Civilisation as a concept, was flowering when we were a collective combining our talents for the greater good,i.e., civilised behaviour and the burgeoning concept of a fair go.

Thus we saw progressive Christian conservatives who were highly instrumental in the abolition of slavery and child labour for starters.

Then emancipation and other progress that any reasonable man would describe as civilized. Along with a democratic right to vote and no taxation without representation.

Then the ultra-conservatives discovered individualism and greed is good concepts that sent it all out the window.

Thus we see the death there of cooperative capitalism, entities allowed to grow too big to fail and massive exploitation of the great unwashed by the privileged. Who have as a cohort focused on concentrating more and more of our finite wealth in fewer and fewer hands.

Aided and abetted by laws like chapter 22 bankruptcy that assist that very outcome.

And compounded it by cherry picking their science!

The study of western civilisation, therefore, ought to be rebadged and taught as ancient history!
Alan B.

What should be included in the study of Western Civilization?

First, a geography lesson. Which countries count as western societies.

Then a history lesson. How long have these countries been western civilizations, and what has occured in those countries worth mentioning that has affected their culture, thought, and way of life. History of struggles and accomplishments, human rights, and civil wars kind of thing. WWI and WWII should be included, as well as the foundations of each country that is considered western, as well as modern elements of society politics, and culture. A current modern struggle is with gun control and handling crime.

Third lesson should be on government types that exist, or have existed, in western societies. Politics in general from admiring and respecting royalty, to parliments, congresses, elected officials, elections in general, as well as presidents and Prime Ministers. Other government attributes should be included as well. Courts, policing, and major laws. Voting and it's respected importance in western societies, as well as societies social movements that have faught with the establishing order of things. Civil rights can be addressed again, as well as court cases that have shaped or reshaped different elements in society. Abortion comes to mind as an example of court cases that changed things. Hospitals, privite and government businesses, housing, and immigration into or out of a western society should also be mentioned because these elements affect the life's of those in western societies.

Government types that had existed in western societies that were detrimental should also be mentioned. Such as the Nazi party on Germany, and how that harmed both Germany and the world. (As well as how it came to be and the effects of WWI on debilitating Germany as a whole).

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Forth lesson can be about culture. Great books , music, art, movies. Influencal elements such as the bible should be included. As well as the music that spurred rebellious notions against the authority like rock and roll. Education systems from public education to higher education (a short history of both would be recommended). Then different sub groups that are a cultural foundation in the western societies they are in. (Political groups, religous groups, ethnic groups that held together, work unions, ect.). And finally the people that are part of the western societies.

I'm detecting a bit of theme here: everybody seems to have got into their heads that study of Western Civilisation should be an Arts program. Because apparently, we don't have enough Arts graduates already (I suppose somebody has to deliver pizzas).

What about all the maths and science that made the West what it is? If the course is to consist of analysing texts, then no course on Western civilisation would be complete without, at the very least, Euclid's 'Elements'. For good measure, I would throw in Copernicus' 'De revolutionibus orbium coelestium', Newton's 'Principia', Darwin's 'On the Origin of Species' and Einstein's 'On the Electrodynamics of Moving Bodies'.

As well as reading the history of science, students would be required to have a basic understanding of contemporary science (including physics). In addition, they would be required to examine Euler's identity and understand its derivation. That should keep out the time-wasters and riff-raff.

Toni Lavis,
Of course it should be an Arts degree. A degree in the Science of Western Civilisation would be even more useless! For the distinction between Eastern and Western is important in art, but trivial in science.

A History of Science module might be a useful option for students on both sides of the divide, but it's not something an entire undergrad degree should be entered around.

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Alan B.,
>Thus we saw progressive Christian conservatives...
If they were progressive then why do you regard them as conservatives?

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individual,
That's why you're not, will never be, and should never aspire to be in God's shoes.

never aspire to be in God's shoes.
Aidan,
rest assured I don't, too much hassle to deal with the religious hypocrites, he can keep his job but as I said, I think he's given up on us, good on him.