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.A R T I F I C I A L I N T E L L I G E N C E ?flict, what in the 1990s became known as the culture wars.Few places became more embattled than the university along this front.As oneof America’s most cherished and vital institutions, the university has long helped define what the nation values and how it understands the pursuit of knowledge, enlightenment, and freedom.With the exception of the debate about a‰rmative action, manyof the contested issues in higher education have developed far frompublic view.Just as contentious as the questions “Who gets admit-ted?” or “Who gets hired as faculty?” is the question “What subjects, philosophical ideas, and texts define classical liberal arts education?”Over the last twenty-five years, a new crop of professors, intellectuals, and cultural critics have been storming the gates of the Ivory Tower.Slowly, more women, blacks, Latinos, and Asians have moved intoAmerican higher education as tenured and tenured-track scholars.Their arrival embodies the sea shifts in perspective, pedagogy, andpurpose that began to alter the character and curriculum in highereducation after the contentious decades of the sixties and seventies.Rather than see academic life as a distant and elite domain (itstill is in many ways), key segments among the post–civil rightsgeneration of academic professionals have fought to make their in-stitutions’ connections to the real world, to real people, and to real communities more viable.Accompanying that approach has been abold attempt to redesign the curricula in higher education, placinga greater emphasis on non-Eurocentric courses, ideas, and ways ofthinking about the world.That has led to a call to add new thinkers, theories, and texts to the established canons that shape the basic ar-chitecture of the liberal arts.In this context the idea that the cultures, histories, and voices of historically marginalized populations should—and must—be added to a more open and diverse curriculum hasstirred passionate debate about the state of the American mind.The call to break down the traditional hierarchies in academe ledto the bold idea that popular culture, not just the classics or high arts, was an important site of intellectual inquiry.That meant that whathad long been derisively labeled “mass culture,” or the culture of the245 [ Pobierz całość w formacie PDF ]
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.A R T I F I C I A L I N T E L L I G E N C E ?flict, what in the 1990s became known as the culture wars.Few places became more embattled than the university along this front.As oneof America’s most cherished and vital institutions, the university has long helped define what the nation values and how it understands the pursuit of knowledge, enlightenment, and freedom.With the exception of the debate about a‰rmative action, manyof the contested issues in higher education have developed far frompublic view.Just as contentious as the questions “Who gets admit-ted?” or “Who gets hired as faculty?” is the question “What subjects, philosophical ideas, and texts define classical liberal arts education?”Over the last twenty-five years, a new crop of professors, intellectuals, and cultural critics have been storming the gates of the Ivory Tower.Slowly, more women, blacks, Latinos, and Asians have moved intoAmerican higher education as tenured and tenured-track scholars.Their arrival embodies the sea shifts in perspective, pedagogy, andpurpose that began to alter the character and curriculum in highereducation after the contentious decades of the sixties and seventies.Rather than see academic life as a distant and elite domain (itstill is in many ways), key segments among the post–civil rightsgeneration of academic professionals have fought to make their in-stitutions’ connections to the real world, to real people, and to real communities more viable.Accompanying that approach has been abold attempt to redesign the curricula in higher education, placinga greater emphasis on non-Eurocentric courses, ideas, and ways ofthinking about the world.That has led to a call to add new thinkers, theories, and texts to the established canons that shape the basic ar-chitecture of the liberal arts.In this context the idea that the cultures, histories, and voices of historically marginalized populations should—and must—be added to a more open and diverse curriculum hasstirred passionate debate about the state of the American mind.The call to break down the traditional hierarchies in academe ledto the bold idea that popular culture, not just the classics or high arts, was an important site of intellectual inquiry.That meant that whathad long been derisively labeled “mass culture,” or the culture of the245 [ Pobierz całość w formacie PDF ]