The crisis of the human sciences : false objectivity and the decline of creativity / edited by Thorsten Botz-Bornstein.

Includes bibliographical references (pages 153-164) and index.

Science, culture, and the university / Thorsten Botz-Bornstein -- Education and the technocratic university: reflections on the purpose of the university / Kevin W. Gray -- Ruskin, the challenges facing Victorian universities and the current crisis in the humanities / Stephen Keck -- Pulling teeth -- challenges to student creativity in the 21st century / Christopher Gottschalk -- "I rated my professor a straight F": digital students evaluation patterns of "analog" humanities professors on "rate my professor" websites / Steven C. Koehn -- The impact of television translations on education in Kuwait / Mohammad Akbar and Mohamed Satti -- The liminal intellectual: protect and sabotage / Paolo Bonari -- Philosophy 101: what's left of the discipline in the twenty-first century? / Andrei G. Zavaliy -- Short notes for meta-gnoseological analysis of the problem of scientific objectivism in Husserl's the Crisis of European sciences / Roberto Sifanno -- New open science: rationality 2.0? / Volker Schneider -- Manufacturing sexual crisis: the HIV/AIDS industry and the forsaking of science / Helen Lauer -- Comprehending false objectivity in the economic sciences through the human sciences / Ralph Palliam, Robert Ankli, and Rawda Awwad -- The crisis of literary criticism in Arabic culture: platinum criticism, a preliminary definition / Ayman Bakr.

Print version record.

Centralization and over-professionalization can lead to the disappearance of a critical environment capable of linking the discipline to the real world. The authors of this volume suggest that humanities need to operate in a concrete cultural environment able to influence procedures on a hic et nunc basis and should not entirely depend on normative criteria whose function is often to hide ignorance behind a pretentious veil of value-neutral objectivity. In sociology the growth of scientism has fragmented ethical categories and distorted discourse between inner and outer selves, while philosophy is suffering from an empty professionalism current in many philosophy departments in industrialized and developing countries where boring, ahistorical, and nonpolitical exercises are justified through appeals to false excellence. In all branches of the humanities absurd evaluation processes foster similar tendencies as they create a sterile atmosphere and prevent interdisciplinarity and creativity. Technicization of theory plays into the hands of technocrats. The authors offer a broad range of approaches and interpretations reaching from philosophy of education to the reevaluation of business models for the university.

English.

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