Moving between the United States and Europe, Norton provides a fresh perspective on iconic controversies, from the Danish cartoon of Muhammad to the murder of Theo van Gogh. She examines the arguments of a wide range of thinkers--from John Rawls to Slavoj Žižek. And she describes vivid everyday examples of ordinary Muslims and non-Muslims who have accepted each other and built a common life together. Ultimately, Norton provides a new vision of a richer and more diverse democratic life in the West, one that makes room for Muslims rather than scapegoating them for the West's own anxieties.
Historically, the humanities have been central to education because they have been seen as essential for creating competent democratic citizens. But recently, Nussbaum argues, thinking about the aims of education has gone disturbingly awry in the United States and abroad. We increasingly treat education as though its primary goal were to teach students to be economically productive rather than to think critically and become knowledgeable, productive, and empathetic individuals. This shortsighted focus on profitable skills has eroded our ability to criticize authority, reduced our sympathy with the marginalized and different, and damaged our competence to deal with complex global problems. And the loss of these basic capacities jeopardizes the health of democracies and the hope of a decent world.
In response to this dire situation, Nussbaum argues that we must resist efforts to reduce education to a tool of the gross national product. Rather, we must work to reconnect education to the humanities in order to give students the capacity to be true democratic citizens of their countries and the world.
In a new preface, Nussbaum explores the current state of humanistic education globally and shows why the crisis of the humanities has far from abated. Translated into over twenty languages, Not for Profit draws on the stories of troubling—and hopeful—global educational developments. Nussbaum offers a manifesto that should be a rallying cry for anyone who cares about the deepest purposes of education.
Joan Wallach Scott’s acclaimed and controversial writings have been foundational for the field of gender history. With Sex and Secularism, Scott challenges one of the central claims of the “clash of civilizations” polemic—the false notion that secularism is a guarantee of gender equality.
Drawing on a wealth of scholarship by second-wave feminists and historians of religion, race, and colonialism, Scott shows that the gender equality invoked today as a fundamental and enduring principle was not originally associated with the term “secularism” when it first entered the lexicon in the nineteenth century. In fact, the inequality of the sexes was fundamental to the articulation of the separation of church and state that inaugurated Western modernity. Scott points out that Western nation-states imposed a new order of women’s subordination, assigning them to a feminized familial sphere meant to complement the rational masculine realms of politics and economics. It was not until the question of Islam arose in the late twentieth century that gender equality became a primary feature of the discourse of secularism.
Challenging the assertion that secularism has always been synonymous with equality between the sexes, Sex and Secularism reveals how this idea has been used to justify claims of white, Western, and Christian racial and religious superiority and has served to distract our attention from a persistent set of difficulties related to gender difference—ones shared by Western and non-Western cultures alike.