If I were to ventriloquize the New Right’s assessment of contemporary higher education, it would go something like this: Contemporary education is based on simplistic and ahistorical claims (about, for example, “power,” “neoliberalism,” or binaries of oppressors and oppressed) that are promoted by people who—as a professional class—tend to be

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- “What is our role in the world? To what extent is our institution a vehicle for political progress as opposed to academic excellence? Rational decision-making is impossible if these questions are left hanging, but at the same time it’s not hard to see why nobody tries to resolve them.”