What is not possible is to combine the pursuit of pleasure and the enjoyment of comfort with the characteristic pleasures of a strong mind. If you wi… - Roger Kimball

We - the industrialized, technologized world - have never been richer. And yet to an extraordinary extent we in the West continue to inhabit a moral and cultural universe shaped by the hedonistic imperatives and radical ideals of the Sixties. Culturally, morally the world we inhabit is increasingly a trash world: addicted to sensation, besieged everywhere by the cacophonous, mind-numbing din of rock music, saturated with pornography, in thrall to the lowest common denominator wherever questions of taste, manners or intellectual delicacy are concerned. Marwick was right: 'The cultural revolution, in short, had continuous, uninterrupted, and lasting consequences'.

Like the medieval heretics that Norm Cohn wrote about in The Pursuit of the Millennium, the Beats cultivated an extreme narcissism that bordered on self-deification and that 'liberated them from all restraints' and allowed them to experience every impulse as a 'divine command'. What Norman Podhoretz observed of Ginsberg was also true of the Beats generally: they 'conjured up a world of complete freedom from the limits imposed by [bourgeois] responsibilities'. Podhoretz added, 'It was a world that promised endless erotic possibility together with the excitements of an expanded consciousness constantly open to new dimensions of being: more adventure, more sex, more intensity, more life'. Alas, the promise was illusory. Instead of an 'expanded consciousness', the Beats purchased madness, ruination, and, for many, an early death. Their attack on bourgeois responsibility led not to greater freedom but to greater chaos. The erotic paradise they envisioned turned out to be rife with misery.

The institutionalization of the radical ethos in the academy has brought with it not only an increasing politicization of the humanities, but also an increasing ignorance of the humanistic legacy. Instead of reading the great works of the past, students watch movies, pronounce on the depredations of patriarchal society, or peruse second- or third-rate works dear to their ideological cohort; instead of reading widely among primary texts, they absorb abstruse commentaries on commentaries, resorting to primary texts only to furnish illustrations for their pet critical "theory." Since many older professors have themselves been the beneficiaries of the kind of traditional education they have rejected and are denying their students, it is the students who are the real losers in this fiasco.