and Kant. They are the most recent chapter in the Western tradition (they descend from Heidegger, Nietzsche, and Marx, among others). Where, again, did contemporary feminism come from? It didn’t come from China. It didn’t come from Persia. It didn’t come from India. It came from the West — from the Enlightenment, first of all — even as it often pits itself against the West. The very idea that Western texts should be decentered in Western core curricula could only have originated in the West. Not to understand the Western tradition is, as a Westerner, not to understand yourself.
I have sometimes conflated, in this essay, the humanities in general with great books courses in particular. So it is worth asking: how, outside of core curricula, should the humanities be taught to undergraduates? As specialized disciplines, or as what Montás refers to as liberal learning? The question came up for me at Yale when I was asked to participate in my department’s teaching practicum for second-year graduate students, a seminar designed to prepare them for the start of their instructional duties the following year. In a session about the use of secondary sources in the undergraduate classroom, I said that I don’t use secondary sources in the undergraduate classroom, because I don’t believe that our role as teachers of undergraduates is to produce future graduate students. The comment fell with an audible clunk — there were three other professors in the room — so I pressed the point. If our role were to produce future graduate students, I continued, we’d be doing a terrible job, because we graduate about ninety majors a year, and only about five of them end up going on to doctoral programs in the field. Nor would we want any more to do so; those five will have trouble enough finding faculty positions, assuming that they even finish their degrees. So what are we doing for everyone else?
No one had an answer. The question had apparently never occurred to them. Mine was essentially the one that I have outlined here. Or as I put it then, taking a phrase from Keats, our role is to point students down the vale of soul-making. I recognize that this is not an answer that’s designed to please a provost or a parent, but the fact is that humanities departments have been finding more and more trouble coming up with a compelling rationale for their existence, certainly with respect to undergraduates. As of now, the leading candidates are the instrumental one (we teach you analytical and rhetorical skills) and what might be called the political one: books, at least the ones by “dead white men,” are evil, or complicit with evil, and the reason to study them is to unmask them.
Well, as even English professors have been forced to acknowledge of late, almost no one’s buying what they’re selling anymore. As a share of all bachelor’s degrees, the humanities have been declining for more than thirty years, but over the last decade, the numbers, even in absolute terms, have been falling off a cliff. From 2012 to 2020, the number of bachelor’s degrees awarded in English declined by 29%, with declines of roughly 25% in both foreign languages and philosophy and religious studies. Menand cites these numbers, too, but only to circle the wagons. “This is the moment they have chosen,” he writes of Montás and Weinstein, “to inform readers that academic humanists are not doing their job.” That’s right: when things are going badly, the last question you want to ask is why. Better to shoot the messenger.
Now, I don’t think this decline has mainly to do with anything that is happening in the classroom. 2012 is the year when the first individuals who started college after the onset of the financial crisis began to graduate. With steeply rising debt burdens and a rapidly contracting middle class, students have decided, correctly or not, that the humanities are not a good bet. But I don’t believe that that’s the whole of it. If you tell people that old books are evil, that the Western literary and philosophical traditions are nothing but a giant cesspool of cisheteronormative white patriarchy, they will eventually wonder why they should bother with them at all. And if you tell them that the point of college is to learn to overthrow the cisheteronormative white patriarchy, they will migrate to fields like the social sciences (as I’ve been told that a lot of prospective humanities majors are doing) that are more obviously relevant to the cause.
Menand’s solution to this predicament is a little different than Montás’s and mine. Humanists, he writes, “should be defending their role in the knowledge business.” In other words, in Wissenschaft, the production of knowledge on the scientific model. “Philology,” he notes, “prevailed in literature departments” — he means in the nineteenth century — “because philology was scientific. It represented a research agenda that could produce replicable results.” But it’s been a long time since the literary enterprise in academia was primarily philological. Primarily, it is interpretive. Critical theory, which has dominated literary studies since the 1970s, Menand goes on, “aim[s] to add rigor to literary analysis” — but rigor and science are not the same. You can have the first without the second. Critical theory might like to conceive of itself as a science of reading, but there is no such thing. The real value of critical theory, for literary academics, is that it keeps on changing — that it is, precisely, not replicable. Critical theory is just an interpretive lens, or rather, it is a succession of lenses — structuralism, deconstruction, feminism, New Historicism, and so on — and every time the paradigm shifts, the interpretations need to be redone all over again, providing the excuse for another trainload of monographs and journal articles. The latest lens, in fact, is “digital humanities” — big data applied to the archive of texts, a contemporary iteration of the scientistic illusion.
My guess is that Menand believes that most of what his colleagues do is worthless (though he is surely too savvy to say so). Not just because he undoubtedly thinks that literary interpretation is unscientific, but because he also doesn’t think too much of literature itself. “‘Read a good book,'” he wrote some years ago, “is a phrase that has the ring of virtue. It implies that what is, after all, just another form of distraction is more than that.” When I read that, I thought, he should at least have the decency to change his title from Professor of English to Professor of What Is, After All, Just Another Form of Distraction. When I say that Menand is a person who knows the price of everything but the value of nothing, this is the kind of thing I mean.
But if art has no value, then the study of art has no value, except perhaps as a chronicle of the way that other people waste their time. Certainly, the teaching of art has no value. But if you do teach art, including the art of literature, you ought to be able to give an account as to why. And that is what the humanities must do: to say, without embarrassment, that art has value, that its value is primarily internal to the individual, and that the methods to educe that value are interpretive, not scientific. If the humanities insist on being judged by scientific standards, they will lose, and they should.
What they must not do, though, is go to war with science, as Montás and Weinstein do, and as Menand is right to criticize them for doing. Science is not the problem. The problem, again, is the structure of the university — or, at least, the structure as it has evolved. More than any other institution in society, the university is constituted by a set of tensions: research vs. teaching, Wissenschaft vs. Bildung, science vs. the humanities, practical utility vs. the pursuit of knowledge and learning for their own sakes. The tensions in themselves aren’t bad; both sides, in each case, are valuable. What is bad is that over the decades, the first sides have pretty much won (mainly because they are lucrative, while the second sides aren’t lucrative at all). Which means that liberal education has lost.
It’s funny: liberal education, contra Reitter and Wellmon, does not mean preaching a particular morality — “deliver[ing] ready-made worldviews,” “inculcat[ing] comprehensive and ultimate moral commitments,” “stipulat[ing] how students are to lead their lives.” In fact, as I have suggested, it means the opposite. Yet preaching a particular morality — delivering, inculcating, and stipulating — is exactly what colleges and universities now do. I mean, of course, the morality of the progressive elite, known variously as political correctness, wokeness, or, in Wesley Yang’s term, the successor ideology. This is the morality that produces concepts like cisheteronormative white patriarchy, and dispatches students into battle with it. Though institutions, to be fair, are largely preaching to the choir. The successor ideology is now what many students bring with them to campus, and what needs to be put into question.
Even Montás misses this: that the gravest threat to Bildung now is not crass materialism, but a totalizing moral system that students are expected to receive without examination. Though the two, I should say, are perfectly compatible. Or as Menand writes (as only he can): “Students at places like Brown and Columbia want to make the world a better place. … If some of those students make a lot of money, who cares?” Those last twelve words deserve to be inscribed above the gates to Harvard Yard, as a kind of mission statement. But it’s the first part that I’d like to call attention to. Students at elite institutions “want to make the world a better place.” The one thing I thought I could count on Menand for is skepticism, especially with respect to claims of virtue, but here, in the face of his students’ pretensions, it deserts him. Do they really want to make the world a better place, or is that just a phrase that they kid themselves with, on their way to making a lot of money — to law, finance, consulting, and tech, which together continue to constitute the lion’s share of postgraduate destinations at elite schools?
And if they do want to make the world a better place, what do they mean by that? Have they ever really thought about it, or is it just a cliché they repeat? “Better” means “more good,” which means in turn that the first thing that you need to do, if you want to make the world a better place, is inquire into the nature of the good. For the answer, it turns out, is not self-evident, despite what current dogma seems to think, and if college doesn’t teach you that, the world eventually will. Rigidity is fragility, and the fragility with which the system saddles students now is intellectual as well as psychic. This is the urgent task of liberal education in our present illiberal moment: to liberate students from their own unexamined certainties, to endow them with the incomparable power of thinking things through for themselves.