Not for profit: Why democracy needs the humanities

Not For Profit: Why Democracy Needs the Humanities

Volumn , Issue , 2012, Pages 1-168

  Nussbaum, Martha C ^a  

^a NONE

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EID: 84890697637     PISSN: None     EISSN: None     Source Type: Book    
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References (77)

1. A Test of Leadership: Charting the Future of U.S. Higher Education, available online. A valuable counterreport is College Learning for the New Global Century, issued by the National Leadership Council for Liberal Education and America's Promise (LEAP), a group organized by the Association of American Colleges and Universities (Washington, DC, 2007), with whose recommendations I am largely in agreement (not surprisingly, in that I participated in drafting it).
2. I first explored these abilities in Citizens of the World: A Classical Defense of Reform in Liberal Education (Cambridge, MA: Harvard University Press, 1997), a book concerned only with developments in higher education in the United States, and with just the required "general education" portion of higher education.
3. One valuable project that focuses on these ingredients in basic science education is Project Kaleidoscope, www.pkal.org.
4. On education and flourishing lives, see Harry Brighouse, On Education (New York: Routledge, 2006); the LEAP report (above, n. 1); and the related discussion of self-development in Kwame Anthony Appiah, The Ethics of Identity (Princeton: Princeton University Press, 2005).
5. See Drèze and Sen, India: Development and Participation.
6. Jobs in health and education are under state control according to the Indian Constitution, so the national government can affect development in these areas only indirectly.
7. Article 21 of the Indian Constitution speaks only of "life and liberty," but "life" has since been interpreted to mean "life commensurate with human dignity." The South African Constitution has gone much further, however, in giving constitutional form to basic welfare rights.
8. Rabindranath Tagore, Nationalism (New York: Macmillan, 1917).
9. See Nussbaum, The Clash Within: Democracy, Religious Violence, and India's Future (Cambridge, MA: Harvard University Press, 2007), ch. 8, for a detailed account, with references and citations.
10. See Nussbaum, "Violence on the Left: Nandigram and the Communists of West Bengal," Dissent, Spring 2008, 27-33.
11. See my discussion of televised versions of the Mahabharata and Ramayana in The Clash Within, ch. 5. For a totally different use of the Mahabharata for purposes of contemporary social reflection
12. see Gurcharan Das's wonderful book, The Difficulty of Being Good: On the Subtle Art of Dharma (Delhi: Penguin, 2009; London: Penguin, 2010; and New York: Oxford University Press, 2010). Das is profiled in chapter 2 of my The Clash Within.
13. I argue for this account in detail in Nussbaum, Upheavals of Thought: The Intelligence of Emotions (Cambridge: Cambridge University Press, 2001), ch. 4.
14. For a more extensive analysis of both shame and disgust, see Nussbaum, Hiding from Humanity: Disgust, Shame, and the Law (Princeton: Princeton University Press, 2004).
15. Rozin's experiments make clear the gap between disgust and the sense of danger.
16. See Hiding, chs. 2 and 4. My psychological account owes a large debt to the concepts and arguments of Donald Winnicott.
17. See Frans de Waal, Good Natured: The Origins of Right and Wrong in Humans and Other Animals (Cambridge, MA: Harvard University Press, 1996).
18. C. Daniel Batson, The Altruism Question (Hillsdale, NJ: Lawrence Erlbaum, 1991).
19. See Dale J. Langford, Sara E. Crager, Zarrar Shehzad, Shad B. Smith, Susana G. Sotocinal, Jeremy S. Levenstadt, Mona Lisa Chanda, Daniel J. Levitin, and Jeffrey S. Mogil, "Social Modulation of Pain as Evidence for Empathy in Mice," Science 312 (2006), 1967-70.
20. See Candace Clark, Misery and Company: Sympathy in Everyday Life (Chicago: University of Chicago Press, 1997).
21. Dan Kindlon and Michael Thompson, Raising Cain: Protecting the Emotional Life of Boys (New York: Ballantine, 1999).
22. For a concise summary of Milgram's and Asch's research, see Philip Zimbardo, The Lucifer Effect: How Good People Turn Evil (London: Rider, 2007), 260-75.
23. Christopher R. Browning, Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (New York: HarperCollins, 1993).
24. Reported in Zimbardo, The Lucifer Effect, 283-85.
25. See my review of Zimbardo, Times Literary Supplement, October 10, 2007, 3-5.
26. Again, my summary is based on a wide range of research described in Zimbardo.
27. See Nussbaum, Cultivating Humanity: A Classical Defense of Reform in Liberal Education (Cambridge, MA: Harvard University Press, 1997), ch. 1.
28. Malcolm Gladwell, Outliers: The Study of Success (New York: Little, Brown, and Co., 2008).
29. See Cultivating Humanity, chs. 1 and 8.
30. See Dewey, "Froebel's Educational Principles," in The School and Society and The Child and the Curriculum (Chicago: University of Chicago Press, 1990), 116-31.
31. Dewey, The School and Society, 112-15.
32. See Nussbaum, "Land of My Dreams: Islamic Liberalism under Fire in India," Boston Review 34 (March/April 2009), 10-14.
33. See Kathleen M. O'Connell, Rabindranath Tagore: The Poet as Educator (Kolkata: Visva-Bharati, 2002).
34. Auguste Comte and Positivism (London: Westminster Review, 1865).
35. Translated in V. Bhatia, ed., Rabindranath Tagore: Pioneer in Education (New Delhi: Sahitya Chayan, 1994). All references in the rest of the chapter are to this translation.
36. Cited by O'Connell, Rabindranath Tagore.
37. See Gareth Matthews, Philosophy and the Young Child (Cambridge, MA: Harvard University Press, 1982), and Dialogues with Children (Cambridge, MA: Harvard University Press, 1984).
38. Matthew Lipman, Harry Stottlemeier's Discovery (Montclair, NJ: Institute for the Advancement of Philosophy for Children, 1982), 1-14.
39. M. Lipman, A. M. Sharp, and F. S. Oscanyan, Philosophy in the Classroom (Philadelphia: Temple University Press, 1980).
40. O'Connell, Rabindranath Tagore, 148.
41. Amita Sen, Joy in All Work (Kolkata: Bookfront Publication Forum, 1999).
42. O'Connell, Rabindranath Tagore, 148.
43. John Dewey, Democracy and Education (New York: Macmillan, 1916, reprinted Mineola, NY: Dover, 2004), 207.
44. Dewey, The School and Society 89, 11, 15, 24.
45. See Nussbaum, The Clash Within, ch. 7.
46. For a detailed analysis of specific passages, see Nussbaum, The Clash Within, ch. 7.
47. See www.fpspi.org.
48. Conversation with D. Parthasarathy, March 2008 (at a conference in Delhi on affirmative action in higher education).
49. See Nussbaum, Cultivating Humanity, ch. 3.
50. See F. Robert Rodman, Winnicott: Life and Work (Cambridge, MA: Perseus Publishing, 2003).
51. Donald Winnicott, Playing and Reality (London and New York: Routledge, 2005, originally published 1971).
52. See Nussbaum, Poetic Justice: The Literary Imagination and Public Life (Boston: Beacon, 1995), ch. 1.
53. See Rodman's extensive discussion. For Guntrip's analysis with Winnicott, see J. Hazell, H.J.S. Guntrip: A Psychoanalytical Biography (London: Free Association Books, 1986).
54. Donald Winnicott, Holding and Interpretation: Fragments of an Analysis (New York: Grove Press, 1986), 95.
55. Dewey, Democracy and Education, 226, 227.
56. Amita Sen, Joy in All Work.
57. Ralph Ellison, Invisible Man (New York: Random House, 1992 Modern Library edition, with Introduction by Ellison, added 1981; originally published 1952), Introduction.
58. On the use of play and the arts by the Hindu right, see Nussbaum, The Clash Within.
59. Johann Gottfried Herder, "Letters for the Advancement of Humanity" (1793-97), translated by Michael Forster, in Forster, ed., Herder: Philosophical Writings (Cambridge: Cambridge University Press, 2002), Letter 119, 404-409.
60. See arguments and references in the LEAP Report, College Learning for the New Global Century.
61. See discussion in Richard Rothstein, with Rebecca Jacobsen and Tamara Wilder, Grading Education: Getting Accountability Right (Washington, DC: Economic Policy Institute, 2008), 18.
62. Focusing only on the arts and only on pre-college education in the United States, good summaries of trends can be found in the CNN.com article "Budgets Cut Student Experience," http://www.cnn.com/2003/EDUCATION/08/13/sprj.sch.cuts/, discussing the effects of the No Child Left Behind Act.
63. See also "Cuts in Arts Programs Leave Sour Note in Schools," http://www.weac.org/news_and_publications/at_the_capitol/archives/2003-2004/arts.aspx. For the drastic impact of the California budget crisis on music and art (which are basically gone)
64. see "L.A. Schools Budget Cut, 2,000 Teachers Gone," http://www.npr.org/templates/story/story.php?storld=105848204.
65. See Nussbaum, Cultivating Humanity.
66. Personal conversation with religion faculty at Arizona State University, March 2009.
67. "The University's Crisis of Purpose," New York Times Book Review, September 6, 2009, 19.
68. Times Literary Supplement, November 13, 2009, 18-19.
69. For Nehru's ambivalence about the humanities, see Nussbaum, "Nehru, Religion, and the Humanities," in Wendy Doniger and Martha Nussbaum, India: Implementing Pluralism and Democracy (New York: Oxford University Press, forthcoming 2010).
70. "Tour Guides Take Route Less Traveled," Chicago Maroon, October 16, 2009. The "apparently" in my text is there because the Maroon, a student newspaper, is not always totally accurate, but the data it presents are convincing.
71. Rothstein, Grading Education. For the earlier assessment model, in the National Assessment of Educational Progress (NAEP) in the 1950s and 1960s, see ch. 6.
72. For other aspects of the British assessment system, see Rothstein, Grading Education, ch. 7.
73. Barack Obama's speech on education, Wall Street Journal blog, March 10, 2009.
74. See The Pratichi Education Report: The Delivery of Primary Education, a Study in West Bengal, by the Pratichi Research Team, Kumar Rana, Abdur Rafique, Amrita Sengupta, with an introduction by Amartya Sen, no. 1 (2002) (Delhi: TLM Books, 2002).
75. See Nussbaum, The Clash Within, especially chs. 1 and 9.
76. I study this in detail in "Democracy, Education, and the Liberal Arts: Two Asian Models," UC Davis Law Review 44 (2011), 735-72.
77. See my discussion of Korea in that same article.