Modernity & the Cultural Divide

I. Modernity (revisited)

A. Jefferson: public education can deal with the first new problem created by the beginnings of modern society

1. How to “do” democracy (citizen; informed discretion)

B. The scientific and, especially, the industrial revolution created more new problems

II. The Birth of Modern Society: the Industrial Revolution and Social Structures/ Institutions

A. Death of the Household Economy

B. Urbanization

C. Large-Scale Industrial Capitalism

1. Capitalism = 3 distinct features

a. the market

b. specialized economic institutions

c. profit orientation

III. Transformations

A. Community-based, rural à Urban

B. Agricultural à Industrial

C. Homogeneous à Heterogeneous

D. Economically self-sufficient à Dependency

IV. Modern Problems (institutions)

A. Workplace

B. Community

IV. Culture

A. Religion

B. Human Nature

C. Generally, public acceptance of classical liberalism (reason, natural law, progress, etc.)

BUT

V. The Cultural “Divide”

A. Two broad responses to modernization

1. Rationalism vs. Romanticism

Rationalism’s Key Premises (the philosophes (Voltaire, Diderot, d’Alembert)	Romanticism’s Key Premises Jean-Jacques Rousseau
Progress History is the story of humanity’s continuing betterment Reason produced knowledge of the world that can serve humankind The species will overcome superstition and religion We will improve social institutions (esp. government) and overcome cruelty & violence	Anti-rationalism In favor of powerful emotions “Sensitivity” & sentimentalism Love, horror, death: the feeling of powerful emotions can be transcendent Sensuality Love of Nature
Deism (two central ideas) Religion should be reasonable & produce moral action Religious ideas must be kept separate from scientific knowledge in re: physical and social world	Also Deist but without the concern for reason & scientific knowledge
Tolerance Voltaire: the greatest human atrocities in history were committed in the name of religion and God A just society depends on tolerance, especially religious tolerance	Tolerance (generally) But fiercely intolerant of social institutions’ control of the individual Rousseau’s Emile, e.g. (formal education distorts the “true self” [not Rousseau’s term, but captures the core of the idea]). “The noble savage.” Human nature is intrinsically good.
Empiricism Knowledge requires scientifically-generated evidence Things we can observe, see, touch – the senses Must begin by doubting everything	Mysticism (not exactly the right term, but great suspicion of rationalism, science, empiricism) E.g. Mary Shelley’s Frankenstein Cautionary tale about science

VI. Education

A. Respond to Structural Problems +

B. Consistent with core cultural ideals

VII. Enter Horace Mann (School Reform: Common School): 6 key points

A. Improve School Facilities

B. Teach Moral Values

C. Prussian Schools

D. School Discipline

E. Improve Quality of Teacher Education

F. Economic Value of Schooling

Return to Main Page

Or

To Next Lecture