I’ve been reading Daniel Walker Howe’s The Political Culture of the American Whigs
Ginny
Still Too Early – But Perry Makes Some Points
Most here haven’t commented on the darting and illusory fortunes of the huge Republican field; I’d mentioned earlier that Perry would have trouble – double or triple BDS syndrome, a bit too much of an Aggie for Texas, God knows for the rest of the country. But that great t-sipper, Kevin Williamson, discusses the case for Perry after a strong speech. That’s worth reading and both Williamson & Perry are worth while.
Perry’s fighting, turning arguments around to free market principles, to the human: he did this earlier on the relatively friendly Fox’s Chris Wallace. Wallace pressed him on the number of uninsured Texans. Perry didn’t fight him on those grounds but on the far more important, far more serious, and far more consequential grounds of “access.” Access in Texas to health care has risen sharply with Perry’s policies. And, let’s face it, if there is enough access, all the assurances of insurance are pretty useless. Or, as Venzueleans found out, Chavez had promised to meet their every need – government promises of toilet paper and oil were there, access was not.
Passing It On – II – The Personal – Or How the ’60s Changed Everything
Or, the accurate but revealing title, How Moments Lead to Life Time Prejudice, Unmoved by Research
I loved literature classes. My general fecklessness led to reading 17th century prose on night duty at the mental hospital when I was 20, absorbing little. My choices were seldom sensible at first I had the excuse of being 17, of hitting college when the world changed fast but still, I matured slowly. Few I knew experimented with drugs, but we successfully screwed up our lives without them. Simply put, my judgement was lousy in men, jobs, and energy/time management. But I loved going to class (not, mind you, always doing the work I often hadn’t read the assignment). But in the hot world of adolescence, especially in the sixties, the cool calm of walking into a classroom ordered my days, gave me a separate peace – quiet, cool and cerebral. It challenged my mind as the world outside my emotions.
That’s why I keep distance. My friend describes my teaching as cool well, yes. I address students by their last names. I’m not their friend nor entertainer; I don’t want to offer me but the work – deep and textured and lovely. That’s where our eyes focus on the text. So, that old model persists. Harvey Mansfield’s address notes that formality has its place, signals respect.
1776
I am apt to believe that it will be celebrated, by succeeding Generations, as the great anniversary Festival. It ought to be commemorated, as the Day of Deliverance by solemn Acts of Devotion to God Almighty. It ought to be solemnized with Pomp and Parade, with Shews, Games, Sports, Guns, Bells, Bonfires and Illuminations from one End of this Continent to the other from this Time forward forever more.
You will think me transported with Enthusiasm but I am not. — I am well aware of the Toil and Blood and Treasure, that it will cost Us to maintain this Declaration, and support and defend these States. — Yet through all the Gloom I can see the Rays of ravishing Light and Glory. I can see that the End is more than worth all the Means. And that Posterity will tryumph in that Days Transaction, even altho We should rue it, which I trust in God We shall not.
2015 – May all Chicagoboyz and readers have a safe and joyous Fourth.
Passing It On – I – The Pedagogical
Some comments here criticized lectures. I doubt that medium is as central as the comments imply. Few who teach skills depend only or even mainly on lectures. Lecturing itself has been marginalized. The passion for “critical thinking” is a theoretic good, but, naturally, pedagogical studies emphasize method over content, new & theoretical over traditional. But, I would argue, lectures are designed to clarify content & connections, to model critical thinking. They are useful. (I’m not getting into content the understandable complaints about that are topics for another day.)
Not surprisingly, my defense is defensive. I lectured. Apparently I conveyed passion but could also elicit boredom. For some, that love made a bad class bearable, for others, it was meaningful. Most bubbled in positive but not extraordinary evaluations. Probably some felt I was nattering on, then socked it to them on the test. And lectures let minds drift. But I lectured.