Is it legitimate to criticize someone’s physical appearance? I don’t mean: is it legitimate to have or even express personal preferences about someone’s physical appearance. I mean: is it legitimate to issue an objective verdict on someone for looking the way they do, e.g., criticizing the very structure of a person’s face for giving them the facial appearance they have? Continue reading
Tag Archives: education
Run It “Like a Business”
I worked at banks for 16+ years, and I would like to see our PPS finances run like a business.
—Rita Rafalovsky, candidate for Board of Education, Princeton Public Schools (PPS)
A candidate for Board of Education in my town, a banker, is running on the age-old slogan that the local school system ought to be “run like a business.” There are many ambiguities in this claim, but no need to chase them all down. It seems a sufficient objection to the slogan, and to any campaign based on it, that the public schools aren’t a business. So it makes no sense to try to run them as if they were. The more sensible approach might be to identify the kind of institution they actually are, or should be, and run them that way. Imagine walking into a business establishment and announcing that it ought to be “run like a school.” That would obviously be absurd, but it’s no less absurd if you turn things around. Continue reading
Cancel Culture Blues: The Strange Case of Steven Wilson
I need to stop reading stories like this, because if I do, I’m in danger of lapsing into Michael Young’s running dog reactionary views on cancel culture.* I’m still a big fan of cancellation as an idea, but if this is what “cancel culture” is going to be, then my thought is: leave me the hell out of it. But this isn’t what cancel culture has to be. We have a choice about what form it will take.
[Steven] Wilson was the chief executive of Ascend, the consortium of central Brooklyn charter schools he built, beginning with plans devised on his dining room table in 2007.
But Mr. Wilson was effectively barred from celebrating with his students.
Several weeks earlier, he had written a blog post embracing the values of a classical education; some younger members of his staff perceived it as racially traumatizing. Others found it simply tone-deaf. He was in a kind of purgatory, still employed by Ascend but taken out of its day-to-day operation.
Teach Your Children
I have what I regard as a good working relationship with the Rutherford Police Department, and count its chief, John Russo, as a friend. I’ve hosted members of the Department twice at my university, and have been a guest of Chief Russo’s at the Department itself. I have no objection to police visits to schools per se, but I think some balance is in order: if cops are going to visit schools, civil libertarians from the ACLU or similar organizations should be visiting the same students in the same schools. A school unwilling to host civil libertarians should not be hosting cops. Far too many do.
Hey, PoPo–Leave Those Kids Alone
Is the behavior described in this story immoral? Yes. Stupid? Yes. Punishment-worthy? Maybe. But the appropriate subject of a police investigation? No.
We’re all justifiably outraged when someone calls the cops on black people engaged in some innocuous activity–be it barbecuing, babysitting, or whatever. But calling the cops to “assist” in a school investigation into fascist speech is no better than that, and fundamentally, no different. It’s a misuse of the powers of the police, and yet another illegitimate broadening of the scope of their activities. Continue reading
School’s Out Forever
Classic moments in academic life: I go to the local YMCA last night to do a workout. The young woman at the check-in desk looks vaguely familiar. I’m pretty sure she’s a former Felician student of mine, but can’t quite remember her name. I check in without mentioning this fact, and she checks me in without mentioning it, either–but we both do double-takes indicating (vague) mutual recognition.
I do my workout, and finally decide that I can’t leave the Y without somehow alluding to the Felician connection we have in common. So I leave by way of the entrance where she was sitting, and it turns out that she’s still there. “You were a student of mine at Felician,” I say by way of re-introduction, “but I’m sorry I don’t remember your name.” She smiles, gives her name, and without irony or self-consciousness says, “Yeah, I was a student at Felician, and I had something with you.” Continue reading
What Every 21st Century American Should “Know”
The journal Democracy is running an article revisiting E.D. Hirsch’s idea of cultural literacy, and looking for readers to help generate an updated list like the one at the end of Hirsch’s 1987 book, Cultural Literacy: What Every American Needs to Know.
Here’s the list I came up with, completely off the top of my head (i.e., involving less than a minute of thought, since that’s all the time for thought I currently have).
- Wounded Knee 1890
- Wounded Knee 1973
- The Fort Laramie Treaty (1868)
- Russell Means and/or Dennis Banks
- AIM (American Indian Movement)
- Ayn Rand
- Atlas Shrugged
- The Fountainhead
- BDS (Boycott, Divestment, Sanctions)
The list is totally idiosyncratic, and focuses on things that I either happen to be thinking about lately (1-5, 10), or that I’ve thought a lot about at one time or another but that tend not to make it onto lists of this sort (6-9). Arguably, I’ve also cheated a bit because many of my items overlap (e.g., 4-5, 6-8), and one line of the list contains two items (4). Whatever. I still think the list consists of things that every 21st century American ought (in some sense) to “know.”
I don’t have time to insert hot links into my list right now, but will do so when I get a chance (perhaps “IOU” should be on the list).
It’s an interesting question what “know” means in this context. I take “know” to mean “recognize as something important and to know something about” (to be contrasted with drawing a complete blank on encounter with the item).* It’s not entirely clear to me what epistemic value there is to knowing a lot of items in this sense; clearly, Hirsch thought that there was enough value there to serve the pedagogical goals of an ideal educational system. I read Hirsch’s book a long time ago and saw him defend its thesis in a lecture sometime in the 90s. I suppose I agree(d) in a general way that ceteris paribus, having broad cultural literacy, even in a weak sense of “knowing,” was better than not having any. But I don’t have strong views on the subject. I just think it’s fun (and easy) to generate a list, so I did.
At any rate, if there’s anything to Hirsch’s argument, I’d argue that my items belong on the list. But I’d be interested in seeing readers’ lists in the combox (obviously feel free to add to Democracy’s list as well).
*For related discussion, see Pierre LeMorvan’s “Knowledge, Ignorance, and True Belief” plus the paper by Goldman and Olsson he cites.