"The Great Conversation" by Robert Hutchins (in 1956)
Hutchinsは1931年から20年間シカゴ大学の総長を務め、就任時の年齢は30歳だった。これだけでも、稀有な人物だったことは間違いない。「偉大なる会話」は1952年に発刊された。これは、グレート・ブックスと呼ばれる古典を用いた教育を重視し、既に当時に技術化・機械化していた社会に即応するための「職業教育」を問題視している。リベラルアーツや一般教育により、自ら物事を考慮・判断・選択する「自由」を獲得させ、自主的な人間個性の教育が重要と説いた。一方、「本質からはずれた些末さまつなことにこだわる、枝葉末節課程」「職業第一主義」「時代遅れの知識の詰め込みを主とする教科課程」を猛烈に批判した。
リベラルアーツの概念を用いた説は、実体が伴っているかどうかは別として、現代日本の大学でもかなり多くの大学から発信されている。理念的なキャッチフレーズの文言として取り入れることはできたかもしれない。しかし、一般教育の実施については、その方法を模索したが、Hutchinsが意図したとおりに浸透しなかった。
だからといって、大学関係者が、本書を単なる「一般教育」の成果物とし、過去の遺産とすることは、とても残念なことだ。著者の主張にも対応した議論がなされた上で、諸政策に移行されることを望む。
(English) Hutchins was 30 years old when he became president of the University of Chicago for 20 years from 1931. For that reason alone, he was undoubtedly a rare man. The Great Conversation was published in 1952. It emphasised education through the classics, known as the Great Books, and saw" vocational education" as a problem in responding rapidly to the technological and mechanised society of the time. He preached the importance of the liberal arts and general education, giving people the 'freedom' to think, judge and choose for themselves and educating them to develop independent personalities. But, on the other hand, he vehemently criticised "a course that focuses on trivialities that distract from the essential", "a career-oriented approach", and "a curriculum that mainly crams outdated knowledge".
Theories based on the concept of the liberal arts, whether they have any substance or not, are being put forward by several universities in Japan today. It could have been adopted as a philosophical slogan. In terms of implementing general education, however, attempts to find ways of doing so have not penetrated the way Hutchins intended.
Nevertheless, it is miserable that university officials treat this book as a mere product of 'general education' and a legacy of the past. It is to be hoped that the author's assertions will be discussed and policies implemented.
"The Great Conversation" by Robert Hutchins (in 1956)
//Summary - Level-C2//
In "The Great Conversation," Robert Hutchins emphasizes the importance of studying European thought through 'Great Books' and liberal arts education. He argues that philosophy is crucial in higher education, helping students develop moral, intellectual, and spiritual foundations. To instil social responsibility, students should be educated in history and philosophy. Hutchins warns against emotionalism and logical fallacies, advocating for rational thinking. He calls for universities to admit students with a genuine interest in learning and stresses the importance of lifelong learning and engaging with essential questions about life and society.
1)
Author Hutchins became chancellor of the University of Chicago at 30. And he stresses the importance of studying the European mind, starting with the ancient Greeks. One way to do this is to read his proposed 'Great Books' of around 180 books written by European thinkers.
2)
And the term 'liberal arts', which we found in the book, has a strange appeal that seems to draw the power of life out of us. We tend to agree with the words, "Let us live while educating ourselves as human beings, away from specialists", but find it challenging to implement them.
3)
Dr H S Bua Burr of Yale University School of Medicine said:
"One of the naive assumptions of science is that we live in an ordered world. This order can be Elucidated. It is also an order determined and governed by fundamental laws. The human intellect makes this assumption affirms the existence of universal laws that can be effectively used to solve life's problems."
4)
The idea that there is no such thing as "this is more important than the other" is a fatal error. It is also wrong to think that there can be no pecking order among good things and that there can be no pecking order in the intellectual realm.
There is nothing central, and there is nothing peripheral. There is nothing primary, and there is nothing secondary. There is nothing fundamental, nothing external. The course of the subject is incoherent because there are no threads to hold everything together. Because it has no criteria to judge its goodness or badness, triviality, mediocrity, and professionalism become the norm. Instead of a solid curriculum, we have only the slogans of educational irrelevance, such as 'personality', 'character' and 'great teachers'.
5)
It is understood here that philosophy has a dual role in higher education. Teachers, through their philosophy, determine the kind of education they provide. Students must also build their moral, intellectual and spiritual foundations through philosophy. Philosophy also leads us to conclude that the goal of education is sound wisdom and moral righteousness and that departments which do not lead us to this goal should not be established in universities.
6)
Suppose we want our students to have a sense of social responsibility and a desire to fulfil their duties. In that case, we must at least give them an education in history and philosophy and the training necessary to understand these disciplines.
7)
Therefore, if we want to have a criterion of social criticism and social action, and if we do not want it to become an emotional criterion, this criterion must come from the study of philosophy and history and the habit of thinking decently in these fields.
8)
Emotionalism is the irrational desire to serve one's, fellow man. It is a favourite and redeeming quality in those unable or unwilling to think. But the emotionalist is a dangerous person. He does not trust the intelligence that could point out "his logical fallacy." He believes his will is above all else, making him dangerous. He does not know what to want. And he does not understand why he wants it.
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Be more persuasive: 15 common logical fallacies
https://jp.indeed.com/career-advice/career-development/logical-fallacies-examples
"A logical fallacy" is an error in logic that can invalidate a claim.
Not all fallacies are the same; some are inconsistent, while others are so trivial that no one notices them.
Understanding common fallacies is essential in judging other people's claims and formulating your own.
Consistent and coherent arguments make it easier for your boss and colleagues to take your point of view seriously.
Ex) Confusing correlation with causation
This is a common mistake made by people who cannot distinguish between correlation and causation. Correlations are often the result of chance or external factors, and correlation does not necessarily mean that one is directly responsible for the other. It can be a logical fallacy that is easy to see in theory but difficult to see in real situations.
For example: "Last week, our website had a significant increase in new visitors. There was a font change on our website last week, so we suspect that the new font is the reason for the increase in website visitors".
9)
Universities should admit only those students who are interested in learning and have the right background. If the idea of the state and educational system consisted of a rationally crafted public welfare, vocational education would disappear from the universities. Likewise, departments set up solely to impart crammed knowledge of current world affairs will disappear.
10)
This intellectual task can be divided into three areas: philosophical issues, called metaphysical and theological; scientific issues, including medical and engineering issues; and social science issues, including legal and administrative issues.
11)
These books contain the tradition itself and the great commentators of the practice. Their writings are typical of the arts and humanities. They represent what Whitehead calls 'enduring visions of greatness'. People of all eras have elevated the self to a more significant level than the self. That is why these writings have survived.
12)
R. Livingstone said:
We are bound to the mundane for most of our days. In this condition, coming into contact with great thinkers and literature is essential. Even when we commune with them, we are still in the world of the mundane. But it is worldliness transformed and seen through the eyes of great wisdom and genius. By communing with them, their visions become ours.
(13)
But the Great Books are not easy to understand. As Aristotle said, learning is painful. Therefore, every great book consistently exceeds the understanding of the reader. In other words, the reader never fully understands the text. That is why we read great books again and again. And that is why these books are great teachers. In other words, the Great Books demand the reader's attention and constantly challenge the reader's intellect.
14)
What we are advocating here is an ongoing liberal education. Even if an individual receives the best liberal education in his youth, continuing education in the Great Books and the liberal arts remains our duty. It is impossible to store up an education that will last a lifetime in childhood. Therefore, let us acquire the youth habits that will educate us throughout life. One can only agree with John Dewey that "continual growth is essential to intellectual life".
15)
Nevertheless, the crucial question remains. What should be our purpose in life? What is the good life? How can we create a good society? What can we learn from history, philosophy, literature and art to guide us in the labyrinth of the future?
16)
These are questions traditionally left to the liberal arts, humanities and social sciences. Yet, these books and other means make ordinary adults think of these issues as necessary. And if scholars were to grapple with this problem, and if it came to be debated in many households across the country, two things would happen.
17)
First, intellectually gifted and thoughtful young people who devote their lives to studying these issues will be respected in the same way that it is appreciated to become a scientist or an engineer. Second, humanities faculties and scholars in the humanities and social sciences would be given all the support they need.
"The Great Conversation" by Robert Hutchins
https://paulparis.exblog.jp/7472893/
"The Great Conversation" by Robert Hutchins (in 1956)
https://booklog.jp/item/1/B000JB09R4
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Q1: Hutchins was 30 years old when he became president of the University of Chicago for 20 years from 1931. For that reason alone, he was undoubtedly a rare man. "The Great Conversation" was published in 1952.
Among them are the following sentences:
Emotionalism is the irrational desire to serve one's, fellow man. It is a favourite and redeeming quality in those unable or unwilling to think. But the emotionalist is a dangerous person. He does not trust the intelligence that could point out "his logical fallacy." He believes his will is above all else, making him dangerous. He does not know what to want. And he does not understand why he wants it.
What is "his logical fallacy"?
Why is the emotionalist a dangerous person?
A1:
In the passage from "The Great Conversation," the term "his logical fallacy" refers to the errors in reasoning that an emotionalist might commit due to being overly driven by emotions rather than rational thought. As a result, the emotionalist may be unable to evaluate a situation objectively, leading to flawed arguments or decisions.
Emotionalist is considered dangerous because they prioritize their emotions over reason and logic. This can lead them to make poor decisions, often driven by an impulsive and unreasoned desire to help others. Furthermore, they may be unwilling to accept logical arguments or evidence contradicting their emotional beliefs. Consequently, the emotionalist might take misguided actions or advocate for harmful policies, ultimately causing more harm than good.
He does not trust the intelligence that could point out 'his logical fallacy.'
=
This phrase means that the person referred to does not trust or believe in any information, argument, or reasoning that could potentially expose a logical fallacy or flaw in his thinking or discussion. It suggests that this individual may resist accepting critiques or acknowledging the limitations of his ideas and might be more focused on maintaining his beliefs than engaging in open, constructive dialogue.
Q2: Why are emotionalists considered dangerous because they prioritize their emotions over reason and logic?
Is this correct or wrong? "This can lead them to make poor decisions, often driven by an impulsive and unreasoned desire to help others."
What are poor decisions? The desire to help others seems right as human. However, being logical doesn't always seem right.
A2: Apologies for any confusion in my previous response. Let me clarify.
Emotionalists are considered dangerous when they prioritize their emotions over reason and logic to the extent that it leads to impulsive or irrational decisions. Acknowledging that emotions are crucial to being human and can guide us in many situations is essential. However, when feelings completely overshadow reason and logic, it may result in decisions that are not well-considered or have unintended consequences.
The phrase "This can lead them to make poor decisions, often driven by an impulsive and unreasoned desire to help others" implies that, while the emotionalist's intention to help others is fundamentally sound, their actions might be misguided if they are solely based on emotions without considering the potential consequences.
Poor decisions can be defined as choices or actions that do not achieve the intended outcome or that result in negative consequences. Although being logical may not always seem right, balancing emotion and reason to make well-informed and thoughtful decisions is essential. This balance can help to ensure that our actions are practical and do not unintentionally harm others.
Q3: I like this sentence:
"Balancing emotion and reason to make well-informed and thoughtful decisions is essential."
In other words, you can't make the right decisions based on emotion or logic alone, right?
Again, what does it mean that" He does not trust the intelligence that could point out 'his logical fallacy?'"
A3: Yes, you've captured the idea well. However, making the right decisions often requires balancing emotion and logic. Emotions can provide valuable insights and motivations, while logic and reason help to ensure that decisions are based on sound reasoning and evidence. Striking this balance enables us to make well-informed and thoughtful decisions.
The sentence "He does not trust the intelligence that could point out 'his logical fallacy'" means that the emotionalist is unwilling or unable to recognize the flaws in their reasoning, which may be pointed out by others or by logical analysis. The emotionalist might be so focused on their emotions that they dismiss any rational arguments or evidence that challenge their beliefs. This unwillingness to acknowledge or learn from logical fallacies can contribute to the emotionalist making poor decisions or advocating for misguided actions.
Q4: I'm afraid I have to disagree with the conclusions that are too logical and don't feel love for humans. Rational decisions are not always correct. Emotional choices aren't always right. Even if it's a balance, it's a self-judgment.
After all, not only emotionalists are dangerous people, but also overly logical people are dangerous people.
What do you think about it?
A4: I agree with your perspective. However, it is essential to recognize that extreme emotionalism and excessive reliance on logic can be problematic. Decisions made solely based on logic, without considering human emotions or values, can be just as harmful as those made exclusively based on emotions. Striking a balance between emotion and reason is a matter of personal judgment, and each individual should strive to find that balance in their decision-making process.
You are correct in pointing out that overly emotional and logical people can be dangerous in their ways. The key is acknowledging the importance of emotions and logic and aiming for a balanced approach that considers the complexities and nuances of human experiences and values. This way, we can make better decisions that respect and cater to the diverse needs of individuals and society.
Q5: You are a great liberal arts professor and president of a university. You will talk to your first-year class about what liberal arts are and how to get there. What advice would you give first?
A5: As a liberal arts professor and president of a university addressing a first-year class, my first piece of advice would be:
1. Embrace curiosity and open-mindedness: Liberal arts education explores various disciplines, including literature, history, philosophy, social sciences, and natural sciences. Therefore, approach your studies with an open mind and curiosity. Be willing to question your assumptions, challenge your beliefs, and learn from diverse perspectives. This intellectual openness will help you grow and develop a broader understanding of the world around you.
Additional advice would include:
2. Cultivate critical thinking and effective communication: Liberal arts education aims to develop critical thinking, problem-solving, and communication skills. Engage in thoughtful discussions, debates, and collaborative projects. Learn to analyze information, evaluate arguments, and articulate your thoughts clearly and convincingly. These skills will serve you well throughout your academic journey and beyond.
3. Make connections between disciplines: One of the unique aspects of liberal arts education is its emphasis on interdisciplinary learning. Look for references and patterns between the subjects you study. This will deepen your understanding of the material and help you develop a more integrated worldview.
4. Seek opportunities for personal growth and leadership: College is not only about academics; it's also a time for personal gain, self-discovery, and leadership development. Get involved in extracurricular activities, volunteer work, or internships that align with your passions and interests. These experiences will help you build valuable life skills and expand your professional network.
5. Foster a lifelong love for learning: Remember that your education does not end with your time at the university. Embrace the idea of lifelong learning and continue to explore new subjects, develop new skills, and challenge your thinking throughout your life. This mindset will help you stay adaptable, resilient, and thriving in an ever-changing world.
By following these pieces of advice, you will make the most of your liberal arts education and lay the foundation for a fulfilling and enriching life journey.