I. Definition of anti-intellectualism
Anti-intellectualism exists in many countries, many cultures, many fields, many people and many levels. Any of the above differences may produce completely different results.
Broadly speaking, it is the product of differences and contradictions between different classes or groups based on clear positions and different thinking. It is a summary of contradictions and differences and a reflection on popular thought.
In a narrow sense, on the basis of the definition of epistemology and authority, anti-intellectualism is a violation of truth and justice, is wrong, should be condemned, and needs the correct guidance of authority.
Second, the reason.
1, the obstacle of intellectuals' ascending channel, and the contradiction between intellectuals and existing authorities. After the Great Depression in the United States, between the changes of government, Keynesianism penetrated into every corner of society. At that time, social problems were serious, and decades after the economic crisis was solved, there was a serious lack of education.
2. The contradiction between intellectuals, academic elites and the people. Lack of active and effective communication and understanding, divorced from the masses.
Various manifestations of anti-intellectualism
First, social and cultural performance.
Under the social background and people's attitude at that time, the United States held a negative attitude towards the truth of knowledge.
Second, political embodiment.
In the original work Anti-intellectualism in American Life, it is mainly manifested that the opinions and actions of intellectuals or elites from all walks of life are divorced from public opinion, causing people's incomprehension or attack, and the contradictions among the people arise without authoritative guidance.
Third, the embodiment of education.
On the futility of reading. Regarding education, hofstadter believes that in the United States, extensive public education is not for developing intelligence or cultivating learning pride, but for so-called political and economic interests.
Children are not regarded as developing intelligence, but as citizens who are trained to be absolutely democratic. He began to summarize the arguments among community educators about what to teach, especially in previous years, when most people didn't go to college. Hofstadter's quotations show that even if students take "too many" intelligence courses without practice, they still have practical benefits.