För två år sedan skrev jag här på bloggen om lanseringen av ett nytt projekt att skapa ett college för förnuft och frihet i USA, The College of The United States, och dess ledande grundare Marsha Familaro Enright, som jag träffat. Behovet är starkt med tanke på den dåliga utbildningen och inte minst allmänbildningen bland amerikanska studenter (gäller tyvärr även i andra länder). Modellen är ett ”liberal arts college”. Därutöver ska mer utrymme ges åt frihetliga idéer. Liberal arts colleges i USA är i regel de sista bastionerna för lärdom och bildning.
Projektet går framåt. I somras anordnades ett veckolångt seminarium för gymnasie- och högskolestudenter. I ett nyhetsbrev låter Enright meddela att man nu lyckats få till stånd ett samarbete med Shimer College, ett liberal arts college i Chicago:
”On December 10th, I signed an agreement with Shimer College to teach the first College of the United States course, ”The Morality of Capitalism,” starting January 21, 2010. Shimer College is a well-established and fully accredited liberal arts college with a curriculum based on the Great Books and teaching methods that are consonant with ours. It resides on the campus of the Illinois Institute of Technology (IIT), near downtown Chicago.
Founded in 1853, Shimer adopted the ”Hutchins Plan,” one of the original Great Books curriculums, in 1950. Shimer uses these classic texts for the vast majority of its classes, with the Socratic seminar approach as its teaching method. One result: Shimer produces one of the highest rates of graduates with doctorates of any institution in America.
In ”The Morality of Capitalism,” the students and I will explore economic and political ideas from ancient times to the present, discover the philosophical premises underlying divergent views of capitalism, and examine the ethical basis–and real-life results–of the market system.
Recently, some Shimer trustees raised concerns that the program had been including more contemporary, postmodern works than is warranted by the Hutchins Plan, and that more classic works about freedom needed to be included in the curriculum.”[...]
”The course will run from January 21 to April 21, 2010. Here’s a brief description:
Capitalism has brought more wealth to more people than any other system in history. In those countries that have adopted capitalism, the standard of living since the Industrial Revolution has far outstripped all the growth of the previous millenia. Yet capitalism is often reviled as evil or, at the best, amoral.
What are the facts? Is capitalism good or evil? How do we determine its moral status?
In this course we will consider the facts and arguments concerning these issues and examine the question ”Is there a moral basis for capitalism?”
Given the conventional attitude towards capitalism, this will be one of the most unusual classes in the nation.
I anticipate that most students will arrive at the course influenced by the many collectivist, anti-capitalist ideas that are pervasive in education and the culture. We’ll closely examine the wildly diverging ideas of thinkers – ancient to modern, communist to capitalist – and the results: human life under collectivism versus human life under capitalism. And we’ll explore the visions embodied in the widely disparate ethics that are at the foundation of these conflicting ideologies.
Here are some of the readings, which are filled with challenging ideas…
Students will read selections from a wide variety of famous works, representing many contrasting and conflicting ideas about the foundation of ethics, the good society, and capitalism. These will include powerful and influential texts from Plato’s Republic and Aristotle’s Nicomachean Ethics to Locke’s Second Treatise on Government and Smith’s The Wealth of Nations…from Marx and Engels’ The Communist Manifesto to Mises’ The Anti-Capitalist Mentality…from Rand’s Capitalism: the Unknown Ideal to Rawls’ A Theory of Justice.
In addition to exposing the students to the full range of ideas about capitalism, the College’s teaching methods will emphasize the use of reason, analysis, and facts. Our specialized approach to discussing the texts will encourage students to develop their own, independent, fact-based, rational judgments and arrive at their own conclusions.”
Om behovet av ett nytt college skriver Enright:
”All around us, we can see rampant and dangerous ignorance….
Nearly half of all 18- to 24-year-olds don’t think it’s important to know where countries cited in the news are located. Millions of adults take on enormous mortgage debt without thinking about how they will pay for it. Government officials confiscate money from productive businesses in order to save failing ones.
What’s the cause of such catastrophes? One answer is clear: the sad state of our educational system.
Consider a few examples of the outrageous ideas and practices that are astoundingly widespread on campuses nationwide. . . .
- The National Education Association enthusiastically endorses infamous collectivist left-wing organizer Saul Alinsky’s book, Rules for Radicals, approvingly quoting this terrifying passage: ”The Radical does not sit frozen by cold objectivity…He hits, he hurts, he is dangerous… Radicals are most adept at breaking the necks of Conservatives.” Is it any wonder indoctrinated students reject reason and objectivity and advocate force and violence to achieve their misguided goals?
- Orwellian ”Free Speech Zones” are popping up on an increasing number of college campuses, according to the Foundation for Individual Rights in Education. This ”politically correct” policy limits open debate to small designated spots on campus. Everywhere else is off limits to ”unapproved” speech, a policy that stifles discussion and disagreement.
- The recent ”Climategate” scandal revealed the tawdry, unprofessional behavior that’s apparently commonplace in climate science. Researchers at several universities destroyed or distorted key evidence that doesn’t fit their agenda and routinely discredited and smeared dissenters.
And these are just a few examples of the problem.Is it any wonder that ignorance, anemic reasoning skills, and collectivist ideas are pervasive in higher education–and, in consequence, throughout our culture?
Only those trained in the art of objective reasoning, and certain of its grounding in what’s true and right, can effectively combat this plague. Only those who know the importance of ideas and their history will be equipped to recognize and fight the collectivist, totalitarian aims disguised as ”noble” and ”humanitarian” policies.
And this is why there couldn’t be a better time to renew your support for our radically new alternative….”[...]
”This is why I decided to launch The College of the United States.
A remarkable group of trustees and advisors is collaborating with me. They include highly accomplished business people, professionals, and academics who are helping to ensure that The College’s faculty and curriculum will be of the highest quality and that this new institution will succeed.
Imagine a school where young people consistently learn….
- Evidence, logic, and objective reasoning–in every subject and course.
- The philosophy of individualism that celebrates self-reliant human achievement–countering the collectivist dogma of dependence, parasitism, and self-sacrifice.
- A curriculum that demonstrates the virtues of Western culture, capitalism, and markets–morally and practically. This is in contrast to the curricula of many colleges in which the achievements of Western civilization are either ignored or reviled.”