Last week, in the first part of this post, I argued that we tend to justify the liberal arts in two potentially contradictory ways. First, we assert that the liberal arts offer tools for citizenship. Second, we claim they point our way to human values that transcend any community. I argued that both of these justifications or approaches are necessary. I also suggested that early Americanists have not found it easy to explain what we contribute to the second approach.
Today, therefore, I am taking up the question I posed last week. Does early American scholarship offer anything distinctive to the liberal arts as a way of understanding humanity at large? Continue reading
Perhaps because the traditional academic year has ended, and probably in part because of the tides and undertows of the current election, we seem to be awash just now in excellent essays about the purposes and state of the humanities.
To do my part to put a stop to that, I am here to ask what the liberal arts have to do with early American studies.
I suspect we tend to take the relationship too much for granted.
Today’s guest post is from Nora Slonimsky, a doctoral candidate in history at the CUNY Graduate Center. Her dissertation is on the relationship between literary property and politics in the Early Republic. She has previously blogged for the New York Public Library. For the 2013-2014 academic year Nora was co-chair of the CUNY Early American Republic Seminar.
As most graduate students experience first-hand, the relationship between universities and unions can be complex. Our position as students, employees or a combination of the two varies largely by institution, particularly by whether or not our universities are public or private. However, if you’re a Division One football player with a potential NFL career in your future, the construct of a student-athlete underscores a specific question about the nature of labor in higher education. For those who participate in collegiate sports, are academic scholarships a privilege or a right, a special acknowledgement of their abilities on the field or a form of compensation for service to their institutions? Yet the tension between privileges and rights is as much about intellectual activity as it is about physical skills, dating all the way back to Andrew Law’s Privilege of 1781.
It’s not every Sunday that we get to begin this recap with a genuinely fresh proslavery argument. But this week the International Herald Tribune ran a brief column by Humayan Dar, a self-described “Islamic economist” with a PhD from Cambridge. Under the headline, “Modern slavery: how bad is bonded labour,” the essay decried “the negative perception of slavery and bonded labour,” and suggested that a legal forced-labor regime in Pakistan would “work for the mutual benefit of the parties, the employer and the worker and their families.”
I’d like to start this week’s roundup by reminding everyone that the Junto March Madness begins tomorrow. In case you live under a rock (or—shudder at the thought—have a life outside books and blogs), we here at The Junto are combining two of our favorite things: basketball and historiography. On Thursday, we asked readers to nominate five books each to help fill out NCAA tournament-style brackets. One three-hour Google Hangout later and the brackets were set. Check here for a full explanation of Junto March Madness and here to download the brackets. Voting in Brackets 1 & 2 begin tomorrow and will continue through subsequent rounds into next week (see John Fea’s predictions here). I cannot stress enough that this should not be taken too seriously (particularly the “seedings”). The primary purpose of it—unlike the actual NCAA tournament—is not to find a winner; it is to spark discussion between the blog members and our readers.