SOURCE
My students are know-nothings. They are exceedingly nice, pleasant, trustworthy, mostly honest, well-intentioned, and utterly decent. But their brains are largely empty, devoid of any substantial knowledge that might be the fruits of an education in an inheritance and a gift of a previous generation. They are the culmination of western civilization, a civilization that has forgotten nearly everything about itself, and as a result, has achieved near-perfect indifference to its own culture.
It’s difficult to gain admissions to the schools where I’ve taught – Princeton, Georgetown, and now Notre Dame. Students at these institutions have done what has been demanded of them: they are superb test-takers, they know exactly what is needed to get an A in every class (meaning that they rarely allow themselves to become passionate and invested in any one subject); they build superb resumes. They are respectful and cordial to their elders, though easy-going if crude with their peers. They respect diversity (without having the slightest clue what diversity is) and they are experts in the arts of non-judgmentalism (at least publically). They are the cream of their generation, the masters of the universe, a generation-in-waiting to run America and the world.
Related: The Chaos of College Curricula
But ask them some basic questions about the civilization they will be inheriting, and be prepared for averted eyes and somewhat panicked looks. Who fought in the Peloponnesian War? Who taught Plato, and whom did Plato teach? How did Socrates die? Raise your hand if you have read both the Iliad and the Odyssey. The Canterbury Tales? Paradise Lost? The Inferno?
Who was Saul of Tarsus? What were the 95 theses, who wrote them, and what was their effect? Why does the Magna Carta matter? How and where did Thomas Becket die? Who was Guy Fawkes, and why is there a day named after him? What did Lincoln say in his Second Inaugural? His first Inaugural? How about his third Inaugural? What are the Federalist Papers?
Some students, due most often to serendipitous class choices or a quirky old-fashioned teacher, might know a few of these answers. But most students have not been educated to know them. At best, they possess accidental knowledge, but otherwise are masters of systematic ignorance. It is not their “fault” for pervasive ignorance of western and American history, civilization, politics, art and literature. They have learned exactly what we have asked of them – to be like mayflies, alive by happenstance in a fleeting present.
Related: Courses without Content
Our students’ ignorance is not a failing of the educational system – it is its crowning achievement. Efforts by several generations of philosophers and reformers and public policy experts — whom our students (and most of us) know nothing about — have combined to produce a generation of know-nothings. The pervasive ignorance of our students is not a mere accident or unfortunate but correctible outcome, if only we hire better teachers or tweak the reading lists in high school. It is the consequence of a civilizational commitment to civilizational suicide. The end of history for our students signals the End of History for the West.
During my lifetime, lamentation over student ignorance has been sounded by the likes of E.D. Hirsch, Allan Bloom, Mark Bauerlein and Jay Leno, among many others. But these lamentations have been leavened with the hope that appeal to our and their better angels might reverse the trend (that’s an allusion to Lincoln’s first inaugural address, by the way). E.D. Hirsch even worked up a self-help curriculum, a do-it yourself guide on how to become culturally literate, imbued with the can-do American spirit that cultural defenestration could be reversed by a good reading list in the appendix. Broadly missing is sufficient appreciation that this ignorance is the intended consequence of our educational system, a sign of its robust health and success.
My students are know-nothings. They are exceedingly nice, pleasant, trustworthy, mostly honest, well-intentioned, and utterly decent. But their brains are largely empty, devoid of any substantial knowledge that might be the fruits of an education in an inheritance and a gift of a previous generation. They are the culmination of western civilization, a civilization that has forgotten nearly everything about itself, and as a result, has achieved near-perfect indifference to its own culture.
It’s difficult to gain admissions to the schools where I’ve taught – Princeton, Georgetown, and now Notre Dame. Students at these institutions have done what has been demanded of them: they are superb test-takers, they know exactly what is needed to get an A in every class (meaning that they rarely allow themselves to become passionate and invested in any one subject); they build superb resumes. They are respectful and cordial to their elders, though easy-going if crude with their peers. They respect diversity (without having the slightest clue what diversity is) and they are experts in the arts of non-judgmentalism (at least publically). They are the cream of their generation, the masters of the universe, a generation-in-waiting to run America and the world.
Related: The Chaos of College Curricula
But ask them some basic questions about the civilization they will be inheriting, and be prepared for averted eyes and somewhat panicked looks. Who fought in the Peloponnesian War? Who taught Plato, and whom did Plato teach? How did Socrates die? Raise your hand if you have read both the Iliad and the Odyssey. The Canterbury Tales? Paradise Lost? The Inferno?
Who was Saul of Tarsus? What were the 95 theses, who wrote them, and what was their effect? Why does the Magna Carta matter? How and where did Thomas Becket die? Who was Guy Fawkes, and why is there a day named after him? What did Lincoln say in his Second Inaugural? His first Inaugural? How about his third Inaugural? What are the Federalist Papers?
Some students, due most often to serendipitous class choices or a quirky old-fashioned teacher, might know a few of these answers. But most students have not been educated to know them. At best, they possess accidental knowledge, but otherwise are masters of systematic ignorance. It is not their “fault” for pervasive ignorance of western and American history, civilization, politics, art and literature. They have learned exactly what we have asked of them – to be like mayflies, alive by happenstance in a fleeting present.
Related: Courses without Content
Our students’ ignorance is not a failing of the educational system – it is its crowning achievement. Efforts by several generations of philosophers and reformers and public policy experts — whom our students (and most of us) know nothing about — have combined to produce a generation of know-nothings. The pervasive ignorance of our students is not a mere accident or unfortunate but correctible outcome, if only we hire better teachers or tweak the reading lists in high school. It is the consequence of a civilizational commitment to civilizational suicide. The end of history for our students signals the End of History for the West.
During my lifetime, lamentation over student ignorance has been sounded by the likes of E.D. Hirsch, Allan Bloom, Mark Bauerlein and Jay Leno, among many others. But these lamentations have been leavened with the hope that appeal to our and their better angels might reverse the trend (that’s an allusion to Lincoln’s first inaugural address, by the way). E.D. Hirsch even worked up a self-help curriculum, a do-it yourself guide on how to become culturally literate, imbued with the can-do American spirit that cultural defenestration could be reversed by a good reading list in the appendix. Broadly missing is sufficient appreciation that this ignorance is the intended consequence of our educational system, a sign of its robust health and success.
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J'ai rien lu
Bon flemme de tout traduire, il fait que chialer ou ça devient intéressant ?
Et c'est signé "Z" comme "Harry se lève" !
Oh non les Américains sont des incultes ! J'aurais jamais cru
Après les gén'ération quoicoubeh en France ça doit pas voler beaucoup plus haut
Après les gén'ération quoicoubeh en France ça doit pas voler beaucoup plus haut
Bah oui les Ivy League c'est des usines à clones. Le but n'est pas des les rendre intelligent mais de permettre la reproduction sociale entre gens de même classe
Encore plus aux U.S, où t'as très peu de dissertation, et beaucoup de QCM
Encore plus aux U.S, où t'as très peu de dissertation, et beaucoup de QCM
Oh non les Américains sont des incultes ! J'aurais jamais cru
Après les gén'ération quoicoubeh en France ça doit pas voler beaucoup plus haut
Après les gén'ération quoicoubeh en France ça doit pas voler beaucoup plus haut
Effectivement tu es le bot du PCC. Voici la liste recommandée des “classiques” d’Harvard : 
https://www.goodreads.com[...]w/114125.Harvard_Classics
Ce que l’auteur de l’article décrit, et qui est expliqué en détail dans Chaos of College Corriculum c’est justement cette opération marxiste de destruction de la civilisation et de la culture qui a été mis en place par les communistes et les juifs.
Ce que l’auteur de l’article décrit, et qui est expliqué en détail dans Chaos of College Corriculum c’est justement cette opération marxiste de destruction de la civilisation et de la culture qui a été mis en place par les communistes et les juifs.
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Connectez-vous pour masquer les pubsEffectivement tu es le bot du PCC. Voici la liste recommandée des “classiques” d’Harvard : https://www.goodreads.com[...]w/114125.Harvard_Classics
Ce que l’auteur de l’article décrit, et qui est expliqué en détail dans Chaos of College Corriculum c’est justement cette opération marxiste de destruction de la civilisation et de la culture qui a été mis en place par les communistes et les juifs.
Ce que l’auteur de l’article décrit, et qui est expliqué en détail dans Chaos of College Corriculum c’est justement cette opération marxiste de destruction de la civilisation et de la culture qui a été mis en place par les communistes et les juifs.
Oui oui tous les élèves lisent les classiques de Harvard et ce sont les communistes qui détruisent la civilisation Américaine avec l'aides des Chinois du FBI et des Asgardiens
1977:
- Qui était Paul de Tarse ?
- Je suis navré professeur mais je n'ai pas la réponse à votre question
2023:
- Qui était Abraham Lincoln ?
- APAGNAN QUOICOUBEH
- Qui était Paul de Tarse ?
- Je suis navré professeur mais je n'ai pas la réponse à votre question
2023:
- Qui était Abraham Lincoln ?
- APAGNAN QUOICOUBEH
Salarié.
SOURCE
My students are know-nothings. They are exceedingly nice, pleasant, trustworthy, mostly honest, well-intentioned, and utterly decent. But their brains are largely empty, devoid of any substantial knowledge that might be the fruits of an education in an inheritance and a gift of a previous generation. They are the culmination of western civilization, a civilization that has forgotten nearly everything about itself, and as a result, has achieved near-perfect indifference to its own culture.
It’s difficult to gain admissions to the schools where I’ve taught – Princeton, Georgetown, and now Notre Dame. Students at these institutions have done what has been demanded of them: they are superb test-takers, they know exactly what is needed to get an A in every class (meaning that they rarely allow themselves to become passionate and invested in any one subject); they build superb resumes. They are respectful and cordial to their elders, though easy-going if crude with their peers. They respect diversity (without having the slightest clue what diversity is) and they are experts in the arts of non-judgmentalism (at least publically). They are the cream of their generation, the masters of the universe, a generation-in-waiting to run America and the world.
Related: The Chaos of College Curricula
But ask them some basic questions about the civilization they will be inheriting, and be prepared for averted eyes and somewhat panicked looks. Who fought in the Peloponnesian War? Who taught Plato, and whom did Plato teach? How did Socrates die? Raise your hand if you have read both the Iliad and the Odyssey. The Canterbury Tales? Paradise Lost? The Inferno?
Who was Saul of Tarsus? What were the 95 theses, who wrote them, and what was their effect? Why does the Magna Carta matter? How and where did Thomas Becket die? Who was Guy Fawkes, and why is there a day named after him? What did Lincoln say in his Second Inaugural? His first Inaugural? How about his third Inaugural? What are the Federalist Papers?
Some students, due most often to serendipitous class choices or a quirky old-fashioned teacher, might know a few of these answers. But most students have not been educated to know them. At best, they possess accidental knowledge, but otherwise are masters of systematic ignorance. It is not their “fault” for pervasive ignorance of western and American history, civilization, politics, art and literature. They have learned exactly what we have asked of them – to be like mayflies, alive by happenstance in a fleeting present.
Related: Courses without Content
Our students’ ignorance is not a failing of the educational system – it is its crowning achievement. Efforts by several generations of philosophers and reformers and public policy experts — whom our students (and most of us) know nothing about — have combined to produce a generation of know-nothings. The pervasive ignorance of our students is not a mere accident or unfortunate but correctible outcome, if only we hire better teachers or tweak the reading lists in high school. It is the consequence of a civilizational commitment to civilizational suicide. The end of history for our students signals the End of History for the West.
During my lifetime, lamentation over student ignorance has been sounded by the likes of E.D. Hirsch, Allan Bloom, Mark Bauerlein and Jay Leno, among many others. But these lamentations have been leavened with the hope that appeal to our and their better angels might reverse the trend (that’s an allusion to Lincoln’s first inaugural address, by the way). E.D. Hirsch even worked up a self-help curriculum, a do-it yourself guide on how to become culturally literate, imbued with the can-do American spirit that cultural defenestration could be reversed by a good reading list in the appendix. Broadly missing is sufficient appreciation that this ignorance is the intended consequence of our educational system, a sign of its robust health and success.
My students are know-nothings. They are exceedingly nice, pleasant, trustworthy, mostly honest, well-intentioned, and utterly decent. But their brains are largely empty, devoid of any substantial knowledge that might be the fruits of an education in an inheritance and a gift of a previous generation. They are the culmination of western civilization, a civilization that has forgotten nearly everything about itself, and as a result, has achieved near-perfect indifference to its own culture.
It’s difficult to gain admissions to the schools where I’ve taught – Princeton, Georgetown, and now Notre Dame. Students at these institutions have done what has been demanded of them: they are superb test-takers, they know exactly what is needed to get an A in every class (meaning that they rarely allow themselves to become passionate and invested in any one subject); they build superb resumes. They are respectful and cordial to their elders, though easy-going if crude with their peers. They respect diversity (without having the slightest clue what diversity is) and they are experts in the arts of non-judgmentalism (at least publically). They are the cream of their generation, the masters of the universe, a generation-in-waiting to run America and the world.
Related: The Chaos of College Curricula
But ask them some basic questions about the civilization they will be inheriting, and be prepared for averted eyes and somewhat panicked looks. Who fought in the Peloponnesian War? Who taught Plato, and whom did Plato teach? How did Socrates die? Raise your hand if you have read both the Iliad and the Odyssey. The Canterbury Tales? Paradise Lost? The Inferno?
Who was Saul of Tarsus? What were the 95 theses, who wrote them, and what was their effect? Why does the Magna Carta matter? How and where did Thomas Becket die? Who was Guy Fawkes, and why is there a day named after him? What did Lincoln say in his Second Inaugural? His first Inaugural? How about his third Inaugural? What are the Federalist Papers?
Some students, due most often to serendipitous class choices or a quirky old-fashioned teacher, might know a few of these answers. But most students have not been educated to know them. At best, they possess accidental knowledge, but otherwise are masters of systematic ignorance. It is not their “fault” for pervasive ignorance of western and American history, civilization, politics, art and literature. They have learned exactly what we have asked of them – to be like mayflies, alive by happenstance in a fleeting present.
Related: Courses without Content
Our students’ ignorance is not a failing of the educational system – it is its crowning achievement. Efforts by several generations of philosophers and reformers and public policy experts — whom our students (and most of us) know nothing about — have combined to produce a generation of know-nothings. The pervasive ignorance of our students is not a mere accident or unfortunate but correctible outcome, if only we hire better teachers or tweak the reading lists in high school. It is the consequence of a civilizational commitment to civilizational suicide. The end of history for our students signals the End of History for the West.
During my lifetime, lamentation over student ignorance has been sounded by the likes of E.D. Hirsch, Allan Bloom, Mark Bauerlein and Jay Leno, among many others. But these lamentations have been leavened with the hope that appeal to our and their better angels might reverse the trend (that’s an allusion to Lincoln’s first inaugural address, by the way). E.D. Hirsch even worked up a self-help curriculum, a do-it yourself guide on how to become culturally literate, imbued with the can-do American spirit that cultural defenestration could be reversed by a good reading list in the appendix. Broadly missing is sufficient appreciation that this ignorance is the intended consequence of our educational system, a sign of its robust health and success.
