Liberal Education

Bloom called it the “Great Books” approach.  Newman called it “enlargement of mind.”  Nock uses this phrase: the “Great Tradition.”  The Great Tradition aims to inculcate certain views and demands, “which take proper account of the fundamental instincts of mankind, all in due measure and balance.”  Fundamental instincts include those of workmanship, the intellect, religion, beauty, poetry and manners (54).  This approach is based on the reality that human nature is unchanging, and it promotes balance among all parts of knowledge (remember, that was Newman's concern).

Tracing a typical pre-twentieth century student’s education, Nock reveals the details of liberal education.  After reading, writing, and ‘rithmetic, the student was immersed in Latin, Greek and algebra.  He also read some classical history, geography and mythology.  In college, he studied the range of Greek/Latin literature, math up to calculus, physics & astronomy, a brief logic course, and an overview of English linguistic history.  Now, this list makes me stop and ask:

What’s so great about Greek and Latin?

Or, why are classical studies central to a liberal education? Nock answers:

The literatures of Greece and Rome comprise the longest and fullest continuous record available to us, of what the human mind has been busy about in practically every department of spiritual and social activity….This record covers twenty-five hundred consecutive years of the human mind’s operations…. Hence the mind that has attentively canvassed this record is not only a disciplined mind but an experienced mind; a mind that instinctively views any contemporary phenomenon from the vantage-point of an immensely long perspective attained through this profound and weighty experience of the human spirit’s operations. (52)

So Greek and Latin were not studied just because of blind tradition: classical learning is more significant than we moderns realize!

Note from an English major:  By critically reading Greek and Latin, a student would learn how to analyze literature.  As a result, Nock said that English courses were practically non-existent!  Since you knew analysis, you could easily apply the principles to your own culture’s literature.  For Nock, university English courses are fluff; they’re made to cater to “ineducable” students.  And, even though I’m an English major, I see his argument.  No offense taken, Mr. Nock.


>Sappho


What’s so great about the Great Tradition?

  All progress in history has been made through clear, mature, profound thinking.  On the other hand, we’ve all seen the horrible results of wrong-headed policies and movements.  The development of “right thinking” in individuals is the long-lasting societal benefit of the Great Tradition.  Bottom line: Ideas have consequences, so let’s make sure influential people are acting on the right ideas.  (For more reasons behind liberal education, see my Newman post.)