Playing with Fire

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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A Loss of Trust

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 »

What Do You Love?

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 »

Trigger Warnings and Academic Consumerism

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 »

A Quiet Ideological Initiation

In mid-summer 2007 a package arrived in the mail containing the reading assignment for Yale’s freshman orientation week. The assigned book, by Beverly Daniel Tatum, had quite a title: “Why Are All the Black Kids Sitting Together in the Cafeteria?” And Other Conversations About Race. Tatum was . . . . Continue Reading »

Letters

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 »