30 Martha C. Nussbaum,Not for Profit: Why Democracy Needs the Humanities(Princeton: Princeton
University Press, 2010), 64.
31 Eva T.H. Brann criticizes Martha Nussbaum for not noticing a crucial difference between Dewey and
Socrates:“The‘Socratic method’[as Nussbaum presents it]:::incites students not so much to question-
asking as to‘questioning’; thus it has in its very conception a subversive tone::::[yet] Socrates inquired
into people’s notions so as to ground, not to subvert them, and he refuted more the thoughtlessness with
whichindividuals holdtheir opinions than the beliefsby which communities live.”“Liberalism and Liberal
Education,”a review ofNot for Profit: Why Democracy Needs the Humanitiesby Martha Nussbaum
(Imaginativeconservative.org); accessed September 14, 2016.
32 Malcolmson, Myers, and O’Connell,Liberal Education and Value Relativism, 55.
33 Leo Strauss,Natural Right and History(Chicago: University of Chicago Press, 1953):“If the fundamental
problems persist in all historical change, human thought is capable of transcending its historical limitation
or of grasping something trans-historical:::. No more is needed to legitimize philosophy in its original,
Socratic sense”(23–4, 32).
34 “Others have a fancy for a good horse or dog or bird: my fancy, stronger even than theirs, is for good
friends. And I teach them all the good I can, and recommend them to others from whom I think they
will get some moral benefit. And the treasures that the wise men of old have left us in their writings I
open and explore with my friends. If we come on any good thing, we extract it, and we set much store on
being useful to one another.”Xenophon,Xenophon in Seven Volumes, E.C. Marchant, ed. (Cambridge:
Loeb Classical Library and Harvard University Press, 1923). Accessed from http://www.perseus.tufts.edu,
March 21, 2017.
35 Dewey,Democracy and Education, 366.
36 Ibid., 388.
37 Neatby,So Little for the Mind,24–5, 235.
38 Strauss,Natural Right and History, 15.
39 Dewey,Democracy and Education, 364–65.
40 Ibid.
41 David Fott,“John Dewey and the Mutual Influence of Democracy and Education,”The Review of Politics
71 (2009): 7–19.“But his [Dewey’s] failure to think more rigorously–more philosophically–aboutthe
relationbetween philosophy and science allowed Richard Rorty, his most famous recent spokesman, more
plausibly to claim Dewey’s thought for his own, postmodern ends than would otherwise have been
possible”(19).
42 Dewey,Democracy and Education, 364.
43 Ibid.
44 Strauss,Natural Right and History,18.
45 Neatby,So Little for the Mind, 41.
46 Brann,“Liberalism and Liberal Education.”
47 Sean Steel,The Pursuit of Wisdom and Happiness in Education: Historical Sources and Contemplative
Practices(Albany: SUNY Press, 2014), 136.
48 “To understand man in the light of the whole means for modern natural science to understand man in the
light of the sub-human. But in that light man as man is wholly unintelligible. Classical political philosophy
viewed man in a different light. It was originated by Socrates, and Socrates was so far from being
committed to a specific cosmology that his knowledge was knowledge of ignorance.”Leo Strauss,“What
is Political Philosophy?”inAn Introduction to Political Philosophy: Ten Essays by Leo Strauss, Hilail
Gildin, ed. (Detroit: Wayne State University Press, 1989), 37–8.
49 James V. Schall,“The Universe We Know In,”Crisis Magazine, September 21, 2012 (crisismagazine.
com), accessed January 22, 2017.
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92 David W. Livingstone