https://amgreatness.com/2020/02/14/wokeness-free-speech-and-the-role-of-education/
This essay is adapted from a talk earlier in February delivered at the Center for the Philosophy of Freedom and the American Culture and Ideas Initiative at the University of Arizona.
Conservatives have rightly lamented the assault on free speech that is such a conspicuous and disfiguring reality of life in America today. But that loss only achieves its true significance in the context of a more fundamental erosion: the erosion of a shared political consensus that gives life to “We, the People.”
Back in New York, we have recently started an informal reading group at The New Criterion and Encounter Books. If that sounds dull, let me add that I have combined the reading with a little seminar on wine appreciation. At the moment, our palettes are padding around Bordeaux, learning to discriminate reliably among Paulliac, Saint-Estèphe, and Saint-Julien. Soon we’ll move east to the Right Bank and then further afield.
At the same time, we are in the midst of reading Plato’s Republic, a book about nearly everything, including a major theme of my remarks today: the role of education.
I thank my host Dan Asia for supplying the title of my talk, and I will get around to touching on all of its elements. In the meantime, I want to point out a certain ambiguity or incompleteness about the phrase “the role of education.” One immediately wants to know, “the role of education” in what? In free speech? In the perpetuation of wokeness? Perhaps this is the place to issue a trigger warning to the effect this talk is definitely not “woke.” Anyone anxious about being offended may leave with impunity.
In what follows, I am basically going to follow some hints in the Republic, which inquires into the role of education in several senses: into what it means for individuals, to start with, and also what it means for society at large. Socrates signals the importance of education early on when he tells Glaucon, Plato’s elder brother and one of the chief characters in the dialogue, that “it is no trifling matter we are discussing, but the right conduct of life.”
I think that’s right. Education, rightly understood, is important business. And it is worth noting that, traditionally, a liberal arts education involved both character formation and learning. It was, as the word “liberal” suggests, an education for freedom, for liberty. It might incidentally teach you how to plot a trajectory, dissect a frog, analyze a poem, or construct a pie chart. But at the end of the day, the aim of a liberal arts education was thoughtful reflection about the question “How should I live my life?” The goal was to produce men and women who, as Allan Bloom put it in The Closing of the American Mind, had reflected thoughtfully on the question “‘What is man?’ in relation to his highest aspirations as opposed to his low and common needs.”
