"What Desmond doesn't say is that it's possible the books on which he relies, all of them written since 2008, anachronistically project these characteristics of early 21st-century capitalism onto the past."
Yeah, it's *possible*. Anything's possible. It's only a criticism, though, if you show some evidence.
But as it stands the only *actual* problem alleged by Linker here is that the books that went into Desmond's article were published in the last ten years. New = suspect.
Then there's this: "He treats the assertion as fact... rooted in definitive archival evidence most readers of the 1619 Project will never examine for themselves. These readers are expected to defer to Desmond's authority, and ... to [that] of the scholars on which he relies."
The implication of this critique is that arguments based on archival work -- the basis of much of our knowledge of the past -- are to be dismissed *because* they are based on archival work that readers themselves won't do. Scholarship is untrustworthy *because* scholars wrote it.
*thread, haha
Historical scholarship based in sources found in archives is ipso facto "propaganda".
This is an anti-intellectual manifesto.
Imagine suggesting that journalists shy from scientists who'd done the actual experimental work their articles talked about, and rely on lay opinion instead.
Imagine suggesting that training and experience in engineering disqualified an engineer from discussing engineering.
Some responses to my original thread have (correctly, I think) compared the predicament of public history to that of scientific expertise. But are undergoing a kind of crisis of confidence, and both are assailed from some of the same political quarters.
But there are differences. Science is held in high regard and widely acknowledge to be beyond the abilities of non-experts to conduct (if not to critique). No one argues that we can't trust experimental data *because* they came from a lab.
But that is exactly what's being argued here: that we can't trust history *if it comes from archival sources*. That historians *as such* are not to be trusted as experts in history. That received wisdom is superior to what mere sources tell us.
*acknowledged
This is a cultivated ignorance, a dismissal of empirically substantiated, methodically produced knowledge, that has few parallels I can recall.
And where does it come from? A self-professed "centrist", uncomfortable because the facts don't seem to lead to his position.
This is the essence of preferring faith to facts: declaring that evidence is propaganda when it contradicts the truth you know in your heart.
*Both are
sorry for all the typos; this was written on the fly
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Humanities advocates can’t defend the value of academic departments of specialized researchers without defending specialized research. Trying to make generalized critical skills do that work suggests a lack of conviction and, ironically, doesn’t say much for our critical skills.
Arguing that you need 20-30 full-time, permanent specialists in ancient religion, medieval poetry, early modern trade, and modern political history, because they all teach critical reading and writing skills is like arguing that you need a car so that you can listen to the radio.
Inevitably, if you are dealing with someone who is paying your arguments any attention — admittedly doubtful, in this case — the question will arise: why not just buy a radio? Or get an app? It’s cheaper, takes up less space than a car, and, apparently, does the exact same thing.
As far as academic employment goes, a much, much, much bigger problem than senior faculty members not retiring is universities not replacing faculty when they retire.
The problem isn't that the pipeline to secure, senior status is blocked, it's that there is no pipeline.
What, do we think state schools are cutting programs and folding departments and casualizing teaching because Old People?
Also: allow me to point out that a 65-year-old tenured professor in a program of, say, 5-7 FT faculty in a mid-ranked public university of any size does not meaningfully have “power” either in the institution or the discipline and it is a weird fantasy to imagine otherwise
This is something I wrote for my intro-level students in history, as a way to think about how to read the different kinds of text they will encounter.
1. Read actively. Write in the margin; don’t just underline, make notes. With practice you will learn to distinguish between ideas or arguments that authors emphasize, and details that you can look up again later. ...
... Rather than aiming to reproduce the contents of the reading or the lecture, focus your notes on main points and key ideas or examples.
This is one reason why pundits confusing declining *majors* with empty *classrooms* is so irritating — and why the Father’s-Day “solutions” proposed (“why not teach cool classes like MOAR WAR?”) miss the point.
My classroom is full, it’s just more and more full of non-majors.
History majors make up about a third of my scheduled intro lecture this coming year. Last year it was closer to 50%. When I started they were the majority. The subject hasn’t changed, but perceptions about future employment, a lot of them driven more by media than by data, have.
It’s not that nobody takes history courses, but that increasingly universities are seeing the arts (and, I suspect, a lot of the sciences too) as at best essentially remedial/service/“skills” supplements for vocational and pre-professional programs. A view many have internalized.
I think we’re slowly figuring out that students, parents, faculty, administrators all internalizing a vision of higher education as coercive workplace discipline rather than an opportunity to pursue intellectual interests brings out the worst in everybody and has no happy ending