The author argues that although critical thinking is important to humanities education, it is not sufficient. He sees a tendency for humanities graduates to be good at criticizing an argument and finding its flaws, but not good at finding or creating meaning. He finds that students often lack courage to take a stand for or against an argument for fear it will be deconstructed or mocked. He recommends seeing humanities professors as explorers of the normative rather than critics of normativity.
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