Abstract

Can one conceive something to say about Allan Bloom’s view of America and the American university that he hasn’t already heard? Setting aside the perhaps undiscussable differences in what we each saw in our students of the 1960s, I find two regions in which Bloom’s experience and mine differ systematically that are specific and clear enough to be stated briefly, perhaps usefully: first, our experience of the position of philosophy in the intellectual economy we were presented with in the two decades prior to the 1960s; second, our experience of the modern and the popular in the arts. My citing of these differences can only prove worthwhile, however, against a background of agreement I find with his work over the centrality of a cluster of issues, of which I specify five: a first agreement concerns the illustriousness of the university in the life of a democracy; a second concerns the irreplaceability of Great Books—what Thoreau calls scriptures—in a humanistic education; a third concerns the unaware imbibing of European thought by a chronically unprepared American constitution—a condition that is as live for us, or should be, as when Emerson was founding American thinking by demonstrating his knack of inheriting, by transfiguring, European philosophy; a fourth moment of agreement concerns the goal of a democratic university education as keeping open the idea of philosophy as a way of life, call it the life of the mind, a name for which might be Moral Perfectionism ; a fifth sense of my agreement with Bloom concerns the threat that a discourse about such issues, such as the prose fashioned in Bloom’s book , is becoming unintelligible to the culture that has produced it, and not alone to the young . Stanley Cavell is the Walter M. Cabot Professor of Aesthetics and the General Theory of Value at Harvard University. His most recent works include In Quest of the Ordinary: Lines of Skepticism and Romanticism and This New Yet Unapproachable America: Essays after Emerson after Wittgenstein