Beyond Modernism and Postmodernism: Essays on the Politics by Maurice R. Berube

By Maurice R. Berube

Berube examines the political matrix of highbrow and cultural the US. In a wide-ranging sequence of essays from the increase of the postmodern highbrow to a modernist appreciation of the non secular caliber of the work of Jackson Pollock, Berube stakes out his declare that every one parts of human undertaking are rooted in a politics of tradition. The essay assortment is split into 3 sections: the 1st essays care for the postmodern highbrow and the company collage; the second one part plumbs the intensity of a conservative college reform flow and asks no matter if we haven't reached an finish to schooling reform. The final part includes essays relating precarious country of arts schooling within the faculties, reflections on a modernist literary canon, the contribution of Pollock and plumbing replacement perspectives of Jesus because the penultimate progressive. Of specific curiosity to students, scholars, and different researchers concerned with cultural stories and schooling.

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But so far they have operated on parallel tracks and not converged. The role of the intellectual who has moved beyond modernism and postmodernism is to help create a viable past and a viable politics that are beyond modernist and postmodernist sensibilities. NOTES 1. , 1988), p. 160. 2. Richard Hofstadter, Anti-Intellectualism in American Life (New York: Knopf, 1963), p. 407. 3. Ibid. 4. Bob Herbert, “In America,” New York Times, August 28, 2000, p. A21. 5. New Yorker, July 31, 2000, pp. 56–57.

Ibid. 18. Stephen James Nelson, Leaders in the Crucible: The Moral Voice of College Presidents (Westport, Connecticut: Greenwood Press, 2000), p. 3. 19. Stanley O. Ikenberry and Terry U. : American Council on Education, 2000), p. 18. 20. Ibid. 21. Christopher J. Lucas, American Higher Education: A History (New York: St. Martin’s Griffin, 1994), p. 237. 22. , p. 238. 23. Rosovsky, The University, p. 26. 24. Theodore Hesburgh, “Where are College Presidents’ Voices on Important Public Issues,” Chronicle of Higher Education, February 2, 2001, p.

Both programs have this as a function: to subvert the dominant paradigm. The purpose of this new university, therefore, becomes the inculcation in students of critical analysis and values to redress the inequities of the dominant contemporary society. Students, it is hoped, will become change agents. Is this purpose a violation of the idea of the university? Is not the aim of higher education to develop critical thinking and an understanding of the various components of culture? Is the university not an ivory tower separate from the world below?

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