I Love You but You Didn’t Do the Reading

Another week has come and gone. Here are some stories that flew by our editorial window:

More on Evergreen State: Michael Aaron argues that we should see it as a “mo/po-mo” battle, “a petri dish for applied postmodernism.” HT: MM

Why are American schools getting more segregated?

Does America need more “intellectual humility?” Philosopher Michael Lynch makes his case in the Chronicle of Higher Education.

READING

Words, words, words…

Southern Baptist Convention: Kicking out LGBTQ; wondering about the “alt-right.”

Nerd note: Drew Gilpin Faust stepping down as Harvard’s president.

Nerd follow-up: Who’s in the running to replace her? How about President Obama?

The libertarian case against public education.

DeVos continues to make long-held conservative educational dreams come true. The latest? Announcing a plan to scale-back civil-rights enforcement.

Michigan jumps in. The university at Ann Arbor announced a free-tuition program, joining similar plans in Boston and New York.

How can we improve lame and uninformative student evaluations of college classes? How about teaching partnerships?

Shakespeare takes center stage in culture-war showdown: A conservative activist disrupts a production of Julius Caesar.

Bullies, Schools, Homosexuality, and the Confederate Flag

Who is a school bully?  Can it be a teacher who disciplines students for wearing Confederate flags or for denouncing homosexuality?

That is the question conservative commentator Anthony Esolen asks today on The Public Discourse.

Esolen, Professor of English at Providence College, considers a recent case from Michigan.

In this compellingly tangled case of homosexuality, history, religion, and education, a teacher hoped to fight anti-homosexual attitudes among his students.  This teacher participated in a school event in which teachers and students wore t-shirts opposing anti-gay bullying.  The teacher showed his class a video about anti-gay bullying, then engaged in a discussion about it.  During the discussion, the teacher noticed that one student wore a Confederate-flag belt buckle.  The teacher ordered the student to remove the buckle.  When another student asked about the obvious contradiction between the student’s right to wear the buckle and the teacher’s right to wear the t-shirt, the discussion exploded.  The teacher eventually disciplined both students, one for the buckle, and one for insisting that his Catholic faith forced him to disapprove of homosexuality.

Esolen brings up these snarled issues in all their complexity.  Does a Catholic student have a right to disapprove of homosexuality?  Does a teacher have a duty to discipline dissenting students?  Can a student wear offensive belt buckles or t-shirts?  What ideas are too offensive to be protected in schools?

Also, importantly, Esolen considers whether an economics teacher should be engaged in these sorts of pedagogical discussions.  If teachers are, as Esolen argues, “a group of tutors hired by a group of parents,” shouldn’t those teachers respect parents’ beliefs more rigorously?