Abstract
art I of this essay (Cultural Critique, No. 1) attempted, by way of a destructive analysis of the educational discourses of three exemplary humanists Matthew Arnold, Irving Babbitt, and I.A. Richards to show that the history of modern humanistic education has been characterized by a recurrent effort to recuperate a logocentric pedagogy in the face of historical ruptures that disclosed the affiliation of humanism with an essentially reactionary bourgeois ideology and its complicity with the repressive capitalistic power structures that have dominated the life of Western industrial societies, especially that of America, in modern times. The first part, it should be emphasized, was not intended simply to focus on past instances of this affiliation and complicity with power. It was intended, rather, to establish the continuity between the will to power informing the history of modern educational discourse and practice and the massive current institutionally sponsored effort to restore the traditional liberal arts curriculum in the University after its disruption by the protest movement by students, blacks, and women of the Vietnam War decade. I am referring specifically to the project inaugurated with the adoption by the Harvard University faculty of the Core Curriculum in 1978 and culminating in the pro-
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