Ebook Free Who Killed Homer?: The Demise of Classical Education and the Recovery of Greek Wisdom

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Who Killed Homer?: The Demise of Classical Education and the Recovery of Greek Wisdom

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Audible Audiobook

Listening Length: 11 hours and 28 minutes

Program Type: Audiobook

Version: Unabridged

Publisher: Blackstone Audio, Inc.

Audible.com Release Date: August 30, 2012

Language: English, English

ASIN: B0093ZT7F2

Amazon Best Sellers Rank:

The authors end on a glum note, and maybe are justified when looking at the wasteland of higher education, but since the 1990s Homer has been resurrected in K-12 classical education! In fact, that's one of the few things that gives me hope for the future of the American republic. Home schooling has grown tremendously, and mostly focuses on a classical approach, Christian classical schools are flourishing, and charter (public) classical schools are springing up all over the country. The latter is especially encouraging to me because there is no greater antidote for postmodern relativism than a classical education, and in classical charter schools kids are being taught that Truth and objective reality exists. You can't get more counter culture in our day.As for the book, I learned a lot I never really knew about the Greek worldview, or had it put a new way that I found enlightening. I didn't quite realize how much the Greed and biblical worldview had in common, and how much we need both in our culturally sick age.

In WHO KILLED HOMER, Victor Davis Hanson and John Heath address the pressing issue of the rapid demise and death of classical Greek learning in the west. At the time of its publishing (2001), the dire straits that Greek thought and culture found itself in have not improved a whit. If anything, the trend is toward a total obliteration of the very foundation of western civilization. Hanson and Heath have plenty of blame to lay and fingers to point, but the bulk of their ire is surprisingly enough directed at their colleagues, all of whom were charged with keeping the immortal spark of classical learning alive. They are especially angry when their colleagues insist that there is nothing wrong at all with their profession. Such misguided academics most often point to the geometric increase in scholarly articles published and conferences attended. And that, Hanson and Heath insist, is precisely the point. The scholarly articles are written in the most opaque jargon-ridden prose imaginable with no one reading them. The conferences are attended mostly by senior tenured professors of Greek and Latin who hand over their few teaching duties to underpaid and overworked teaching assistants who can only dream of the day when they too will be able to enter the sheltered life of a tenured academic when they know only too well that with the shrinking pool of college students who choose classics as a major that that scenario is very likely not to occur. And it is not simply laziness or cupidity that has caused today's teachers of classics to abandon the very barricades that were their responsibilities to maintain. Much of the problem they see as a changing mindset in the very viability and desirability of thinking like the ancient Greeks. Hanson and Heath charge modern modes of thought like post-modernism, cynicism, nihilism, and skepticism as the collective root cause in subverting a two thousand year tradition in the belief of Eternal Truths like beauty, justice, and patriotism into a witches' brew of deconstructive thought that insists that there is no solid linguistic, cultural, or historical groundfloor under our feet. All that we used to call Traditional Values are now to be seen as slipping and sliding in ways that suggest that there was nothing special or enduring about the ancient Greeks at all. They note that it is trendy for cultural relativists to insist that all cultures in all ages are equally viable and worthy of emulation. If so, then why study classics in the first place. The answer, Heath and Hanson insist, is that the relativists are wrong. When Homer was writing his ILLIAD, there was nothing like Greek ideals of polis or thought available anywhere else in the world. This, of course, does not sit well with those who decry the United States as the primary source of all the world's evil. Those who claim that are also the same ones who deny Greece as the initial and irreplaceable source of current western concepts like egalitarianism, property rights, and religious tolerance.As bad as things are, Hanson and Heath do not think them hopeless. In their concluding chapter, "What We Could Do," they list alternatives to the dissolution of their profession. Among them:1) Re-introduce the classics into high school and college curriculums2) Have senior tenured classics professors attend fewer conferences and teach more undergraduate classes3) Reduce the time to complete a Phd in classics to five years or less4) Scrap the traditional doctoral dissertation in favor of several broad papers of Greek culture5) Give tenure only to those who teach a lot rather than publish a lot6) Re-acquire the belief that the Greeks were a special people who have a great deal to say that is relevant today.On the down side, both Hanson and Heath do not believe that any of their suggestions will be implemented anytime soon. As a result, when future Greek classes will be attended only by the doddering senior professors who will preside over a legion of empty seats, then it will be evident even to these soon to be retired professors that their profession has already gone the way of the dodo.

I spent 4 years studying Latin in high school in the 1970s and loved it, as did my brother and sister. We took Latin because our mother had loved it in the 1940s. I'm a big fan of Hanson and I knew this was largely a book for those in academia, but the authors mount a stirring defense of the teaching of the classics in general and how the field might still be saved.Their advice for university scholars and mentors in the field is equally relevant to professors of the humanities now that college education is so very expensive.

Hanson has without a doubt become a polarizing figure in the 16 years since "Who Killed Homer?", but that does not take away from the strong critique of publish-or-perish humanities culture in this book. If you can cast your imagination back to a day before 11 September, this is really a fun book to read.

It is important for all Americans to understand from which ancient cultures this country was ultimately formed. The government we live under, our way of life, our views about things good and bad were ultimately the result of Greek thinking. Not Chinese, not Persian, but Greek and to some extent Hebrew. In this age history is devalued to the point where it seems we don't even wish to understand our origins. Certainly other cultures have contributed to the American miracle but we MUST understand the Greeks and Romans in order to understand where we have been and where we are going. The picture these two authors paint of the Greeks isn't always a cheery one. They made mistakes, a lot of them, but since our nature was their nature we need to understand them in order to avoid their mistakes. That's really all the authors are saying.

very satisfied

Even if, as the author now admits, the main argument was a bit overplayed, this is a delightful rant, bristling with wit and wisdom and marvelous asides. It remains on my "most beloved" shelf and I reread it every year or so since buying it in first edition hardcover in 1998. A downbeat message delivered in bracing, upbeat prose. Cheers.

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Who Killed Homer?: The Demise of Classical Education and the Recovery of Greek Wisdom PDF

Who Killed Homer?: The Demise of Classical Education and the Recovery of Greek Wisdom PDF

Who Killed Homer?: The Demise of Classical Education and the Recovery of Greek Wisdom PDF

Who Killed Homer?: The Demise of Classical Education and the Recovery of Greek Wisdom PDF