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Need Another Use for a Liberal Arts Education? How about Learning to Be a Citizen?
While we often criticize the humanities for not providing an education that leads directly to employment, one philosopher argues they have an even more important role to play in our societies.
We’ve discussed before that Socrates, one of the greatest things to come out of Athens, hated Athenian democracy. While he had many reasons to do so, one of the primary ones was that the typical Athenian had no idea what they were discussing, and were prone to using emotion over reason when making important political decisions. They lacked both the skills for critical thinking and viewing the world outside their own perspective to be proper democratic citizens.
But, as philosopher Martha Nussbaum argues, we can avoid those problems by placing a high value on an education in the humanities. A high value which today is often difficult to find.
In her book Not for Profit, Why Democracy Needs the Humanities, Nussbaum lays out the case that a job oriented education, one focused on preparing students for work, is far from enough to assure that the students will also be able to function as democratic citizens in a pluralistic, modern, and globalized, society.
While she doesn’t deny the need for technical education; she argues that a purely job oriented education, or even one which is highly focused on a narrow field of study, does not promote the development of critical thinking skills, the ability to consider differing viewpoints, an understanding of people vastly different from themselves, or strong methods for finding truth for themselves that people need as citizens.
These skills, she argues, are best found in the arts and humanities as promoted by a liberal arts education at all levels. While the United States is doing well at the university level of teaching these things, she contests that we are often unwilling or unable to do so at the grade school or high school level. If we do not assure students have access to the arts and humanities, she posits, we are likely to fall victim to demagoguery and lose the benefits of a modern democratic society.
Well, what’s wrong with our current method of teaching the humanities? Why write a whole book on this?
A major issue in modern American education she discusses is the increasing use of standardized fill in the bubble tests, and the tendency of teachers to “teach to the test”. It isn’t impossible to teach the humanities in a way that can be easily tested, the treatment of philosophy as a test subject for the A and O level exams in the United Kingdom has shown that much, but Nussbaum shows us how a multiple-choice test is unlikely to encourage any skills other than the regurgitation of information. They aren’t even that good at what they claim to do anyway.
With the national focus increasingly given to education for employment and competitiveness those parts of education which seem unlikely to lead to employment are the most simple to justify cuts to. Nussbaum laments this, and notes that at her own university advertising geared towards new students focuses nearly exclusively on those programs seen as practical and leading to employment. She dubs the combination of funding cuts and lack of attention a “crisis of massive proportions” which is still underway.
Suppose we just got rid of the humanities. Can’t we be a free people without them?
The myriad examples of tyrants attacking the arts and humanities suggests we might be wise to hold on to them. She cites, among other events, the prohibition of teaching the Korean language in public schools and the crackdown on Confucian education in general during Korea’s occupation by Imperial Japan. All a key part of the plan to reduce the Korean people to servants of Japanese imperialism, a role which had no need for a non-technical education.
Nussbaum later argues that the most cartoonish and often horrifying mistakes made by the Athenian democracy, which caused thinkers like Socrates, Plato, and Aristotle to reject democracy, could have been easily avoided if the population had any of the skills an education in the humanities provides.
The Funeral Oration of Pericles, an example of the Athenians being led by a populist working in their interest. Often, they were only led astray.
Is she alone in these ideas? Does anybody else argue that a democracy requires these skills?
Socrates, as depicted in The Republic, favored an intensive education for the philosopher kings he saw as the ideal rulers of his utopia. While his proposed curriculum is not the liberal arts education Americans know today, it is one that promotes the search for truth with the use of reason and logic and assures that the leaders of the city state will know not only how to lead, but how to approach the problems they may face as leaders. While he didn’t wish for the majority to lead a nation, it is clear he understood that those who do lead must have certain intellectual skills. In a democracy, these leaders are the people.
Aldous Huxley, philosopher, author of Brave New World, and noted psychonaut, made a similar observation in Brave New World, Revisited. Where he noted with terror that the world was moving towards his dystopia much faster than he had predicted and proposed education for democracy as a key tool to prevent this. He later elaborated on his proposed curriculum for a free people in his utopian work Island.
Okay, what does our situation look like now?
We presently have a better education system than the people of Athens; who ended their formal education in adolescence and denied it to women and non-citizens. Often inspired by Socrates and his pedagogy, today’s students can find a humanistic education in the American, Scottish, and (increasingly) Korean education systems dedicated to making them fully rounded individuals and citizens.
While Nussbaum warns us to be on the lookout to attacks on and financial cutbacks to the liberal arts model of education, we have reason to be optimistic as well. She mentions many excellent programs in American schools, such as Future Problem Solvers, as examples of democratic education done correctly and in a way that assures continued support.
The study of the humanities can have many practical uses. It can even be used to find employment, no matter what the nay-sayers might tell you. More importantly, they have an intrinsic value in allowing us to fully develop as individuals. In today’s climate, they also take on the role of helping us make democracy possible. Without a proper education in the humanities, where we learn how to understand people we may never meet, how to evaluate arguments and charged rhetoric, and imagine differing scenarios from those we see every day, we may be doomed to the fate of many a failed democracy before us.
But, if we utilize the fantastic tools we have access to, rise to the challenge of giving everyone the education they need, and emphasize all vital subject matter-even if it seems impractical, Nussbaum argues that we have much reason for optimism and the chance for the continued success of democracy all over the world.
How would the ability to genetically customize children change society? Sci-fi author Eugene Clark explores the future on our horizon in Volume I of the "Genetic Pressure" series.
- A new sci-fi book series called "Genetic Pressure" explores the scientific and moral implications of a world with a burgeoning designer baby industry.
- It's currently illegal to implant genetically edited human embryos in most nations, but designer babies may someday become widespread.
- While gene-editing technology could help humans eliminate genetic diseases, some in the scientific community fear it may also usher in a new era of eugenics.
Tribalism and discrimination<p>One question the "Genetic Pressure" series explores: What would tribalism and discrimination look like in a world with designer babies? As designer babies grow up, they could be noticeably different from other people, potentially being smarter, more attractive and healthier. This could breed resentment between the groups—as it does in the series.</p><p>"[Designer babies] slowly find that 'everyone else,' and even their own parents, becomes less and less tolerable," author Eugene Clark told Big Think. "Meanwhile, everyone else slowly feels threatened by the designer babies."</p><p>For example, one character in the series who was born a designer baby faces discrimination and harassment from "normal people"—they call her "soulless" and say she was "made in a factory," a "consumer product." </p><p>Would such divisions emerge in the real world? The answer may depend on who's able to afford designer baby services. If it's only the ultra-wealthy, then it's easy to imagine how being a designer baby could be seen by society as a kind of hyper-privilege, which designer babies would have to reckon with. </p><p>Even if people from all socioeconomic backgrounds can someday afford designer babies, people born designer babies may struggle with tough existential questions: Can they ever take full credit for things they achieve, or were they born with an unfair advantage? To what extent should they spend their lives helping the less fortunate? </p>
Sexuality dilemmas<p>Sexuality presents another set of thorny questions. If a designer baby industry someday allows people to optimize humans for attractiveness, designer babies could grow up to find themselves surrounded by ultra-attractive people. That may not sound like a big problem.</p><p>But consider that, if designer babies someday become the standard way to have children, there'd necessarily be a years-long gap in which only some people are having designer babies. Meanwhile, the rest of society would be having children the old-fashioned way. So, in terms of attractiveness, society could see increasingly apparent disparities in physical appearances between the two groups. "Normal people" could begin to seem increasingly ugly.</p><p>But ultra-attractive people who were born designer babies could face problems, too. One could be the loss of body image. </p><p>When designer babies grow up in the "Genetic Pressure" series, men look like all the other men, and women look like all the other women. This homogeneity of physical appearance occurs because parents of designer babies start following trends, all choosing similar traits for their children: tall, athletic build, olive skin, etc. </p><p>Sure, facial traits remain relatively unique, but everyone's more or less equally attractive. And this causes strange changes to sexual preferences.</p><p>"In a society of sexual equals, they start looking for other differentiators," he said, noting that violet-colored eyes become a rare trait that genetically engineered humans find especially attractive in the series.</p><p>But what about sexual relationships between genetically engineered humans and "normal" people? In the "Genetic Pressure" series, many "normal" people want to have kids with (or at least have sex with) genetically engineered humans. But a minority of engineered humans oppose breeding with "normal" people, and this leads to an ideology that considers engineered humans to be racially supreme. </p>
Regulating designer babies<p>On a policy level, there are many open questions about how governments might legislate a world with designer babies. But it's not totally new territory, considering the West's dark history of eugenics experiments.</p><p>In the 20th century, the U.S. conducted multiple eugenics programs, including immigration restrictions based on genetic inferiority and forced sterilizations. In 1927, for example, the Supreme Court ruled that forcibly sterilizing the mentally handicapped didn't violate the Constitution. Supreme Court Justice Oliver Wendall Holmes wrote, "… three generations of imbeciles are enough." </p><p>After the Holocaust, eugenics programs became increasingly taboo and regulated in the U.S. (though some states continued forced sterilizations <a href="https://www.uvm.edu/~lkaelber/eugenics/" target="_blank">into the 1970s</a>). In recent years, some policymakers and scientists have expressed concerns about how gene-editing technologies could reanimate the eugenics nightmares of the 20th century. </p><p>Currently, the U.S. doesn't explicitly ban human germline genetic editing on the federal level, but a combination of laws effectively render it <a href="https://academic.oup.com/jlb/advance-article/doi/10.1093/jlb/lsaa006/5841599#204481018" target="_blank" rel="noopener noreferrer">illegal to implant a genetically modified embryo</a>. Part of the reason is that scientists still aren't sure of the unintended consequences of new gene-editing technologies. </p><p>But there are also concerns that these technologies could usher in a new era of eugenics. After all, the function of a designer baby industry, like the one in the "Genetic Pressure" series, wouldn't necessarily be limited to eliminating genetic diseases; it could also work to increase the occurrence of "desirable" traits. </p><p>If the industry did that, it'd effectively signal that the <em>opposites of those traits are undesirable. </em>As the International Bioethics Committee <a href="https://academic.oup.com/jlb/advance-article/doi/10.1093/jlb/lsaa006/5841599#204481018" target="_blank" rel="noopener noreferrer">wrote</a>, this would "jeopardize the inherent and therefore equal dignity of all human beings and renew eugenics, disguised as the fulfillment of the wish for a better, improved life."</p><p><em>"Genetic Pressure Volume I: Baby Steps"</em><em> by Eugene Clark is <a href="http://bigth.ink/38VhJn3" target="_blank">available now.</a></em></p>
It's hard to stop looking back and forth between these faces and the busts they came from.
- A quarantine project gone wild produces the possibly realistic faces of ancient Roman rulers.
- A designer worked with a machine learning app to produce the images.
- It's impossible to know if they're accurate, but they sure look plausible.
How the Roman emperors got faced<a href="https://payload.cargocollective.com/1/6/201108/14127595/2K-ENGLISH-24x36-Educational_v8_WATERMARKED_2000.jpg" ><img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yNDQ2NDk2MS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTYyOTUzMzIxMX0.OwHMrgKu4pzu0eCsmOUjybdkTcSlJpL_uWDCF2djRfc/img.jpg?width=980" id="775ca" class="rm-shortcode" data-rm-shortcode-id="436000b6976931b8320313478c624c82" data-rm-shortcode-name="rebelmouse-image" alt="lineup of emperor faces" data-width="1440" data-height="963" /></a>
Credit: Daniel Voshart<p>Voshart's imaginings began with an AI/neural-net program called <a href="https://www.artbreeder.com" target="_blank">Artbreeder</a>. The freemium online app intelligently generates new images from existing ones and can combine multiple images into…well, who knows. It's addictive — people have so far used it to generate nearly 72.7 million images, says the site — and it's easy to see how Voshart fell down the rabbit hole.</p><p>The Roman emperor project began with Voshart feeding Artbreeder images of 800 busts. Obviously, not all busts have weathered the centuries equally. Voshart told <a href="https://www.livescience.com/ai-roman-emperor-portraits.html" target="_blank" rel="noopener noreferrer">Live Science</a>, "There is a rule of thumb in computer programming called 'garbage in garbage out,' and it applies to Artbreeder. A well-lit, well-sculpted bust with little damage and standard face features is going to be quite easy to get a result." Fortunately, there were multiple busts for some of the emperors, and different angles of busts captured in different photographs.</p><p>For the renderings Artbreeder produced, each face required some 15-16 hours of additional input from Voshart, who was left to deduce/guess such details as hair and skin coloring, though in many cases, an individual's features suggested likely pigmentations. Voshart was also aided by written descriptions of some of the rulers.</p><p>There's no way to know for sure how frequently Voshart's guesses hit their marks. It is obviously the case, though, that his interpretations look incredibly plausible when you compare one of his emperors to the sculpture(s) from which it was derived.</p><p>For an in-depth description of Voshart's process, check out his posts on <a href="https://medium.com/@voshart/photoreal-roman-emperor-project-236be7f06c8f" target="_blank">Medium</a> or on his <a href="https://voshart.com/ROMAN-EMPEROR-PROJECT" target="_blank" rel="noopener noreferrer">website</a>.</p><p>It's fascinating to feel like you're face-to-face with these ancient and sometimes notorious figures. Here are two examples, along with some of what we think we know about the men behind the faces.</p>
Caligula<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yNDQ2NDk4Mi9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY3MzQ1NTE5NX0.LiTmhPQlygl9Fa9lxay8PFPCSqShv4ELxbBRFkOW_qM/img.jpg?width=980" id="7bae0" class="rm-shortcode" data-rm-shortcode-id="ce795c554490fe0a36a8714b86f55b16" data-rm-shortcode-name="rebelmouse-image" data-width="992" data-height="558" />
One of numerous sculptures of Caligula, left
Nero<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yNDQ2NTAwMC9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY1NTQ2ODU0NX0.AgYuQZzRQCanqehSI5UeakpxU8fwLagMc_POH7xB3-M/img.jpg?width=980" id="a8825" class="rm-shortcode" data-rm-shortcode-id="9e0593d79c591c97af4bd70f3423885e" data-rm-shortcode-name="rebelmouse-image" data-width="992" data-height="558" />
One of numerous sculptures of Nero, left
A popular and longstanding wave of thought in psychology and psychotherapy is that diagnosis is not relevant for practitioners in those fields.
Scientists regenerate damaged spinal cord nerve fibers with designer protein, helping paralyzed mice walk again.
- Researchers from Germany use a designer protein to treat spinal cord damage in mice.
- The procedure employs gene therapy to regenerate damaged nerve fibers that carry signals to and from the brain.
- The scientists aim to eventually apply the technique to humans.