http://www.nationalreview.com/blogs/print/344548
IGNORANCE, REMEDIAL IGNORANCE, AND TENURED IGNORANCE….JUST APPALLING!!!!!RSK
What Does Bowdoin Teach? — a report released today by the National Association of Scholars (NAS) — is the most comprehensive assessment of the academic culture, customs, and values of a college conducted to date. It is a devastating appraisal. The study, authored by NAS president and former Boston University professor and administrator Peter Wood, is the product of 18 months of research and is primarily devoted to answering the question it poses.
As Isaiah Berlin might have said, Bowdoin teaches many small things but few big things. Its academic departments and the courses they offer are, for the most part, narrowly specialized. In classes, questions of first principle are routinely settled in advance. As a result, the report finds, students have little chance of receiving a bona fide liberal-arts education or of learning to think critically.
A social anthropologist by training, Wood refers to his study as a “full-fledged ethnography.” Bowdoin is, he suspects, a representative example of the education on offer at liberal-arts colleges across the country. The report documents an increasingly fractured academy that has no common curriculum and in which so-called identity studies take priority over a study of the West. It highlights, for example, the 36 freshmen seminars offered at Bowdoin in the fall of 2012. They are designed to teach writing and critical-thinking skills and to introduce students to the various academic departments. Some of the subjects are unsurprising: The Korean War, Great Issues in Science, Political Leadership. Others seem less conducive to critical thinking and fruitful classroom discussion: Queer Gardens, Beyond Pocahontas: Native American Stereotypes; Sexual Life of Colonialism; Modern Western Prostitutes.
Queer Gardens, an exploration of the work of gay and lesbian gardeners and of “the link between gardens and transgression,” simply “does not teach critical thinking as well as Plato’s Republic,” the report notes; nor does any subject that has “no canon of works that embody exemplary achievement in the difficult dialogic task of critical thinking.”
The freshmen seminars, and Queer Gardens in particular, illustrate the increasing specialization of academia, which Wood documents statistically. Bowdoin today teaches far fewer survey courses than it did in the 1964–65 academic year, used for the purposes of comparison. As a result, students wind up in courses that presume they have obtained general knowledge in the subject area and mastered basic ideas. The school does not offer a single course in American military, political, diplomatic, or intellectual history.