A culture of the Humanities enables us, that is, satisfyingly to describe,
and thereby give precise voice to, sets, and subsets, of our most vital
emotional and cognitive experience. All of us, whether we know it or not,
have habitual recourse to the language of art criticism and philosophy
because art and philosophy are “where the meanings are†(or at least a good
deal of them!); the terms of art and philosophy are the
irreplaceable,companionable forms to our articulate reception of the world, without
which we fall painfully mute.
Of course different teachers of the Humanities will give priority to
differing elements in this nexus of practices. This document, indeed, will
articulate distinguishable traditions of Humanities scholarship more
precisely below. We start, however, simply by underscoring the activity of
humanists as variously receptive, critical and constructive. This is a deeply
satisfying, passionate pedagogic enterprise (for both teachers and students),
whose dynamism derives from the relation between the private study, the
communal classroom and the world beyond.
The need to underscore this nexus of illuminating reception and
constructive evaluation by the Arts and the Humanities is all the more urgent
given the historical moment we face, a moment characterized by economic,
military, ecological, religious and technological challenges of mighty
profile. We therefore judge re-articulation of the extraordinary promise of
the Humanities to be timely. Our students are preparing to act adroitly in a
global environment; they are also preparing to flourish in an austere job
market. The Arts and the Humanities are essential on both inter related
fronts, cultural and personal. This document offers such an articulation. We
begin by focusing, however, on a prior and more immediate challenge, which is
the troubled status of the Humanities themselves in this new
environment.
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