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Intelligent Desire

What young people need are compelling visions of who they are, where they, what is worth believing, what is worth admiring, and what is worth choosing. They need an education in desire. . . . → Read More: Intelligent Desire

Comments are closed   Desire, Explore, Metaphor, Narrative Environment, Schools, Transcendence, What is worth admiring?, What is worth believing?, What is worth choosing?

Teaching ignobility

It’s harder for teachers now than it once was to get students to consider what Odysseus turns his back upon and what he opens his heart toward. The classics teacher has always faced the intellectual docility of youth, but the work of revealing and naming the ideals that formed this civilization was once backed . . . → Read More: Teaching ignobility

Comments are closed   Character, Community-Centered, Desire, Family, Governance, Schools, Transcendence, What is worth choosing?   , , ,  

The culture of public schools

Rather than our schools acting in the light of the best of our cultural and intellectual heritage, the schools themselves have been transformed into purveyers of pop culture. Pop psychology, cable news journalism, politically correct posturing, junk science and low-grade social activism provide the basis of much of the discourse in the hallways, the classrooms, and the board room. . . . → Read More: The culture of public schools

Comments are closed   Character, Explore, Governance, Narrative Environment, Schools, Teaching, What is worth admiring?, What is worth believing?    

I could not have imagined this

Young people, and not only they, “have studied and practiced a crippled eros that can no longer take wing, and does not contain within it the longing for eternity and the divination of one’s relatedness to being.” This eroticism is sated, sterile, lame, and “is not the divine madness that Socrates praised.” . . . → Read More: I could not have imagined this

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Toward a New Story for Schooling

Any community that gathers and preserves its own stories is contributing, in the most fundamental way possible, to the world’s educational value, and students are learning how the world works, how things come into existence and how they pass away. The sense of historical inevitability so common in textbooks–that things turned out as they had to or as they were supposed to–is replaced by an understanding of the freedom of characters to act and react. They learn better how much our destiny is in our hands, which is, after all, why education matters. . . . → Read More: Toward a New Story for Schooling

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