Humanities in the Information Age
This chapter speculates about the future of humanities education and the future of aesthetics. What will be the future role of humanities education in the age of knowledge work? What will be the role of such education now that the older, universalist mode of humanistic inquiry has been inflected toward difference, flexibility, and contingency by those movements that are the uniquely academic version of post-industrialism: post-structuralism and cultural criticism? A gigantic distance exists between the cool and the educational system. Cool is an ethos that starts as early as daycare and primary school, matures in high school, and becomes adept in college. Cool is nothing if not closely bound to the schooling system. Yet cool is anything but identified with schooling as such. Rather, it is a parallel system of learning—or just as accurately, anti-learning—that turns away from an educational system it believes represents dominant knowledge culture, toward a popular culture whose corporate and media conglomerates, ironically, are dominant knowledge culture.
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