Quote:
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Our disciplines and ever more specialized subdisciplines are designed to bracket and ultimately to suppress the larger, integrating questions that once defined liberal education, but it is comforting, not to say professionally advantageous, to imagine that no paradigm or assumptions frame our approach to psychology or sociology or political science or literary criticism, or at least that it is not our job to exhibit or to question those assumptions. A teacher "progresses" (produces articles, accumulates citations, gains tenure) by suppressing the perennial questions about human nature and its purposes and proceeding on the basis of the accepted methodologies, as if these were neutral and had no bearing on such questions.
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Who knows what this even means. He just dances around not getting to anything tangible. Not providing any concrete examples.
Perhaps his proof of having not fallen for this trap is that he has not published in academic journals? Surely there would be many faculty candidates who could provide similar proof in their CVs.