If you’ve ever read C. S. Lewis’ That Hideous Strength, you will have an inkling (pun intended) of the philosophy that tends to dominate many of our cultural institutions. His “N.I.C.E.” (the evil “National Institute for Coordinated Experiments”) was a perfect portrayal of the technocratic mindset that has taken over Read more…
My article in the most recent issue of the Classical Teacher magazine: I have given many speeches and written many articles on the subject of what classical education is. One of the things I have realized in doing so is that, among the many impediments to understanding what classical education Read more…
Writing in the Intercollegiate Review, Gary Olmstead answers the question, “Why Read Literature?” There were times during college when writer’s block threatened me with failing grades or missed deadlines. Scrambling for inspiration, I’d pick up a book—perhaps something I was reading for Western Lit, or a book I’d perused during Read more…
Look for my article, “Education and the Need for Order” in the new Society for Classical Learning Journal. Here’s an excerpt: (more…)
Another discussion of Scientific American‘s defense of the liberal arts and humanities against STEM-only advocates appears at Intellectual Takeout, written by Yours Truly: (more…)
by Martin Cothran
One of the contentions of those who defend the humanities is that a familiarity with classic literature improves interpersonal skills, and that, since most jobs, even in tech industries, involve such skills, an educational emphasis on literature is hardly irrelevant to the vocational emphasis many policymakers now think education should have. (more…)
From the Atlantic Monthly: Kids from lower-income families tend toward “useful” majors, such as computer science, math, and physics. Those whose parents make more money flock to history, English, and performing arts.