Abstract
This essay offers a critical analysis of William J. Bennett’s To Reclaim a Legacy, a report advocating for a core humanities curriculum in American higher education. It argues that while Bennett’s call to strengthen the humanities and emphasize cultural literacy is commendable, his approach is ideologically narrow, privileging Western thought and promoting a prescriptive, conservative model of education. The author challenges the report’s assumption of scholarly consensus, its exclusionary canon, and its disregard for intellectual diversity. Through examples drawn from communication and the humanities, the essay contends that Bennett’s framework risks transforming education into indoctrination by privileging uniformity over inquiry and limiting exposure to feminist, minority, non-Western, and contemporary perspectives. It critiques the feasibility and desirability of a rigid core curriculum, suggesting that such reform would reduce curricular diversity, demoralize faculty, and diminish the vitality of the humanities. The conclusion calls for a more inclusive, flexible, and contextually responsive approach to general education—one that balances shared cultural understanding with respect for pluralism and evolving social realities.
Recommended Citation
Dieker, Richard J.
(1986)
"To Reclaim a Legacy: What Manner of Anthology Is This?,"
Association for Communication Administration Bulletin: Vol. 57, Article 12.
Available at:
https://stars.library.ucf.edu/aca/vol57/iss1/12
