By Jeffrey R. Di Leo
As the neoliberal academy grows in energy and effect, the arts appear to lessen through an analogous degree. How do humanists converse for and from the arts in an academy which values serious inquiry into them much less and not more? operating within the humanities during this weather calls for humanists to be even larger at what they do top, particularly, supplying serious perception on every one other's paintings and valuing contributions for the ways that they strengthen severe discussion in the academy, instead of stifle it. Corporate Humanities in better Education contends that relocating past the neoliberal academy will not be as effortless as returning to its predecessor—but it definitely are not as tough as attempting to functionality as an educational dedicated to severe inquiry and democratic schooling within the age of neoliberalism. an individual who cares concerning the way forward for the arts in those darkish instances will make the most of this book.
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Additional info for Corporate Humanities in Higher Education: Moving Beyond the Neoliberal Academy
However, the corporatization of liberal arts courses is only a temporary reprieve. The hegemony of the humanities by the neoliberal university only allows them to persist under its own terms. Once they cease to serve the ends of the neoliberal agenda—or start to get in the way of pursuit of these ends—the humanities as we have known them will disappear. Nevertheless, what emerges from the ashes of this hostile takeover (or makeover) of the humanities in large part will be determined by how the humanities itself reacts to its future within the neoliberal university.
Academic interests are contingent upon market interests in the neoliberal university—and the implicit adjective “corporate” serves as a grave reminder of this. Nevertheless, “corporatizing” humanities courses does not mean that we ignore the historical and political dimensions of the works that we are teaching; nor does it mean that we avoid topics that challenge the values of our vocationally, technically, and professionally minded students. Rather it means that we need to be careful not to assume that our students prima facie care about the critical foundations of the texts and topics that we are exploring with them.
10 However, the single-minded quest for economic growth and financial profit tends to abandon these democratic values, particularly in times of severe economic crisis. As a Hu m a n i t i e s , I nc . 15 result, democratic education gives way to education for profit in times of financial crisis. ”11 Economic strains only exacerbate this situation and put pressure on institutions to abandon the liberal arts model of university education. This model, which flourishes in the United States and is unlike that of just about every other nation in the world, gives students the freedom to study a wide range of courses during the first two years of their university education.