I really think learning should be optional, ma’am.” This statement comes from one of my ninth graders in response to yet another lecture of mine on how important it is for students to bring their literature books to class—a particular hurdle in my case because I teach at a military school. . . . . Continue Reading »
In 1877 some concerned citizens of Wheaton, Illinois, decided that they needed to do something about the strange little college that stood in the midst of their town. It had been there since the early 1850s, first as a Wesleyan school called the Illinois Institute and then—reinvented by Jonathan . . . . Continue Reading »
In a famous passage from Science and the Modern World, Alfred North Whitehead gives this counsel to scholars in the various historical disciplines: “Do not chiefly direct your attention to those intellectual positions which [controversialists] feel it necessary explicitly to defend.” More . . . . Continue Reading »
I The early Church father Tertullian asked a famous question, one that has been asked again and again in the history of the Church, and that I would like to ask again: “What does Athens have to do with Jerusalem?” By Athens he means intellectual culture, the life of the mind, the study of . . . . Continue Reading »
From time to time, a set of concerns reaches something like a critical mass. Familiar discontents vaguely felt turn into more focused anxieties, and then, all of a sudden it seems, a passel of scholars arrives at a similar analysis of what has gone so thoroughly wrong—and some similar ideas of . . . . Continue Reading »
Politics, Markets, & America’s Schools by John E. Chubb and Terry M. Moe Brookings Institution, 336 pages, $28.95 Politics, Markets, & America’s Schools is an enlightening, albeit statistically overstuffed, study of achievement, organization, and the political context of schooling. The . . . . Continue Reading »
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