Saturday, July 28, 2012
See David Kaiser's current post
DK:
"....High educational ideals created both its achievements and its audience. It is moribund now in the United States because no cultural values compete with market values,..."
Reading Randall Collins' works, see The Credential Society, Collins attempts to relate 'cultural capital' to an economic base, in a rough sense, to an economic market concept (but it has almost never been a real laissez faire marketplace out there) to account for cultural and political change over time.
It seems to me that Collins' discussion is helpful for conceptualizing the role of culture, religion, education, media, and ethnic traditions, in a general sense, for economic and political dimensions.
They are not identical, of course, culture and economic/political base, but distinctions and interactions are hard to conceptualize without circularity, ambiguity, superfluity, reductionism, etc.
This discussion relates to my comments here about compartmentalization, specialization, and the remoteness, irrelevance, wastefulness, complexities, shapelessness, and obstructions of academic and educational fields, in relation to powerful movements of current history politics and commerce, which either ignore, bypass, pirate from, dissemble among, or hide behind them.
Collins' history squib of education in America is especially useful.
His references, on everything, are insightful.
Term search compartmentalization, specialization, fragmented, fragmentation, etc.
"....High educational ideals created both its achievements and its audience. It is moribund now in the United States because no cultural values compete with market values,..."
Reading Randall Collins' works, see The Credential Society, Collins attempts to relate 'cultural capital' to an economic base, in a rough sense, to an economic market concept (but it has almost never been a real laissez faire marketplace out there) to account for cultural and political change over time.
It seems to me that Collins' discussion is helpful for conceptualizing the role of culture, religion, education, media, and ethnic traditions, in a general sense, for economic and political dimensions.
They are not identical, of course, culture and economic/political base, but distinctions and interactions are hard to conceptualize without circularity, ambiguity, superfluity, reductionism, etc.
This discussion relates to my comments here about compartmentalization, specialization, and the remoteness, irrelevance, wastefulness, complexities, shapelessness, and obstructions of academic and educational fields, in relation to powerful movements of current history politics and commerce, which either ignore, bypass, pirate from, dissemble among, or hide behind them.
Collins' history squib of education in America is especially useful.
His references, on everything, are insightful.
Term search compartmentalization, specialization, fragmented, fragmentation, etc.
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