Critical social thought is an interdisciplinary academic major offered at several liberal arts colleges.
It addresses the fundamental questions about social life and embraces the contours of modern experience and the historical forces that have helped to shape that experience. It examines the prevailing and oppositional currents of thought; cultural representations as well as the technologies of their production and dissemination; the tensions between power and freedom, individuality and society, truth and uncertainty, creativity and order.
The program treats common sense and conventional beliefs as points of departure rather than as predetermined points of arrival. It also supports questioning the taken-for-granted regardless of the political angle from which that questioning takes place. While critical social thought introduces a broad range of established critical genres, it also encourages imaginative thinking through synthesis and bridging tendencies of thought.
Examples of topical concentrations include: Architecture and the social organization of space, disenchantment, peace and conflict, racial and ethnic identities, the Western canon and its critics.
Famous quotes containing the words critical, social and/or thought:
“It is a sign of our times, conspicuous to the coarsest observer, that many intelligent and religious persons withdraw themselves from the common labors and competitions of the market and the caucus, and betake themselves to a certain solitary and critical way of living, from which no solid fruit has yet appeared to justify their separation.”
—Ralph Waldo Emerson (1803–1882)
“The American people owe it to themselves, and to the cause of free Government, to prove by their establishments for the advancement and diffusion of knowledge, that their political Institutions ... are as favorable to the intellectual and moral improvement of Man as they are conformable to his individual and social rights.”
—James Madison (1751–1836)
“Quintilian [educational writer in Rome around A.D. 100] thought that the earliest years of the child’s life were crucial. Education should start earlier than age seven, within the family. It should not be so hard as to give the child an aversion to learning. Rather, these early lessons would take the form of play—that embryonic notion of kindergarten.”
—C. John Sommerville (20th century)