Or, Hey! You got pluralism in my diversity!
Hidden in plain, if at times dour, sight, an interview with Jill Lepore in CHE. She hits a couple of critical notes, per usual:
We’re in this appalling situation where civics education has a political balance that leans right, while the discussion of the diversity of the American past has a political balance that leans left. The problem with a civics education that leans right is that its version of the American past is inevitably going to be the story of the march of progress and prosperity and freedom. And the story that leans left is the story of atrocities and ongoing systematic inequalities. Both of those accounts of America are true, but neither of them is the entire truth. No child is equipped for life in a democracy if they are asked to receive either story as canonical.
One thing that really troubles me is that it’s now politically safe to talk about pluralism, but it is not politically safe to talk about diversity. Sure, those terms have different histories, and you could disambiguate them if you really wanted to, but ultimately they are kind of the same thing. I wish that civics initiatives would embrace the word “diversity” to depoliticize what they’re doing. And I wish that DEI programs that are still standing, of which I’m sure there are still some, would embrace the words “pluralism” and “civics.” There actually is a common project there. It’s possible to hold a common purpose across those different initiatives and to refuse to allow them to be politicized and demonized by the other side. To allow such a basic matter as what children learn in the third grade about their country to be determined by who’s won a seat in the Legislature in the last midterm election is outrageous. Those people should be ashamed of themselves.
[Narr: they are not ashamed of themselves]. And later, she suggests the reason people are unable to understand any common purpose beyond the accumulation of riches – which would lead to a downfall, except for the puny heights native to such ambitions:
I teach at a university where the preponderance of our undergraduates go into finance, consulting, and tech jobs that they are recruited for almost the moment that they arrive in Cambridge, and whose time, instead of being devoted to academics, is devoted to securing positions in those industries. The pleasing of their parents, and the pleasing of those students, is the economic engine of the college and therefore of the university, in a way that I do not think is consistent with what a university is for. There are universities now that are creating centers for open inquiry. What is a university if not a center for open inquiry? Why would we need such a center? That anyone suggests such a center should raise a lot of eyebrows.
Successful marketing smears against the liberal arts notwithstanding, the underlying timidity about culture and civilization result in the increasingly inability to differentiate the real from the fake. It’s so complicated and new that people exchanged ideas on it using stone tablets. Adherents of classical learning become defensive in conversations about earning potential, meanwhile West Point and the other three service academies continue to require philosophy, languages, history, and literature. Can you hold those competing notions in your head?





