What Are The Effect Of Literary Study?

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Well, as with stories of Nazis who read Goethe and listened to Mozart while stoking the gas chambers, one could argue that although not everyone derives the intended value from study of the humanities, enough students might to justify the stated goals.

Still, Fish has a point about the inflated claims in such mission statements. And he uses his principle to make some trenchant judgments, like one against Harvard President Larry Summers's ill-fated pronouncements on differing cognitive capacities between women and men in science. While most of the controversy around this episode was based on the dubious credibility of the studies Summers cited.

Fish argues that this was beside the point, which is that Summers should have spoken just as an administrator not as a scientist, which is even Wholesale Jewelry outside his field of academic ...
... expertise, economics. At times, however, Fish pushes his principle beyond what many of us would consider tolerable limits, as when he takes a "strictly business" view of teaching analytic and argumentative skills quoted above, as well as these: "In a classroom, the gathering of evidence on the way to reaching a conclusion is the prime academic activity" (70); "The goal is to establish, by argument and evidence, the superiority of one analysis or description or prescription over its (intellectual) rivals".

Suppose that instead of advocating or attempting to indoctrinate students into left political views, a teacher says, as I habitually do, "This leftist source makes this argument, supporting it with this reasoning and evidence," and that the teacher goes on to compare and contrast this argument fair-mindedly with conservative counterparts, then "establishes] by argument and evidence, the superiority of one analysis or description or prescription [the leftist one] over its (intellectual) rivals."

To borrow a page from Fish's well-known defense of anti-foundationalism, this simple rhetorical move would seem to re-admit to legitimate academic discourse, at a stroke, the whole body of political content and advocacy (of superior prescriptions) that Fish has banished.

The same move can be used to resurrect every other educational goal Fish kills off: the case for the moral value of education in general and of literature in particular, instruction to "respect the voice of others," multiculturalism, etc.

Simply academicize the arguments for and against each of Chanel Jewelry these goals, in the manner of Gerald Graffs "teaching the conflicts." (Here and elsewhere, Fish dismisses Graff with a few asides—rather ungraciously, especially considering that as dean at the University of Illinois-Chicago, he hired Graff and presumably encouraged his curricular and pedagogical innovations.)

Fish does not recognize his inconsistency between the above passage on page 173 and one two pages later, trashing Mark Bracher's "Teaching for Social Justice:

Re-Educating the Emotions Through Literary Study" mJAC. Fish rejects out of hand Bracher's claim: "What right do we have to impose our view 'our liberal' or 'progressive' ideology—on our students we have the right because the evidence supports our ideology".

If Bracher or any other teacher can "perspicuously" establish that the evidence supports left ideology (against conservatives' best shots in rebuttal), then shouldn't he or she be squarely in Fish's academic ballpark.

Fish likewise dismisses another of Bracher's claims, that "if literary study could systematically help students overcome their indifference to the suffering that surrounds them, and experience compassion for the sufferers, it would make a significant contribution to social justice" (Bracher, qtd. in Fish 171). Fish rebuts:

But literary study could have this effect only if it were no longer literary study, that is, if the study of stylistic effects, genres, meters, verse forms, novels, romance, epic, the contest of interpretations were made instrumental to an end not contemplated by those who either produce the literature or consume it. To be sure, some poets or novelists write with the purpose of expanding the sympathies of their readers, but what of those who do not.