"Do you know what you'll be doing 10 years from now?"  You can point out to students the advantages of a liberal education by asking them these questions.  "Ask your parents -- did they know, ten years ago, what they would be doing today?”

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Just why is it that there are still any historicists running around?  Now clearly the heyday of the old, Hegelian historicism has come and gone.  The World Wars ruined the optimism that was psychologically requisite to carry out such a project.  And Hegel's work in the Philosophy of History was, prior to that, subjected to the withering sarcasm of Soren Kierkegaard's Either/Or--which sought to repudiate Hegel's callous disregard for the Law of the Excluded Middle.  To be clear, on the one hand, I think that the old historicism of Hegel was fatally flawed--for precisely the sorts of reasons contained in Kierkegaard's monumental jest.  C. S. Lewis also treats the flaws of the old historicism in an essay that I find quite to the point.  But, on the other hand, the pretensions of the old historicism aside, one can see that there was something grand about it.  Or, perhaps, that there would be something grand about such an idea had that idea any deep correspondence to reality.

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Suppose a university wanted to “prepare the leaders of tomorrow.”  What kind of education trains upper management?  What kind of education fosters a desire to grasp the whole and a habit of mind of seeing the limitations of partial approaches?

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When cynics and skeptics of the contemporary kind profess their accounts I worry about balance and indoctrination and the loss of reason--am I guilty of special pleading, or is the socratic somehow self-evidently the case?

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If Herzog isn't required reading for all of us late modern academics, I don't know what is.

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If someone had told me two years ago that I would be completing my bachelor’s degree using an online program through Regent University, I would have been highly skeptical.  Why would I leave the lovely, academic atmosphere of on-campus academic advisory sessions, rigorous in-class debates, and one-on-one time with some pretty amazing professors?

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It's smarts, and not reputation of school, that counts: if you are smart enough to get into a high-reputation school, then you should be able to have a bigger paycheck twenty years later, whether you actually attended it or not.

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What, then, are the effects of this peculiar idolatry of pluralism on colleges? One symptom is curriculum deformation.

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Like anyone else on the market, I’d like a job.  But not at any cost.

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Does Socrates teach to me to trick and deceive students for their own good? Could that every be acceptable?

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