This is the previously mentioned commentary on Mark Slouka’s article “ Dehumanized: When math and science rule the school” Since the article. Mark Slouka’s essay (Dehumanized: When math and science rule the school) comes across as a persuasive argument that the humanities. Instructor’s Note. This essay is Julia Evanoff’s analysis of Mark. Slouka’s article “ Dehumanized.” Julia does a great job speaking to a general audience that may.
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That means education about it – good education.
It is ironic that science alone has never led to devastating results. For instance, my son will never have geography as a separate subject, WTF?
It is a difficult topic. Slouka will agree that a good education is one that demonstrates how the world of Hubble’s constant is also the world of Huckleberry Finn. Even the humanities have to be justified in terms of their value to market objectives. They help to illustrate arguments and Slouka has used many in his own essay. In some sense even without classification as to being a humanist, such decline could have also be assign toward one not steep in the humanist search for meaning of reason to prevail, but a scientists too.
Both artists and scientists would be forced into unhappy retirement if they believed all stories were told; that all dfhumanized were known. Science — through neuroscience, psychology and social psychology and related fields — also addresses the inner world.
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More importantly, they do not address the inner world, as no historian has ever explained any event in fundamentally human terms—what motivates behavior at the individual or group level—without reaching into the storehouse of scientific inquiry. It might be more credible to speculate that they had to do with the profit motives of governing elites steeped in the humanities who used the critical thinking intrinsic to math and science for the achievement of their ends.
Either way, democracy is an organizational process and not, as Slouka argues, a value. But beyond economics lies the plane of politics that Slouka has not considered at all. Moderation and balance are needed in most things but Slouka seems to be saying much more.
The humanities need not have a ,ark influence — there is a missing ingredient that is needed for that. Though there’s actually been quite some research done on that, but I doubt much of it actually made it into reality. No one with a liberal arts mindset and education would hold such narrow and vacuous opinions.
The central issue here is that a meaningful education needs to nurture the ability to think, to ask questions, and to analyze critically. Hi Bee, Mathematical basis as cold and austere His claim is that we are living in a time where we have become slaves to the market — everything has to serve the ends of the market.
The impression I got during my years in the USA is that many students there have little or no idea what democracy is or how it works, and even less so do they actually know what communism, socialism, and social democracy is — and what the differences. Slouka’s idea is that American education has ceased to create citizens, and instead has set about creating a generation dehumsnized market-ready employees possessing little capacity for critical thought.
This has been a large source of debate in many states. In Brazil the educational public system is horrible, with very, very few exceptions.
Hi Bee, after reading your experience with the US, I came to the conclusion, that the schools in the US are not that debumanized. That, that hidden moral value cannot be discerned? When we evaluate systems or programs or arrangements or plans, we more often than fehumanized ask whether they are efficient or cost-effective; we rarely ask whether they are just or fair.
Is it because math and science education, in parallel to education in the humanities, isn’t what it really could and should be?
So I would have this turned around to propose to Slouka that its time dehu,anized the humanities be contextualized as be able to better relate to science, as to once again have them to become relevant respectful of our increased and ever increasing level of understanding. Sure, the topics that are questioned and reasoned about are different denumanized mathandscience than for the humanities, as it pointed out by the article.
Hence, such an institution an example of what is espoused as theoretical. It may be that our schools are overburdened with regulations.
sumidiot: Thoughts on “Dehumanized”
I am not sure though how representative that impression is. What the student wants to do. What we unconsciously acted out, in compressed, almost haiku-like form A philosophy store? Slouka’s article also doesn’t seem to be aimed at the educators themselves, most of who I guess are very sympathetic to his attitude, but he’s complaining about debumanized business oriented governance of the educational system.
We are the best country. Certainly worth a look and discussing further. Hi Bee, As a side note, I find the American voting system disturbing for a country which is allegedly considered the “most democratic country of the world”.
Thus, education and culture are neither necessary nor sufficient for being a good human being. The Chicago school of Economics? Are there “strings” attached? That is why, for example, most scientists are also atheists.