Jenna Silber Storey and Benjamin Storey:
At public colleges in red and purple states like Arizona, Florida, Mississippi, North Carolina, Ohio, Tennessee, Texas, and Utah, about 200 tenure- and career-track faculty lines are being created in new academic units devoted to civic education, according to Paul Carrese, founding director of the School of Civic and Economic Thought and Leadership (SCETL) at Arizona State University. These positions are being filled by faculty members trained in areas including political theory, history, philosophy, classics, and English. Since there are only about 2,000 jobs advertised in all those disciplines combined in a typical year, the creation of 200 new lines is a significant event. […]
Criticism of these new programs is both understandable and premature. Most of them have just been founded and have yet to demonstrate exactly how they intend to fulfill the mandates that have set them in motion. They have not had time to create a track record by which they might be judged, and they will each develop in different ways. For now, understanding the motivations of the faculty members who join them may be the best way to discern where those programs are headed. Who are the academics working in these programs? Why have they moved from other colleges? How do they think about their responsibility to the legislative mandates that created these projects? And how do they plan to build academic programs with integrity under intense and conflicting political pressures, from both on and off campus?
A sharp and fair-minded report. I would add that almost all of these endeavors are rooted not in conservatism but in classical liberalism — which is how they attract non-conservatives. This is not a MAGA project but an Enlightenment project, especially the Enlightenment of Washington, Jefferson, and Madison. (Thus the centrality of political philosophy — literature and the other arts just come along for the ride, but they seem to be welcome.)
I especially appreciate this paragraph from late in the piece:
The final challenge these schools face, in our view, is to articulate their programs as a renaissance rather than a reaction. Many of the faculty members moving to these schools bring with them powerful memories of elements of their own academic training that are underappreciated: great books programs at the University of Chicago and Columbia University, courses in grand strategy at Yale University, curricula that focus on the American founding or British constitutionalism. To be part of a renaissance that endures, efforts to revive neglected subfields and forgotten courses must resist the temptation of nostalgia for a lost golden age. The Renaissance we remember did not simply revel in old texts of Cicero, it gave birth to novel forms of art and thought that focused on the distinct challenges of its moment.
I’ve seen a number of comments from LPC* academics about these new programs, and their view, unsurprisingly, seems to be that they’d rather see the humanities destroyed altogether than see such programs succeed. I get it; it’s hard, when one has wielded unchallenged power for so long, to deal with resistance.
