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The Battle of the Classics: How a Nineteenth-Century Debate Can Save the Humanities Today-Eric Adler

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These are troubling days for the humanities. In response, a recent proliferation of works defending the humanities has emerged. But, taken together, what are these works really saying, and how persuasive do they prove? The Battle of the Classics demonstrates the crucial downsides of contemporary apologetics for the humanities and presents in its place a historically informed case for a different approach to rescuing the humanistic disciplines in higher education. It reopens the passionate debates about the classics that took place in late nineteenth- and early twentieth-century America as a springboard for crafting a novel foundation for the humanistic tradition.Eric Adler demonstrates that current defenses of the humanities rely on the humanistic disciplines as inculcators of certain poorly defined skills such as "critical thinking." It criticizes this conventional approach, contending that humanists cannot hope to save their disciplines without arguing in favor of particular humanities content. As the uninspired defenses of the classical humanities in the late nineteenth century prove, instrumental apologetics are bound to fail. All the same, the book shows that proponents of the Great Books favor a curriculum that is too intellectually narrow for the twenty-first century. The Battle of the Classics thus lays out a substance-based approach to undergraduate education that will revive the humanities, even as it steers clear of overreliance on the Western canon. The book envisions a global humanities based on the examination of masterworks from manifold cultures as the heart of an intellectually and morally sound education.

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Adler contextualizes today's debates about the humanities by reconsidering similar debates from a century (and longer) ago. In his words, "instrumental apologetics are bound to fail."Plenty of other disciplines can just as easily claim that they teach the same "skills" that humanities faculty like to think belong to them exclusively — whether writing, "critical thinking," or engaging with "the human."So we need something else much more compelling to make our case . . .
The author elucidates a clear and compelling case for the humanities, demonstrating the weakness of utilitarian defenses, such as the "skill set" that the humanities imparts, as if a degree in Ancient Greek or Art History is on the same utilitarian plane as a degree in engineering. The humanities need not resort to that kind of argument in order to defend their worth, as this author shows. This book is well written and convincing and will hopefully show the way forward for dying Great Books programs, which could use some freshening up with this kind of insight.

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