All posts tagged: education

What They Don’t Teach You at the University of Washington’s Ed School

Published by Nick Wilson

Having decided to become a high school teacher, I was excited to be accepted to the University of Washington’s Secondary Teacher Education Program (STEP), which awards a masters degree in teaching and bills itself as a 12-month combination of theory and practice. Cognizant that in just over a year I would be responsible for teaching students on my own, and because of the university’s laudable reputation, I expected the program to be grounded in challenging practical work and research, both in terms of how to develop academic skills in young people, and also in the crucial role public education has in overcoming some of the most grave and intransigent problems in society. I am not interested in politics or controversy, and I derive no pleasure in creating difficulties for the UW out of personal resentment. But whenever family and friends ask me about graduate school, I have to explain that rather than an academic program centered around pedagogy and public policy, STEP is a 12-month immersion in doctrinaire social justice activism. This program is a …

What New York’s Public Schools Could Learn From Stuyvesant

Published by Daniel Friedman

The class of students who will enter Stuyvesant High School in 2019 include only seven black students. This isn’t particularly unusual; Stuy, which is the most academically selective public school in New York City, typically admits only a handful of black students each year, and every year there are a few op-eds and some social media outrage about the school’s demographics. This year, however, criticism of the school seems especially intense following a call by New York Mayor Bill de Blasio to dismantle the city’s elite specialized high schools and during a period of renewed focus on admissions policies in the wake of the Varsity Blues college corruption scandal. Echoing de Blasio’s 2018 condemnation of the specialized schools, Rep. Alexandria Ocasio-Cortez declared Stuyvesant a “system failure” and an “injustice” in a tweet that received over 50,000 likes. New York Times education reporter Eliza Shapiro tweeted that these “grim statistics” would force officials to confront “segregation” in the elite schools, and Atlantic writer Vann Newkirk tweeted that Stuy’s demographics discredit the idea of an American meritocracy. …

Cambridge University’s Shameful Treatment of Jordan Peterson

Published by Stephen Blackwood

On Wednesday, March 20, the Faculty of Divinity at the University of Cambridge sent the following tweet: Jordan Peterson requested a visiting fellowship at the Faculty of Divinity, and an initial offer has been rescinded after a further review. — Faculty of Divinity (@CamDivinity) March 20, 2019 The circumstances around this event bear careful examination. For they reveal not only a betrayal of the university’s fundamental purpose, but also the loss of something far more wide-reaching, something without which no higher civilization can survive: a shared understanding of ourselves. First, a little background. Jordan Peterson is an academic and clinical psychologist who has taught at two of North America’s most prestigious research universities (Harvard University and the University of Toronto), and whose academic work is prominent, widely-cited, and non-controversial in his field (see a list of his research publications here). His courageous and articulate defense of free speech, of our political, cultural and religious inheritance, of unpopular but incontestable truths of science—especially biology—and his radical opposition to identity politics of any kind, including that of …

Harvard’s Flawed Response to Ronald Sullivan Joining Weinstein’s Defense Team

Published by Jeffrey S Flier

The criticism of Harvard Law Professor Ronald Sullivan by some student activists for his decision to join the defense team of Harvey Weinstein, and the ongoing response of Harvard University to that criticism, raise important concerns about the ability of Harvard to maintain an intellectual environment of high integrity. This still evolving story weaves together four themes that are hardly unique to Harvard: the #MeToo movement and how universities should respond to it; the conflict between that movement and some fundamental principles of American jurisprudence; the approach of universities to the education and emotional comfort of their students; and how university leaders should respond when threats are made to their core institutional values. The concatenation of these issues in the Sullivan affair threatens to create a toxic brew. The story begins with Ronald S. Sullivan Jr., a man of remarkable accomplishment. He is a graduate of Harvard Law School (HLS) where he served as President of the Harvard Black Law Students Association. Following graduation, he directed the Public Defender Service of the District of Columbia, …

Liberal Orthodoxy and the New Heresy

Published by Erik Gilbert

I teach college in a small city in Arkansas, deep in the American Bible Belt. I am a historian of Africa and in my department that means that I also teach a world history survey. I always start with the expansion of modern humans out of Africa and their encounter with other types of humans: Neanderthals, Homo erectus, Denesovians and what seems like an ever-growing list of newly discovered human-like creatures. It’s less the case now, but when I started twenty years ago this part of the course was initially met with polite but firm resistance, which gradually gave way to a sort of furtive curiosity. I eventually realized that even my cleverest students knew very little about human evolution except that it was false and that they were supposed to reject it. They came to the university having been taught that evolution was part of a larger attack on their faith and values, but they had never really been exposed to anything but a sort of parody version of it. A small number of …

Correcting ‘Youth’s Eternal Temptation to Arrogance’—One Bedtime Story at a Time

Published by Meghan Cox Gurdon

“We almost never take this out because it is really fragile,” said Christine Nelson, a curator at the Morgan Library in New York. I was sitting across from her, in her office. She drew out a small navy-blue case and opened the lid. Inside, its glossy red leather binding embossed with gold, was the earliest surviving volume of the fairy tales of Charles Perrault. This beautiful object had been created in 1695 as a gift for the teenage niece of Louis the Fourteenth, a girl known as “Mademoiselle.” Nelson opened to the frontispiece (illustrated above), revealing a charming little painting. A plain-faced woman in a linen coif and rustic dress sits before a fire, holding a spindle of wool. She seems to be telling a story to three young people in elegant clothes, one of whom leans forward, touching the storyteller’s knees in her eagerness. Curled up by the fire, a plump little cat listens, too. On the wooden door behind the spindle holder, a sign reads: Contes de Ma Mere l’Oye. (Tales of My …

The Future of Our Ancient Past

Published by James Kierstead

This is part one of a four part series on the Classics. Part two will be published tomorrow. Australian National University’s decision to reject a large donation from the Ramsay Centre has brought the topic of Western civilization to the forefront once again. For me, the most pressing question is about the future of classics, the discipline that has long claimed to deal with the foundations of Western civilizations. I’ve previously helped teach a course called “Origins of Political Thought,” and I’m preparing to teach another with the title “Foundations of Western Political Thought” next year. But should anyone still be teaching courses on “Western Civ”? My answer, in a word, is yes. There’s nothing wrong with teaching Western Civilization or the Western classics alongside other cultural traditions. At the same time, the way Classics used to be taught is gone for good. In many ways, that’s a good thing: the traditional classical education was astonishingly narrow, and often gave the impression that the tradition it dealt with was the only game in town. Luckily, …

Every Schoolchild Should Read This Book

Published by Richard Haier

A review of Innate: How the Wiring of Our Brains Shapes Who We Are by Kevin J. Mitchell. Princeton University Press (October 16, 2018) 304 pages. Kevin Mitchell’s Innate: How the Wiring of Our Brains Shapes Who We Are is a book for high school students. And I mean that as a compliment. Profound misunderstandings about the genetic nature of human beings lie at the heart of the social justice movement, as well as some education reforms, attitudes toward mental disorders, aspects of the self-help industry, and social policies including but not limited to immigration, welfare, racism, and sex/gender issues. What a person understands or misunderstands about genetics is a foundation for evaluating new ideas encountered in college, forming political opinions, dealing with difficult co-workers, tackling issues of parenthood and family, and generally living day-to-day life. If read early enough, Innate might provide some inoculation against bad or naïve information about human nature and the indisputable role played by genes. That is why it belongs on high school reading lists, not just in science classes. Think …

The Problem with ‘The Journal of Controversial Ideas’

Published by Bradley Campbell and Clay Routledge

A group of academics recently announced plans to launch a new journal focused on research that its authors fear could lead to a backlash, putting their careers and perhaps even their physical safety in danger. With these concerns in mind, the journal will allow authors to publish their work anonymously, subject to peer review. Some are applauding the launch of what will be titled The Journal of Controversial Ideas. They view it as a needed response to an academic and potentially broader culture that is increasingly afraid to grapple with sensitive topics and seeks to suppress ideas that may have merit but are socially unpopular. However, we think the creation of a journal like this, while serving as a prophetic warning about the new moral culture taking hold of academia and the future of our institutions of higher learning, may be a counterproductive way of dealing with the problems it addresses. First, it is worth asking whether the concerns prompting the creation of this journal are warranted. Some writers and academics claim that stories of …

Warning: Telling a Lame Joke in an Elevator can Endanger Your Career

Published by Richard Ned Lebow

I am a professor of international political theory at King’s College London and bye-fellow of Pembroke College, Cambridge. I am a fellow of the British Academy and a member of the International Studies Association (ISA). Several years back the ISA voted me the “distinguished scholar of the year.” This year it censured me, not once but twice. I was guilty of saying “ladies lingerie” in a lift, and more disturbingly in their eyes, of writing a conciliatory email to the woman who had overheard me in the lift and filed a complaint. I appealed against this decision, but earlier this month was told my appeal had been rejected. During the second week of April 2018, the ISA had its annual meeting in San Francisco. It attracts many thousands of members from multiple disciplines who do research on international relations. The meeting consists mostly of panels at which scholarly papers are presented and discussed. I stayed in the San Francisco Hilton, the venue of the meeting. On the third afternoon, I was going up to my …