Barry Cooper Thomas Heilke’s and John von Heyking’s edited volume, Hunting and Weaving: Empiricism and Political Philosophy, is a festschrift to Barry Cooper, a political scientist at the University of Calgary. The themes of hunting and weaving are ones illuminated in Cooper’s own career as he brings together political philosophy and empiricism in [...]
Thomas Heilke’s and John von Heyking’s edited volume, The Primacy of Persons in Politics: Empiricism and Political Philosophy, explores the nature of political activity by German political scientist, Tilo Schabert. In an empirical study of François Mitterand and former Boston mayor Kevin White, Schabert examines the daily exercise of political power in two distinct contexts [...]
Photo by Felipe Vanancio Eric Voegelin (1901-85) is often portrayed as one of the severest critics of modernity–its belief in human reason’s ability to understand and convey the fundamental structures of reality and its dismissal of transcendent teleologies as private and suspect beliefs. For Voegelin, modernity was a “Gnostic revolt” against reality: the [...]
In my recently released co-edited volume, A Political Companion to Saul Bellow, the contributors explore the politics and political thought of one of the seminal fiction writers of America. Exploring Saul Bellow’s politics and his thought on race, religion, gender, multiculturalism, as well as other aspects of modernity that pushed him into the conservative camp, [...]
While our political and cultural elites debate about what to do with the millions of illegal immigrants in this country, it may be worthwhile to pause for a moment and ask what truly is at stake here. My sense is that the debate about illegal immigration–as well as over topics like same-sex marriage or national [...]
Previously on The Imaginative Conservative I have written about some of the twentieth and twentieth-first century’s greatest thinkers as teachers: Eric Voegelin, Ellis Sandoz, Gerhart Niemeyer, John H. Hallowell, Leo Strauss, Harvey Mansfield, and Stanley Rosen. Although these thinkers disagreed with one another in their scholarship from time to time, they all were committed to teaching the [...]
Stanley Rosen In the past couple of essays, I have looked at Leo Strauss and Harvey Mansfield as teachers in a climate of positivism, relativism, and academic mediocrity. In this essay, I will explore Stanley Rosen, as described by Nalin Ranasinghe in Teaching in an Age of Ideology. What we will discover is [...]
Harvey Mansfield In my last post, I wrote about Leo Strauss’ defense of liberal education as a possible antidote to the narrowness of specialization of knowledge and the moral aimlessness of positivist ideology. One way to teach liberal education is to have students read the great thinkers of one’s tradition. In his chapter [...]
Leo Strauss So far I have examined a set of thinkers that could be classified in the same school of thought as “Voegelinian”: Eric Voegelin, Ellis Sandoz, Gerhart Niemeyer, and John H. Hallowell. In their different styles and approaches to teaching, each of them sought to show their students the true, the beautiful, [...]
In my last essay I wrote about Gerhart Niemeyer who sought to avoid indoctrinating his students in order for them to pursue the true, the beautiful, and the good. In this post I want to do the same thing but look at one of Niemeyer’s students, John H. Hallowell, as a teacher. Spending almost forty [...]
Gerhart Niemeyer In my previous essays about teaching in an age of ideology, I had looked at two teachers–Eric Voegelin and Ellis Sandoz–who sought to clear the ideological rubble in the modern academia so students could study the true, the beautiful, and the good. In his accessible lectures about complicated philosophical topics, Eric [...]
Ellis Sandoz In my previous post about Eric Voegelin, I wrote how Voegelin became a model of thinking devoid of ideological rant in the student’s quest for the true, the beautiful, and the good. One of those students was Ellis Sandoz, who in turn became a master teacher himself in the mold of Eric Voegelin. [...]
In my last post about teaching in an age of ideology, I proposed that one needs to illuminate to students about how to live according to the true, the beautiful, and the good. Now what exactly constitutes these goods has elicited an array of different responses from some of the most prominent thinkers as teachers in this [...]
What does it mean to teach in an age of ideology? At first glance, especially for conservatives, the answer appears to be obvious: to advocate for conservative ideas and principles against the prevailing ideologies of relativism, feminism, multiculturalism, and other “politically correct” dogmas that dominate the institutions of American higher education today. Alternatively, if you [...]