Susan Jacoby - Susan Jacoby is the author of The Age of American Unreason. She began her writing career as a reporter for The Washington Post, and has been a contributor to a wide range of periodicals and newspapers for more than 25 years on topics including law, religion, medicine, aging, women's rights, political dissent in the Soviet Union and Russian literature.
Jacoby has been the recipient of grants from the Guggenheim, Rockefeller and Ford Foundations, as well as the National Endowment for the Humanities. In 2001-2002, she was named a fellow at the Center for Scholars and Writers at the New York Public Library. Jacoby's other books include Freethinkers: A History of American Secularism (2004); Wild Justice: The Evolution of Revenge, a Pulitzer Prize finalist in 1984, and Half-Jew: A Daughter's Search for Her Family's Buried Past.
Writer and scholar Susan Jacoby is sure to raise some hackles with The Age of American Unreason - an unsparing jeremiad that attacks the dumbing-down of the American public. Jacoby's area of study is US intellectual history, though she worries that the field is becoming a moot point in the face of our country's pervasive "infotainment" complex.
As politics get folded into entertainment, she argues, so too does morality become indistinguishable from consumerism. Though hardly the first to bemoan the pitfalls of mass culture, Jacoby's portrait of American anti-intellectualism is especially germane in the middle of an election year- Booksmith
Interesting speech. America is in trouble, no doubt and with right wing talking heads dumbing down even more the average American, the future is indeed hard.
Jacoby's thinly veiled restatement of Hofstadter continues his tradition of identifying "intellectual" with "progressive" and thus conflating anti-intellectualism of all kinds with conservatism of all kinds. In this talk, she fails to distinguish concerns about modes of discourse (for example, text versus hypertext) from mere nostalgia (for handwritten letters) from programmatic liberalism (for example, calls for nationalized education). On this last point, especially, she is risibly inconsistent.
Her appeals to fears of immigrants outnumbering native Americans among New York valedictorians belie her concerns for a more coherent discourse. She ignores, for example, the well-studied differences in immigrants and second-language learners (for example, evidence that studying multiple languages has benefits for education across all fields). The idea that the education system in, say, Japan, is better than education available in the States (let's not say "the school system," as this would be an unfair comparison) is not going to hold up to an experience teaching in them; the idea that such a claim could be validated by a head-count is ridiculous.