Films of children’s fantasy stories, while very entertaining, may be counterproductive. If they stifle the imagination, then in the long run we will have a population that continues to have a great appetite for entertainment, but little agility of imagination.
Those who would choose a charter, private, or home school largely expressed a desire for better education or an enhanced instruction setting. Yet better education was not the prominent selection feature for those who would choose public school.
The idea of “privilege” has been a growing fad on college campuses over the past decade. While discussions of “white privilege,” “male privilege,” “heterosexual privilege,” and “able-bodied privilege” were once relegated to a few liberal arts classrooms, these discussions have seeped into the mainstream of campus life.
If only 90% of the $13,000 the Eagan district spends per child were placed in the hands of parents (as is often the case with an Educational Savings Account), parents would have more than enough money to send their child to a school like Trinity, which currently charges a tuition of $11,475.
Our schools may have failed the millennial generation by not giving them the skills they need to succeed, but past failure doesn’t mean we have to continue on the same path with future generations.
Perhaps it’s time to give more parents the chance to choose a high-quality, rather than simply a high-spending, education for their children.
The public school system is organized on the assumption of homogeneity, a central plan imposed from the top down. It didn’t happen all at once. It came about slowly over the course of 100-plus years, from the universalization of compulsory schooling, to the prohibition of youth work, to the gradual nationalization of curricula.
Mark Zuckerberg, CEO and founder of Facebook, made an announcement in January that he was launching a book club. He is calling 2015 “A Year of Books,” and he has invited Facebook users to join him in discussions and participate in author Q&As online.
Countries that we often ignore are outperforming us, as well.
The times, they are a-changin’! If students, parents, businesses, and even political leaders want to keep up with - and maybe even get ahead of – the times, it seems it would be wise to pursue the creation of more apprenticeship programs and opportunities.
There’s No Such Thing as an Unregulated Market: It’s a choice between regulation by legislators or by consumers
Choice is integral to a functioning market economy, but when it comes to a child’s education, choice is virtually absent.
Millions of Americans turn their children over to the public schools because we have been assured that they will return them to us educated. How is this supposed to happen when it seems no one in the public schools knows what an education is, much less what it takes to be a good teacher?
Some of you may remember the 1908 curriculum manual I dug up in the Minnesota Historical Society archives a few months ago. When compared with a current public school reading list, it demonstrated that today’s schools are offering a more narrow view of western civilization and a simplified level of reading material.
If you want to gauge the future of the American education system, you have to understand its beginnings.
“America's top liberal arts schools skip U.S. history,” the headline read. “Of the 29 top-ranked liberal arts colleges,” reported Fox News, “only the United States Air Force Academy, the United States Military Academy, and the United States Naval Academy require a survey course in American history.”
Bad character leads to bad policy and bad economics, which is bad for liberty.
We may very well need to do an “about turn” with the American education system.
Government should remove itself from all business transactions. But it is particularly important to the unemployed and to the poor that government release its choke hold on home industries.
The history of ancient Rome repeatedly demonstrates the connection between low taxes and prosperity. It also shows the connection between confiscatory taxes and political and social unrest.
Every week it seems I receive three or four letters from people who are establishing new schools or reforming old ones. These letters are most encouraging, and all of the writers, without exception, are dedicated to restoring what is called a “classical” education.
The problem is that radical relativism believes that there are no abstract and eternal standards but that, on the contrary, all standards are merely fugitive, here today and gone tomorrow. Education does not serve truth because there is no truth to serve.