Wednesday, July 11, 2018

Education in Ancient Sparta

With Ancient Greece there was a small city-state called Sparta. Many today know of Sparta because of the movies that have been made of this war-like people. Spartan education was primarily a one about military training.
The reason for this emphasis on developing soldiers was due in part to the context in which the Spartans lived. In their own country, they were a minority with a large population of neighboring freeman and an even larger population of slaves. The only way in the Spartans minds to maintain power was through the use of strength. As such this was the focus of their education.

Background
The founder of the government of what makes up classical Sparta was Lycurgus. After spending time in Egypt Lycurgus came to Sparta and developed their constitution. Some of the practices he made lawe included the making all money out of iron to discourage greed and to require men to live in barracks together to encourage unity towards the military and state over the family.
By discouraging greed and familial affections Spartan men were focused on developing strength and military prowess almost to the exclusion of anything else. What else is there for a man to do when he cannot acquire wealth or enjoy his family?
One last point to mention is that children were seen as the property of the state. In a rather cruel way, weak children were eliminated at birth and only the strong were allowed to live. This further strengthens the idea of the state over family.
What They Learned
The training was primarily physical in nature. Young boys were taken from their homes at the age of 7 to live in the state barracks. Once there, they were given a minimum amount of clothes and food. The cold and hunger often compelled the boys to steal. Stealing was actually encourage as it taught stealth. However, being caught was punished severely because it indicated carelessness, which could prove deadly on the battlefield.
Gymnastics, wrestling, and the use of weapons were also emphasized. Despite the contradiction in encouraging stealing the Spartan education also strongly inculcated moral training as well. Boys were to control their appetites, respect the aged as well as their parents, and to be indifferent to suffering. It was considered shameful to lose control of one’s behavior in any way. This naturally discourages such behaviors as drunkness.
Unlike other ancient cultures, the Spartans loved music and spent a large of amount of free time developing this skill. Songs were frequently about war and brave acts.
Women also received an education and the focus was on the development of the physical nature.
How Were They Taught
Spartan boys were taught primarily by the senior citizens or the aged of the society. The old would spend time with the young boys. The common forms of instruction involved a question and answer format. This instilled a great deal of practical wisdom in the youth.
Another primary method of learning was imitation. Young people would learn simply through copying the actions and behaviors of the aged. This imitation of the aged rather than of other young people help Spartans to mature and develop a seriousness to them that would be hard to find in young people today.
Conclusion
The Spartans were a military culture with a strong state apparatus. Their educational system was developed to suppress the people around them in an attempt to maintain their own safety. This desire to survive contributed to a highly oppressive system from the viewpoint of an outsider but perhaps a saving grace for the Spartan.

Monday, July 2, 2018

ANU Stood Up for Academic Freedom in Rejecting "Western Civilisation" Degree

ANU Campus - careerplan.com.au
by Gareth Evans, Australian National University and Brian Schmidt, Australian National University

The Australian National University’s decision to withdraw from negotiations with the Ramsay Centre over its proposed very generous gift in support of a new Western Civilisation degree program continues to generate strident criticism from certain quarters, enthusiastically endorsed by The Australian newspaper in particular.

The nub of the critique is that we were intimidated into submission by a coterie of leftist staff and students ideologically hostile to the West and all its works and determined to prevent its intellectual and cultural traditions being taught in any kind of respectful way.

Nothing could be further from the truth, as we made clear in a long piece answering our critics in The Australian.

There was and remains strong support across our University – with its great humanities traditions – for new teaching and research capacity in this area. We are attracted by the wide-ranging “great books” courses taught in some prominent American universities and colleges.

And we remain wholly willing to craft a similar degree course here designed to convey understanding and respect for the great Western traditions – albeit in our own way: analytically rigorous, not triumphalist, and open to comparisons being drawn, as appropriate, with other major intellectual and cultural traditions.

What we remain adamantly unwilling to do is compromise our academic autonomy, integrity and freedom in any way in pursuit of financial support.

We withdrew from the Ramsay negotiations not because of any cold feet about the substance of the program, but because of our concerns about the extraordinarily prescriptive, micro-management, controlling approach by the Ramsay Centre to its governance, particularly in relation to curriculum and staffing decisions.

Our explanation has not been accepted by the Ramsay side, with its CEO Simon Haines writing in The Australian a detailed rebuttal under the heading “Evans and Schmidt have their facts wrong.”
Nor has it been accepted by that newspaper itself, with its editorial that day headed “Reasons for ANU rejecting Ramsay do not stack up” and its publication of a stream of correspondence to the same effect since.

As tiresome as the back-and-forth may be for some readers, we don’t believe we can now let the matter rest there. It is not only ANU’s reputation at stake, but that of every major university in the country.

If the Ramsay narrative takes hold that our governance concerns had no substance, Greg Sheridan’s weekend fulmination that “humanities are a lost cause at our big universities” and that no self-respecting philanthropist should ever give to them again will become accepted wisdom.

We asked The Australian last Thursday to publish our reply to the allegations we had our facts wrong, but the paper has declined to do so. So here, for the record, is our point by point response to the Ramsay CEO’s version of events.

Friendly negotiations

It is not disputed that the discussions between Ramsay and our negotiating team which began early this year were generally collegial, friendly, and enthusiastic.

The ANU wanted the gift, wanted an agreement to be reached, and multiple efforts were made by our team to try to find common ground. Until the negotiations finally broke down we remained upbeat about the possibility of a mutually acceptable outcome, and that optimism was reflected in the “Frequently Asked Questions” document then posted on the ANU website.

But all those discussions were conducted by our side on the usual basis that nothing was agreed until everything was agreed – and that everything was subject to reference to, and agreement by, the Vice-Chancellor, and endorsement by the University Council chaired by the Chancellor.

It is true that neither of us were directly involved in the negotiating process. Nor, although the Vice-Chancellor was given reports from time to time on the general progress being made, did either of us see the actual text of the evolving draft Memorandum of Understanding (MOU) until the week that Mr Abbott’s Quadrant article appeared online on 5 April.

Alarm bells

When we did, alarm bells rang – just as they had also begun to ring for the negotiating team in the immediately preceding weeks.

The facts are that, as discussions proceeded, the ANU negotiating team grew increasingly concerned as the Ramsay Centre continued to propose amendments to the evolving draft MOU which amounted to more and more control over key academic matters.

Contrary to the Ramsay CEO’s assertions, a number of such concerns were communicated by our team to the Ramsay side during February and March.

One proposed change to the MOU which starkly encapsulated the emerging divide was the Ramsay amendment on 27 March of the sentence reading “The parties to this MOU acknowledge each other’s objectives and their shared commitment to the principles of academic freedom”: the words “their shared” were deleted and “ANU’s” substituted!

Those concerns were dramatically compounded by the appearance of Mr Abbott’s Quadrant piece, with its blunt assertion that “A management committee including the Ramsay CEO and also its academic director will make staffing and curriculum decisions”.

The four person (two from each side) “partnership management committee”, which had previously seemed to the negotiating team a fairly innocuous mechanism for coordinating the financial and other aspects of the gift, took on a much more troubling aspect.

Also particularly troubling in this context was the proposal from the Ramsay CEO that Ramsay representatives be able to sit in on classes to monitor implementation of the program. Our negotiating team did not accept that at any stage of the discussions, although they had agreed to a formal annual review of the program (in which context they did initiate the expression “health checks”, familiar to universities in the context of TEQSA reviews).

Trust gap

Another indicator of the trust gap opening up between the two sides was the Ramsay Centre’s flat refusal to meet our request, made after some consultation of our team with members of our Academic Board, that the title of the proposed degree be changed from “Bachelor of Western Civilisation” to “Bachelor of Western Civilisation Studies”.

The idea was to make it clear that the new degree would take its place beside – and reflect the objective, analytical approach of – our existing degree courses like “Asia-Pacific Studies”, “Latin American Studies”, “European Studies” and “Classical Studies”. But that was unacceptable.

Confronted with the Abbott article, and after carefully reviewing all the clauses of the draft MOU, we agreed that the Vice-Chancellor ask the Ramsay Centre’s Board, through its chairman John Howard, to clarify that ANU’s autonomy in implementing agreed objectives would be completely respected, and that we would retain complete control over curriculum and staffing decisions, making clear that negotiations could not continue until such assurances had been received.

Our discussions with Mr Howard did not, unfortunately, bear the fruit we had hoped. As stated in our article of 26 June, we did not receive any reply giving us any cause to believe that the MOU, with all its overreach – and all the manifest lack of trust in ANU’s commitment to implementing the new program in good faith that it represented – would be fundamentally revised.

The ConversationRegrettably, there is nothing in Simon Haines’s article of 28 June which gives us any more confidence now than when we withdrew from negotiations that the necessity for university autonomy is better understood by the Ramsay Centre leadership. We hope that others tempted by the very generous support on offer will learn from our experience.

Gareth Evans, Chancellor, Australian National University and Brian Schmidt, Vice-Chancellor, Australian National University

This article was originally published on The Conversation. Read the original article.