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A New Professional: The Aims of Education Revisited

was born in 1939, so my first few years on earth intersected with the Holocaust. And yet, as I was growing up on the North Shore of Chicago, no one told me that this history of inhumanity was part of our history, of my history—this despite the fact that Jews on the North Shore at that time were residentially segregated to keep “people like them” apart from “people like us,” a practice driven by the same darkness that led to “the final solution.” The personal implications of the Holocaust escaped me until I decided to become a professor, animated in part by the belief that education can humanize us. That belief was severely shaken when I began learning about the German academy’s complicity in mass murder. Some of the best-educated people on the planet had seen the barbed wire fences and the flames in the night. They knew what occurred. But, taught to value intellectual detachment above engagement with the world, they refused to recognize what they knew. Thus they collaborated with evil. Does education humanize us? Sometimes, but not nearly often enough. We have yet to uproot the myth of “value-free” knowledge, and hence we turn our graduates loose on the world as people who know, but do not recognize that our justice system often fails the poor, that corporate logic usually favors short-term profits over sustainability, that practical politics is