Isolationism and the Assault on the Possibility of Shared Truths

Abstract

Sociologists began defining the term culture long ago in order to serve the specific research interests of practicing scientists. The definitions served scientists’ purpose well. The term culture became popular beyond even the discipline of sociology. For example, there is a normative sense of the term that serves practical pedagogical purposes in robust fashion. The normative sense of the term insinuates that culture is as Milgram (2009) would say a “hard fact” and not some mere historical happenstance in a messy world full of happenstance. By hard fact Milgram means examples of what is to be included under the indexical, culture, can be deduced from the definition and similarly, non-relevancies can be excluded. The specific normative concept of culture used here is the sense in which individuals and groups may be designated as cultured. To be cultured is to be alert to all the world has to offer and to be appreciative of achievements that draw on the excellence of the human spirit. For example, the Olympics are neither a Western or Eastern event, a third world or first world event. The Olympics are a worldwide event depicting one aspect of human excellence. In the classroom, the normative idea of culture represents a goal. In the act of becoming cultured, students contemplate the very idea of human excellence. When this contemplation is shared in a democratic and non-elitist way students, by becoming cultured, enter into the Great Conversation of Humankind. This entry into The Conversation is the very heart of educational aim across both the globe and historical epoch. Obviously, education here is to be distinguished from mere schooling or enculturation. Policy theorists whose prescriptions draw students away from the Great Conversation and the shared quest for truth are herein described as isolationists and represent a threat to achieving success in pursuit of educational aims.