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The question of what living is for—of what one should care about and why—is the most important question a person can ask. Yet under the influence of the modern research ideal, our colleges and universities have expelled this question from their classrooms, judging it unfit for organized study. In this eloquent and carefully considered book, Tony Kronman explores why this has happened and calls for the restoration of life’s most important question to an honored place in higher education.
The author contrasts an earlier era in American education, when the question of the meaning of life was at the center of instruction, with our own times, when this question has been largely abandoned by college and university teachers. In particular, teachers of the humanities, who once felt a special responsibility to guide their students in exploring the question of what living is for, have lost confidence in their authority to do so. And they have lost sight of the question itself in the blinding fog of political correctness that has dominated their disciplines for the past forty years.
Yet Kronman sees a readiness for change--a longing among teachers as well as students to engage questions of ultimate meaning. He urges a revival of the humanities’ lost tradition of studying the meaning of life through the careful but critical reading of great works of literary and philosophical imagination. And he offers here the charter document of that revival.
- Sales Rank: #539788 in Books
- Published on: 2007-09-25
- Original language: English
- Number of items: 1
- Dimensions: 8.26" h x 1.02" w x 5.84" l, 1.02 pounds
- Binding: Hardcover
- 320 pages
Review
"Kronman unfolds here a sustained argument marked by subtlety, force, nuance, and considerable appeal."—Francis Oakley, President Emeritus, Williams College
(Francis Oakley)
“In a brilliant, sustained argument that is as forthright, bold, and passionately felt as it is ideologically unclassifiable and original, Anthony Kronman leaps in a bound into the center of America’s cultural disputes, not to say cultural wars. Although Kronman’s specific area of concern is higher education, his argument will reach far beyond campus walls.”—Jonathan Schell, author of The Unconquerable World: Power, Nonviolence and the Will of the People (Jonathan Schell)
"Just when we need them most, the humanities have relinquished their role at the heart of liberal education—helping students reflect on what makes life worth living. In this bold and provocative book, Anthony Kronman explains why the humanities have lost their way. With eloquence and passion, he argues that departments of literature, classics, and philosophy can recover their authority and prestige only by reviving their traditional focus on fundamental questions about the meaning of life."—Michael J. Sandel, author of The Case against Perfection and Public Philosophy
(Michael J. Sandel)
“No question that the humanities are in a bad way in education at the present, and this book offers not just an argument that they should be more highly prized, but a carefully reasoned position of what happened, why it did, and what needs and can be done about it.”—Alvin Kernan, author of In Plato’s Cave (Alvin Kernan)
"An impassioned defense of the humanities."—Robert Messenger, Wall Street Journal (Robert Messenger Wall Street Journal 2007-10-04)
"Kronman argues his case passionately. His discussion of the transformation of American higher education over the last century and a half is most illuminating."—George Leef, NationalReview.com (George Leef NationalReview.com 2008-02-05)
"In Education's End Kronman succeeds remarkably well, even movingly, in conveying the intellectual and spiritual joy that a serious student can find by participating in the 'great conversation.'"—Ben Wildavsky, Commentary (Ben Wildavsky Commentary 2008-04-01)
"Kronman's study is an important contribution to the discussion about what education is for, and where it is going."—David Clemens, Journal of Interdisciplinary Studies (David Clemens Journal of Interdisciplinary Studies)
About the Author
Anthony T. Kronman is Sterling Professor of Law, Yale Law School. Since stepping down as Dean of the Law School in 2004, he has been teaching in the Directed Studies Program at Yale and devoting himself to the humanities.
Most helpful customer reviews
0 of 3 people found the following review helpful.
reviving secular humanism
By Hydra
This book is, in short, an argument for reviving a curriculum in secular humanism in undergraduate studies. He begins with the argument that purpose of college is to encourage the young student to ask the the big questions on the meaning of life. He seems to believe that there are sufficient numbers of adults working in colleges today who have an interest and ability in doing this. He also does not appreciate the emergent spiritual values inherent in the study of the sciences. It is an interesting book (along the lines of Allen Bloom) advocating a restructuring of higher education that will never happen.
19 of 22 people found the following review helpful.
Fills a lamentable gap
By Joseph Avant
Professor Kronman's book fills a lamentable gap in the literature pertaining to higher education, to the extent that most of what is written on higher education today is rather empty. This is the kind of book that a thoughtful person, having finished college, would come across and, after having read it, would realize that they were utterly misguided in their undergraduate career. That being said, I feel the book should be required reading for anyone considering graduate school regardless of the field of study. His analysis of the "modern research ideal" seems to me right on. I would, however, agree with some previous reviewers that the book could have been shorter, and at times I found myself painfully aware that he was making a point he had aready sufficiently made. Nonetheless, the final chapter is quite profound and alone worth the cost of the book.
Yet, as a side note I find it striking that no mention of St. John's College in Sante Fe and Anapolis was made in the book. The "great books" programs at Yale, Columbia, etc simply cannot begin to compare with that of St. John's College. This omission is difficult to reconcile considering that the author sees the "great books" tradition and its secular humanism as the best way out of the current education crisis, and, quite simply, no other college or university better represents secular humanism than St. John's.
7 of 7 people found the following review helpful.
Education's End - Putting the Big Rocks in First
By Buster
While reading Education's End, I was reminded of a story (frequently attributed to Steven Covey) involving a one-gallon, wide-mouthed Mason jar set on a table, about a dozen fist-sized rocks, a bucket of gravel, a bucket of sand, and a pitcher of water. The speaker carefully places the rocks, one at a time, into the jar. When the jar is filled to the top and no more rocks will fit inside, he asks, "Is this jar full?" Usually, an audience says yes, but then the speaker successively adds buckets of gravel, sand, and water, each time impressing upon his audience the jar is not full. Finally, he explains the lesson from the demonstration: if you don't put in the big rocks first, you'll never fit them in.
Education's End by Anthony Kronman, former Dean of Yale Law School, is an excellent analysis--I highly recommend it--of a critical issue that affects the framework of American society. A thoughtfully planned and carefully balanced argument about the role of the humanities in education, Education's End exposes the current shortcomings in higher education. For Kronman, the big rocks--the things of value--in education are the questions: What is the meaning of life? How should we spend our time? How can we succeed in the art of living? For much of our history U.S. education included the big rocks; they were part of a college education. Today, this is no longer true.
Kronman reviews what he believes to be an unfortunate path traveled by higher education in the U.S., breaking down the regrettable history into three eras. First, during the antebellum era beginning with the opening of Harvard University, there was a focus on God, a Christian perspective, and an emphasis on "the ancient model of virtue and order." Second, during the era of secular humanism following the Civil War, there was a focus on family and country, and an emphasis on "modern ideas of individuality and creative freedom." And third, during our modern era, there is a focus on political correctness and the research ideal. The research ideal places an emphasis on research that restricts scholarship to a narrow field of specialization, and it requires publishing something new with the understanding that any contribution will be superseded.
Chapter 3 (The Research Ideal) is excellent, but Kronman is really just beginning his critique. In Chapter 4 (Political Correctness), he skillfully, but tactfully, slays the three-headed monster of modern political correctness: diversity, multiculturalism, and constructivism (post modernism). After explaining why the natural and social sciences are better able to survive in the current environment, he peels away the layers of misguided intentions that appear to support political correctness exposing the problems for the humanities. For example, discussing why multiculturalism is unacceptable, he explains how "an internal dialogue" carried on by each succeeding generation of thinkers and authors throughout western history offered a unique teaching opportunity that is unavailable in other cultures. Highlighting the weaknesses with each aspect of political correctness, Dean Kronman argues that the status quo short-changes teachers, denies students, and deprives society of a value previously enjoyed during the era of secular humanism.
Kronman's arguments are frequently understated, but this book is nothing less than an indictment of how the humanities are taught today: we prepare students for careers, but not for life. Also, he does more than just lament this failure today to ask the big questions. He blames the academy for abandoning a trust respected during the era of secular humanism that it carried forward until the 1960s, keeping alive a continuity--through the humanities--of teaching a curriculum that reached back to the classical era. He explains that this tradition of arts and letters continued a legacy that allowed students to see themselves as a participant in the "great conversation." As part of that squandered inheritance, Kronman notes the diminished role of the humanities in education today. In the past, humanity teachers felt qualified and confident enough to guide their students through questions about the meaning of life and about how to spend their lives. Unfortunately today few, if any, humanities professors feel it appropriate to ask or instruct on the big question.
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