Keith Burgess-Jackson, J.D., Ph.D.

5-29-90 . . . Allan Bloom [1930-1992] has an interesting conception of the university. It’s a place of contrasts and challenges, he says. The value of an idea in a university, as opposed to its value in the so-called marketplace, is not measured by its utility. Professors should feel free to put forward and defend radical theses about whatever subject they’re interested in. Out of this liberal process, Bloom thinks, will come useful ideas, theories, and principles. Another benevolent effect of this radicalism is to force students to reconsider (as if they’ve considered them!) the platitudes, slogans, and stereotypes with which they’re inculcated [sic; should be “indoctrinated”]. A pro­fessor must shake the confidence of his or her students, must challenge them to reflect on the basis (foundation, ground) of their beliefs and attitudes. The goal is not to eliminate those beliefs or attitudes, although that is one possible outcome of the process, but to call attention to them. Students who reflect on their beliefs and attitudes may come away with an even firmer conviction of their truth or rectitude. This conception of the professoriat meshes almost perfectly with mine, for I have long thought of myself as a Socratic torpedo-fish who jolts students into thought. It also justifies the social criticism meted out by academics of institutions, processes, and policies. Students are inclined to take our versions of democracy and capitalism for granted, never questioning their basis, legitimacy, or alterna­tives. A professor should jolt them into reflection.