French Summers in Austin in the Age of Abu Ghraib

The Rio Grande (downtown) campus of Austin Community College
Cropped from a 2014 photograph by Larry D. Moore (CC BY-SA 3.0)

When I recall my time in college almost two decades ago, I remember scenes and moods.

The prickling of my damp skin when I stepped into air-conditioned buildings in August in the Piney Woods. The odd thrill of sneaking into classrooms late at night to watch classic movies on the projector screens while student security guards turned a blind eye. Basking in the love of my new friends as I walked back to my dorm through pouring rain, which seemed to keep coming down throughout that October. But also the loneliness and impotent anger I felt as an antiwar student at an evangelical Christian college in Texas during the early 2000s. Then the exhaustion and euphoria that hit me in the middle of each week around 3 a.m. during the misbegotten semester when all seven of my classes met on Tuesdays and Thursdays. And then, as looming storm clouds forced the outdoor ceremony into the basketball arena on the day I finally graduated, feeling as happy, sad, confident, and scared as I’ve ever been, then sensing catharsis as the rain started while our new local congressman, Louie Gohmert, gave our commencement address.

A few days ago, I learned about the deaths of two people who defined two of my summers during those years.

Continue reading “French Summers in Austin in the Age of Abu Ghraib”

Describing a Democratic Approach to History Education

rcbcmountlaurelcampusguide

Edit, Aug. 26, 2019: Since I posted this, my plans for Fall 2019 have changed. I will not teach the course described below at RCBC, but I will teach a different course at Rowan University, which is also a public institution.

Earlier this month, I posted a draft syllabus statement for my new courses at La Salle University. It explains how my approach to history may fit into the “Lasallian” tradition—that is, the tradition of the Institute of the Brothers of the Christian Schools, the 300-year-old Catholic teaching order that sponsors that university.

Now I’d like to present a draft syllabus statement for a different kind of college. This fall, I’ll be teaching a course in the history of western civilization at Rowan College at Burlington County (formerly Burlington County College), a community college with a main campus in Mount Laurel, New Jersey. It’s my first time working at a community college, which has long been a goal of mine.

Here’s my initial attempt to explain what I think a history education should offer students at a public two-year college. I welcome criticism, especially from instructors who have worked in similar institutions.

Screenshot:

Purpose of a history course at RCBC

Text:

Public Philosophy

As a community college, RCBC invites Burlington County to learn together, making a college education something for all of us, “in an accessible and diverse environment,” rather than a privilege for the few.[1] This opens doors to greater personal prosperity and further educational opportunities. But it also strengthens our democratic society in two ways.

First, education helps you become a more responsible part of a free community. In the ancient Greek city of Athens, young citizens reportedly had to recite an oath when they reached adulthood. They swore to uphold their democratic society’s traditions in order to defend its freedom. Modern schools and colleges have sometimes adapted that oath in their commencement ceremonies to describe the ideal educated person:

We will never bring disgrace to this our city, by any act of dishonesty or cowardice, nor ever desert our suffering comrades in the ranks. We will fight for our ideals and sacred things of the city, both alone and with many. We will revere and obey the city’s laws and do our best to incite a like respect in those above us who are prone to annul them and set them at naught. We will strive unceasingly to quicken the public sense of civic duty. Thus in all these ways we will transmit this city not only not less but far greater and more beautiful than it was transmitted to us.[2]

At the same time, “higher” education (or education beyond high school) should prepare adults to question tradition, criticize their society’s existing values and institutions, and create new forms of knowledge and wisdom. College should expand our freedom as well as preserve it. In the words of Thomas Jefferson, who helped establish one of America’s first public universities, we should “follow truth wherever it may lead,” enjoying “the illimitable freedom of the human mind.”[3]

A college education in history, especially at a public college like RCBC, should do both of these things at once. Carefully studying the past will help you think for yourself—using resources provided by the people of Burlington County—while inspiring you to cooperate with others in making your society freer, wiser, and more beautiful in the years to come.

You may find some irony in my posting this now, right after questioning how reliably a formal humanities education improves the health of a democracy. All I can say is that this syllabus statement is aspirational and normative, not necessarily descriptive. I am setting forth what I  hope my history course will help students accomplish. The eventual outcome will depend not only upon what I do during the semester, but also what my students do—both individually and together.