Anti-Intellectualism in American Life Richard Hofstadter : Read online

Richard Hofstadter

Anti-intellectualism in American Life was awarded the 1964 Pulitzer Prize in Non-Fiction. It is a book which throws light on many features of the American character. Its concern is not merely to portray the scorners of intellect in American life, but to say something about what the intellectual is, and can be, as a force in a democratic society.

Hofstadter set out to trace the social movements that altered the role of intellect in American society from a virtue to a vice. In so doing, he explored questions regarding the purpose of education and whether the democratization of education altered that purpose and reshaped its form.

In considering the historic tension between access to education and excellence in education, Hofstadter argued that both anti-intellectualism and utilitarianism were consequences, in part, of the democratization of knowledge.

Moreover, he saw these themes as historically embedded in America's national fabric, an outcome of her colonial European and evangelical Protestant heritage. Anti-intellectualism and utilitarianism were functions of American cultural heritage, not necessarily of democracy.

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hofstadter set out to trace the social movements that altered the role of intellect in american society from a virtue to a vice. in so doing, he explored questions regarding the purpose of education and whether the democratization of education altered that purpose and reshaped its form.

in considering the historic tension between access to education and excellence in education, hofstadter argued that both anti-intellectualism and utilitarianism were consequences, in part, of the democratization of knowledge.

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hofstadter set out to trace the social movements that altered the role of intellect in american society from a virtue to a vice. in so doing, he explored questions regarding the purpose of education and whether the democratization of education altered that purpose and reshaped its form.

in considering the historic tension between access to education and excellence in education, hofstadter argued that both anti-intellectualism and utilitarianism were consequences, in part, of the democratization of knowledge.

moreover, he saw these themes as historically embedded in america's national fabric, an outcome of her colonial european and evangelical protestant heritage. anti-intellectualism and utilitarianism were functions of american cultural heritage, not necessarily of democracy.
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hofstadter set out to trace the social movements that altered the role of intellect in american society from a virtue to a vice. in so doing, he explored questions regarding the purpose of education and whether the democratization of education altered that purpose and reshaped its form.

in considering the historic tension between access to education and excellence in education, hofstadter argued that both anti-intellectualism and utilitarianism were consequences, in part, of the democratization of knowledge.

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hofstadter set out to trace the social movements that altered the role of intellect in american society from a virtue to a vice. in so doing, he explored questions regarding the purpose of education and whether the democratization of education altered that purpose and reshaped its form.

in considering the historic tension between access to education and excellence in education, hofstadter argued that both anti-intellectualism and utilitarianism were consequences, in part, of the democratization of knowledge.

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hofstadter set out to trace the social movements that altered the role of intellect in american society from a virtue to a vice. in so doing, he explored questions regarding the purpose of education and whether the democratization of education altered that purpose and reshaped its form.

in considering the historic tension between access to education and excellence in education, hofstadter argued that both anti-intellectualism and utilitarianism were consequences, in part, of the democratization of knowledge.

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hofstadter set out to trace the social movements that altered the role of intellect in american society from a virtue to a vice. in so doing, he explored questions regarding the purpose of education and whether the democratization of education altered that purpose and reshaped its form.

in considering the historic tension between access to education and excellence in education, hofstadter argued that both anti-intellectualism and utilitarianism were consequences, in part, of the democratization of knowledge.

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hofstadter set out to trace the social movements that altered the role of intellect in american society from a virtue to a vice. in so doing, he explored questions regarding the purpose of education and whether the democratization of education altered that purpose and reshaped its form.

in considering the historic tension between access to education and excellence in education, hofstadter argued that both anti-intellectualism and utilitarianism were consequences, in part, of the democratization of knowledge.

moreover, he saw these themes as historically embedded in america's national fabric, an outcome of her colonial european and evangelical protestant heritage. anti-intellectualism and utilitarianism were functions of american cultural heritage, not necessarily of democracy. hardened or prestige editions.

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hofstadter set out to trace the social movements that altered the role of intellect in american society from a virtue to a vice. in so doing, he explored questions regarding the purpose of education and whether the democratization of education altered that purpose and reshaped its form.

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hofstadter set out to trace the social movements that altered the role of intellect in american society from a virtue to a vice. in so doing, he explored questions regarding the purpose of education and whether the democratization of education altered that purpose and reshaped its form.

in considering the historic tension between access to education and excellence in education, hofstadter argued that both anti-intellectualism and utilitarianism were consequences, in part, of the democratization of knowledge.

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in considering the historic tension between access to education and excellence in education, hofstadter argued that both anti-intellectualism and utilitarianism were consequences, in part, of the democratization of knowledge.

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hofstadter set out to trace the social movements that altered the role of intellect in american society from a virtue to a vice. in so doing, he explored questions regarding the purpose of education and whether the democratization of education altered that purpose and reshaped its form.

in considering the historic tension between access to education and excellence in education, hofstadter argued that both anti-intellectualism and utilitarianism were consequences, in part, of the democratization of knowledge.

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hofstadter set out to trace the social movements that altered the role of intellect in american society from a virtue to a vice. in so doing, he explored questions regarding the purpose of education and whether the democratization of education altered that purpose and reshaped its form.

in considering the historic tension between access to education and excellence in education, hofstadter argued that both anti-intellectualism and utilitarianism were consequences, in part, of the democratization of knowledge.

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hofstadter set out to trace the social movements that altered the role of intellect in american society from a virtue to a vice. in so doing, he explored questions regarding the purpose of education and whether the democratization of education altered that purpose and reshaped its form.

in considering the historic tension between access to education and excellence in education, hofstadter argued that both anti-intellectualism and utilitarianism were consequences, in part, of the democratization of knowledge.

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