In a specific sense I am an unabashed advocate of what has come to be called the applied humanities, roughly and broadly speaking the effort to connect the study of the humanities to identifiable and practical social goods. For me, in addition it includes the effort to develop humanities programs that take seriously that we are responsible (at least in significant part) for preparing our students for productive lives after college, preparation that I think really should be embedded within humanities curricula, advising, cocurricular programming, and the general ethos and rhetoric that we use to inculcate in our students what it means to be a humanist.
In several respects this conviction lies at the root of my advocacy for both digital humanities programs and for career planning and programming for liberal arts students, as different as these two areas seem to be on the surface. I have little room left any more for the idea that “real learning” or intellectual work pulls up its skirts to avoid the taint of the marketplace or the hurly-burly of political arenas and that we demonstrate the transcendent value of what we do over and above professional programs by repeatedly demonstrating our irrelevance. Far from diminishing the humanities, an insistence that what we do has direct and indirect, obvious and not so obvious connections to social value enhances the humanities. It’s not just a selling point to a doubting public. As I said yesterday, the only good idea is the idea that can be implemented. We ought to be proud of the fact that we can show directly how our students succeed in life, how they apply the things they’ve learned, how they find practical ways of making meaningful connections between their academic study and the world of work.
At the same time, I will admit that some versions of this argument leave me cold. It risks saying that the only thing that is really valuable about the humanities is what is practically relevant to the marketplace. I greet this effort to make Wordsworth a useful version of a management seminar with a queasy stomach.
It may sound like a nice day out in beautiful surroundings, but can walking around Lake District sites synonymous with Romantic poet William Wordsworth really offer business leaders and local entrepreneurs the crucial insights they need?
That is precisely the claim of Wordsworth expert Simon Bainbridge, professor of Romantic studies at Lancaster University, who believes the writer can be viewed as a “management guru” for the 21st century.
Since 2007, the scholar has taken students down into caves and out on canoes to the island on Grasmere once visited by Wordsworth and fellow poet Samuel Taylor Coleridge, and to places where many of the former’s greatest works were written, for what he called “practical exercises linked to the themes of Wordsworth’s poetry.”
Such walks, which also have been incorporated into development days for individual firms, are now being offered as a stand-alone option for local and social entrepreneurs at a rate of £175 ($274) a day.
Read more: http://www.insidehighered.com/news/2012/08/09/businesses-pay-british-professor-teach-them-about-wordsworth#ixzz236bQaECf
Inside Higher Ed
I do not find the insight here wrong so much as sad. If the only reason we can get people to read Wordsworth is because he will enhance their management skills, we have somehow misplaced a priority, and misunderstood the role that being a manager ought to play in our lives and in the social and economic life of our society. It is the apparent reduction of all things and all meaning to the marketplace that is to be objected to and which every educational institution worthy of the name ought to furiously resist, not the fact of marketplaces themselves.
I was lucky enough this summer to attend the Harvard Institute for Management and Leadership in Education. To be honest, I went thinking I was going to get all kinds of advice on things like how to organize projects, how to manage budgets, how to promote programs, how to supervise personnel. There was some of that to be sure, but what struck me most was that the Institute, under the leadership of Bob Kegan, put a high, even principal, priority on the notion that managers have to first take care of who they are as human beings if they are to be the best people they can be for their colleagues and their institutions. You have to know your own faults and weakness, your own strengths, your dreams, and you have to have the imagination and strength of mind and heart (and body) to learn to attend to the gifts, and faults and dreams and nightmares of others before or at least simultaneously with your own. In other words, being a better manager is first and foremost about becoming a healthier, more humane, fuller human being.
The tendency of some applied humanities programs to show the relevance of poetry by showing that it has insights in to management techniques, or the relevance of philosophy because it will help you write a better project proposal, is to misplace causes and to turn the human work of another imagination (in this case Wordsworth) into an instrumental opportunity. The reason for reading Wordsworth, first and foremost, is because Wordsworth is worth reading, and simultaneously because the encounter with Wordsworth will give you the opportunity to be a fuller, more imaginative, more thoughtful human being than you were before.
If you become that, you will have a chance to be a better manager. But even if you don’t become a better manager, or if you lose your job because your company is overtaken by Bain capital or because students no longer choose to afford your pricey education, you will, nonetheless, be richer.
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