Back in the 1970s, when the humanities still set the intellectual tone for the college campus, it was common for advanced scholars to divide the personnel in two: There were those who understood High Theory and those who didn’t. New ideas and methods were in the air. Leading-edge journals and . . . . Continue Reading »
Nova Classical Academy, a K–12 charter school in St. Paul, Minnesota, is the sort of school that most parents seeking a first-rate education for their children can only dream about. Founded in 2003, the school teaches the classical curriculum of grammar, logic, and rhetoric. Students read the . . . . Continue Reading »
Good teachers must believe something: That the world is and is inexhaustibly greater than they are. Continue Reading »
Putting LGBTQ history on the school curriculum is merely the symptom. The metaphysical foundations and significance of the new California history syllabus are much deeper and far more consequential than are its moral implications, whatever the Left or the Right might like to think.
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Trouble on the Bakersfield school board puts the lie to the idea that pluralism really has a future. We have lost, and we need to understand that and act accordingly.
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The ordeal is over; my niece has chosen Tulane. A buddy in Wisconsin has a daughter, and she’s headed to Washington University. Another friend lives in Chicago, but he’s in Boston this week accompanying a daughter on campus tours. For him, the application season has just begun. I see people like . . . . Continue Reading »
School transgender policies may be well-intentioned but they might actually have unanticipated and significant implications for parents and for women. Continue Reading »
My weight is my love. Wherever I am carried, my love is carrying me.–Augustine, Confessions What do you want? This is the fundamental question of Christian discipleship. Christ asks two future disciples quite pointedly in the Gospel of John, and asks it indirectly in a number of places: “Will . . . . Continue Reading »
I have been reading a lot of back-and-forth about “trigger warnings” lately. Students who see themselves as victims of discrimination and abuse are demanding that professors issue warnings about materials in courses they are teaching that might cause strong negative emotional responses in . . . . Continue Reading »
TeachersIn his “Re-Educate for America” (November), Malcolm Rivers identifies correctly the cultural hegemony that undergirds the educational establishment (and the leadership class) in America. A decade ago, as a New York City Teaching Fellow (a program in lockstep with Teach for America), I . . . . Continue Reading »
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