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The problem with the way that discussions surrounding university education are often framed is that they seem to accept as inevitable a pernicious anthropology that presumes students are autonomous subjects, consuming in order to be consumed. But we are more than what we achieve, more than we produce, more than our billable hours.
In Carson v. Makin, the Supreme Court held that Maine’s exclusion of faith-based schools from a tuition assistance program for students in rural districts violated the Free Exercise Clause. The case, which is in many ways the culmination of a battle for equal treatment of faith-based schools spanning more than a century and a half, has significant implications for education policy.
America’s education professionals—meaning government bureaucrats, administrators, and teachers—have been trained in an education philosophy driven by progressive politics. Whether in Mississippi or in California, much of America’s school staff attended colleges of education that teach similar, politically infused educational philosophies. The question is, can parents really retake control of public education?
American “family values” before the baby boomers and Roe v. Wade and second-wave feminism were shaped more by modern notions of industrial progress than by eternal truths about the human person. The sexual revolution emerged from axioms that had already permeated the mainstream for decades. Even among social conservatives, those axioms still shape our discourse about the family today.
The Civics Secures Democracy Act will give the federal bureaucracy tremendous leverage to influence state and local decisions about civics education content and administration, thus making them less responsive to the people. This is an anti-civics civics bill that will stoke the fires of discord and alienation.
Don’t delay your life. Don’t wait until you get a job, then tenure, to do the normal things that make life sweet, like marrying and having children. Remember the time-worn observation: “Life is what happens while you’re busy making other plans.” Professors who build their career around their own ego and cutthroat ambition tend to shrivel into something you don’t want to be.
New teachers need concrete examples from their teaching communities to help them manage their classrooms well and begin building experience and expertise. Returning teachers need opportunities for discussion within their communities to help them reflect on the experience and expertise they have already gained.
When college administrators fancy themselves businessmen selling “information delivery systems,” students suffer.
The tenure system sustains many of the problems in contemporary higher ed.