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
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 Comments are closed  Desire, Explore, Metaphor, Narrative Environment, Schools, Transcendence, What is worth admiring?, What is worth believing?, What is worth choosing? 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?  Education, Modernity, Philosophy, Transcendence I think an important question for teachers today is why intellectuals from the mid-twentieth century on have labored so hard to mystify and problematize truth. It’s a real question and I think there are true answers that are worth understanding. The answers are not immediately obvious though to those who have been subjected to years of ideological indoctrination. . . . → Read More: Truth and its envious imitators Comments are closed Ask, Character, Community-Centered, Desire, Explore, Governance, Narrative Environment, Readings, Transcendence Evil, Modernity, narrative story, Transcendence, Truth In a Marxist reading of Hamlet, the good prince’s spiritual awakening is invisible, and in a Freudian reading, the urgency of his advice to the queen is lost in psychosexual musings. . . . → Read More: On “reading” the great books Comments are closed Character, Explore, Metaphor, Narrative Environment, Readings, Reflect, Transcendence Education, narrative story, Philosophy, Truth It’s been disheartening to watch the humanities, which one could easily imagine would have been home to those least easily fooled by the deadening dissolutions of all the twentieth century’s ideologies, to witness it becoming so badly confused and self-contradictory, following a dead end road of modernity and post-modernity, a way marred with thousands of road signs bearing only slogans and pointing nowhere real. . . . → Read More: A new counterculture: beyond the dead zone Comments are closed Readings, Transcendence, Writing Education, Modernity, narrative story, Philosophy, Truth The most powerful education is not driven by markets or election cycles. Instead, it aims passing on cultural knowledge that has taken centuries to build and that will remain useful even after our business partners change and our transportation systems are re-invented. It’s okay that cultural mores and institutional practices change more slowly than markets. That’s their job. “Don’t hurry,” should be the motto inscribed over every schoolroom door. But also, “Don’t stop. Don’t waste time.” Schools should primarily be caretakers of the slow knowledge we call wisdom. . . . → Read More: Teaching amid time, change and the invisible world Comments are closed Ask, Community-Centered, Desire, Essential Questions, Family, Governance, Narrative Environment, Transcendence, What is worth believing? Education, Transcendence, Truth The primary mission of dragons is simply to keep people from the truth, particularly those truths that lead most directly and surely to joy. This is mainly because dragons are not themselves happy, having once hoped joy could be theirs as an entitlement rather than as what it always has been and always will be–a complex balance requiring constant care. So now they wander the dark regions, trying to vindicate themselves by blocking the way of others to rather simple moments that unaccountably add up to eternity. . . . → Read More: The truth about dragons One comment - (Comments are closed) Character, Desire, Essay, Family, Metaphor, Narrative Environment, Teaching, Transcendence, What is worth admiring?, What is worth believing?, What is worth choosing? Courting, Evil, Gender, Love, Transcendence, Truth Each of us contends against systems, vast in their scale and deep in their effects, that organize us into patterns that often operate outside our field of vision. Just as geese fly south in the winter without understanding the urge they feel, so we often act for reasons we cannot name. As with magnetic force or gravity, we cannot see the forces that work on us and through us, though we can see their effects. They are manifest in patterns around us, and if we do not learn to see and evade some attractions, we are organized into contests that may not serve our best purposes. . . . → Read More: An ecology of war |
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