Podcast appearances and mentions of John Dewey

Teens are not broken. The systems around them are. In this conversation, social worker, researcher, and educator Dr. Will Dobud joins me to zoom out from individual teen "problems" and look at the bigger picture of youth mental health. We talk about what he calls "planet mental health," where there are more therapists, diagnoses, and medications than ever, yet kids are still struggling. Will walks us through how numbers and labels can start to define young people, why phones have become an easy scapegoat, and how school culture, academic pressure, and compliance-driven systems shape so much of what we call "behavior." We also explore what gets lost when we treat kids as empty vessels or passive recipients of interventions instead of as resources. Will shares stories from his work with teens across three continents, digs into why social-emotional learning can backfire when it is done to kids instead of with them, and lifts up older ideas from John Dewey and Jane Addams about democracy, shared work, and treating young people as full participants in their communities. This episode is a grounded, hopeful invitation to see teens differently and to start changing the environments they are growing up in. Key Takeaways Trying to "fix" teen behavior in isolation does not make sense. Behavior always exists within systems adults have built, including school, home, and the wider culture. We are living on "planet mental health," where more people than ever are diagnosed, medicated, and in treatment, yet many teens do not feel better. What we choose to count and label shapes how young people see themselves. Phones and social media are often symptoms, not root causes. Boredom, disconnection, and rigid environments drive kids to screens just like adults reaching for phones on a plane. School was designed as a compliance-based institution for a narrow group of learners. For many teens, it feels more like a factory than a place that values curiosity, autonomy, or real-life problem solving. The youngest kids in a classroom are statistically more likely to be diagnosed with attention-related conditions, suggesting that developmental stage and fit matter as much as any "disorder." Social-emotional learning can become a "regrettable substitution" when it is standardized and delivered to kids who never asked for it. Teens need co-regulation and relationship, not just lessons about feelings. Teachers and parents are also trapped in compliance systems and high-pressure cultures. When adults are dysregulated and overburdened, they cannot provide the steady co-regulation kids need. Teens are never just a cluster of symptoms. Traits that feel "annoying" in adolescence often become strengths later when they are understood and supported. The healthiest classrooms, families, and communities function more like real democracies. Young people get meaningful work to do, not just things to memorize. Shifting how we talk about "kids these days" changes everything. When adults treat teens as resources instead of problems, kids feel more hopeful, engaged, and willing to participate in their own growth. About Will Dobud Dr. Will Dobud is a social worker, researcher, and educator who has worked with adolescents and families in the United States, Australia, and Norway. Originally from Washington, DC, he now divides his time between the U.S. and Australia. Will is an award-winning researcher and educator recognized for excellence in research, teaching, and crime prevention. He is a Senior Lecturer in Social Work at Charles Sturt University, Australia's largest social work school, and an invited international speaker who conducts workshops for therapists and families around the globe. His research focuses on improving therapy outcomes for teenagers and promoting safe, ethical practices. He has written extensively about the Troubled Teen Industry, particularly wilderness therapy, and works alongside advocates, survivors, researchers, and clinicians to protect youth from institutionalization and harm. He is the coauthor of Kids These Days, a book about youth mental health for adults. About Your Host, Gabriele Nicolet I'm Gabriele Nicolet—toddler whisperer, speech therapist, parenting life coach, and host of Complicated Kids. Each week, I share practical, relationship-based strategies for raising kids with big feelings, big needs, and beautifully different brains. My goal is to help families move from surviving to thriving by building connection, confidence, and clarity at home. Complicated Kids Resources and Links

"A lesson unnamed is a lesson unclaimed." — Lee Brower "The hill isn't the danger. Going down it without looking is." — Lee Brower “The only real mistake is the one from which we learn nothing.” — Henry Ford “Wisdom is not a product of schooling but of the lifelong attempt to acquire it.” — Albert Einstein “We do not learn from experience… we learn from reflecting on experience.” — John Dewey

Celebrating the fifth anniversary of Flavortone, Alec and Nick take a step back from more intensive topical discussions to look back over the development of the podcast, and beyond, into the preceding years of musical and theoretical projects which have informed it. Tracking the podcast's beginnings as a lit comparative music analysis effort, into political economy, media and cultural theory, raw aesthetics, roasts and foundational questions of music historicity and epistemology, the episode recalls key intellectual motives and contexts for this evolving discourse, and reviews the development of a generational experience and perspective in music. Topics include "putting your piece on the board," inter-generational social dynamics of thought, intellectual participation over time, tensions between pragmatism and analytic theory, John Dewey, and the question of audacity as a dynamic engine in the production of creative work.

Democracy is often framed as a battle between political candidates or parties that have opposing viewpoints and are trying to win over voters to join their side. However, there's another way to think about democracy as a system of self governance that everyone shares and has a stake in preserving and protecting.Jeremy David Engels articulates the latter point of view in the book, On Mindful Democracy: A Declaration of Interdependence to Mend a Fractured World. The book blends Engels's prior work studying democratic theory and history with his experience in yoga, meditation and Buddhism. Engels joined us to discuss the concept of mindful democracy and why it's important to consider during the 250th anniversary of America's founding. He describes how we can — and should — consider a "declaration of interdependence" in addition to the Declaration of Independence the country is celebrating this year. We also talk about the different conceptions of democracy outlined by John Dewey and Walter Lippmann Engels is Liberal Arts Professor of Communication Arts and Sciences at Penn State and a mindfulness and yoga teacher. You can find him in the classroom, lecture hall, on a meditation cushion, or a yoga mat, sharing his insights on how to become capable, compassionate, and engaged democratic citizens. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

What if everything we've been told about making college "affordable" is actually making it more expensive and worse? Robert Bortins sits down with Dr. Ben Merkle, President of New St. Andrews College and Oxford-educated scholar who wrote the foreword to "Woke and Weaponized." As one of fewer than a dozen colleges that refuse all federal student loan dollars, Dr. Merkle offers a rare insider perspective on how government money has corrupted higher education—and why K-12 schools should learn from their mistakes. Dr. Merkle traces the problem back to the GI Bill after World War II, explaining how federal funding changed the customer of education from students to government. Once colleges became dependent on Title IV money (Pell Grants and student loans), they became subject to Title IX mandates—leading Christian colleges to spend a year teaching students "how to receive consent for fornication" and removing backbones from administrators who now compete to be the most compliant rather than the most excellent. The financial impact is staggering. While other colleges charge $55,000-$60,000 annually (with fake "scholarships" discounting sticker prices), New St. Andrews provides superior classical education for just $18,600 per year—proving that without compliance officers and administrative bloat, quality education is affordable. Dr. Merkle exposes the Bennett hypothesis: every dollar added to federal grants causes reciprocal tuition increases within 18 months, creating a self-perpetuating cycle that makes education more expensive and worse quality simultaneously. Most provocatively, Dr. Merkle warns that classical Christian education—"the single biggest cultural victory for the American evangelical church"—is being handed over to the state through school choice programs. Charter schools aren't pulling kids from public schools; they're pulling families from Christian education into secular classrooms. He challenges administrators: stop serving mammon, define your mission clearly, and understand that funding is authority. The institutions we've sacrificed to build will be wasted if we trade them for government money. Resources: https://nsa.edu/ This episode of Refining Rhetoric is sponsored by:  "Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back" – A new book written by Robert Bortins and Alex Newman.  Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information.  www.WokeAndWeaponized.com

"The government doesn't give you money because they love you. Government gives money so they can have power." Join host Robert Bortins as he sits down with Rachael Jensen, homeschool advocate and mother of six in Arizona—the state hailed as the "gold standard" for school choice. Rachael contributed Appendix A to "Woke and Weaponized" and shares what's really happening on the ground with ESA (Empowerment Scholarship Account) programs. The shocking reality: Arizona homeschoolers must surrender their homeschool affidavit and sign a Department of Education contract, legally converting their children to public "school-at-home" students. State officials confirmed most ESA recipients aren't escaping public schools—they're private school and homeschool families being absorbed into government control. Rachael exposes devastating consequences. Christian charity has collapsed. Homeschool activity prices have skyrocketed 300%, costing her family $42,000 annually to stay independent. ESA funds have paid for a $900 abortion, four identical $200 Lego sets per child, $8,000 espresso machines, and ski passes. One program manager confessed: "I cannot believe we had this many conservatives who want their government money and then want to be left alone." Most striking: wealthy communities where 80% took funds versus poor ranching families who unanimously refused, saying "That's a dumb idea, we don't trust the government." Arizona expanded from 100 special needs students in 2011 to 84,000 universal participants. Rachael warns this is socialism at its core—teaching conservatives to be collectivists. Children are God's inheritance, and our provision comes from Him, not government bailouts. This episode of Refining Rhetoric is sponsored by:  "Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back" – A new book written by Robert Bortins and Alex Newman.  Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information.  www.WokeAndWeaponized.com

What if the architect of America's public school system was literally taking orders from demons through Ouija boards? Join host Robert Bortins as he talks with co-author Alex Newman to discuss their new book "Woke and Weaponized: How Karl Marx Won the Battle for American Education and How We Can Win It Back." This isn't hyperbole—it's documented history every Christian parent needs to know. Alex reveals shocking truth about Robert Owen, the intellectual godfather of public education, who openly admitted communicating with spiritual entities through séances to receive his vision for reshaping society. Owen's explicit goal: raise a generation freed from "the trinity of most monstrous evils"—private property, Christianity, and marriage. When his Indiana commune failed, he realized children needed government conditioning first, creating the public school blueprint we have today. The conversation exposes how robber barons like Rockefeller funded this system to create "complacent worker drones," not critical thinkers. Alex shares bombshell findings from the suppressed 1950s Reece Committee Report, which concluded a revolution had already occurred in America through education, funded by foundations working to merge the U.S. with the Soviet Union. Most urgently, Alex warns the same billionaires pushing globalism—Gates, Soros, Bloomberg, Zuckerberg—are the biggest school choice funders today. He traces the playbook from Sweden, where "free" government money trapped private schools under state control and destroyed homeschooling. The UN openly admits their strategy: use public funding to capture all "non-state education actors." Before government education, America was the best-educated society in history—your great-grandma's eighth-grade education was harder than today's master's degree. The solution requires complete rejection of government funding and recognizing God made parents—not the state—duty bearers for their children's education. Resources: https://face.net/ This episode of Refining Rhetoric is sponsored by:  "Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back" – A new book written by Robert Bortins and Alex Newman.  Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information.  www.WokeAndWeaponized.com

Join Delise Germond as she sits down with Robert Bortins, CEO of Classical Conversations and homeschool dad of three, for an engaging conversation about family legacy, educational freedom, and his new book Woke and Weaponized. Robert shares his personal journey from being one of the first 11 students in Classical Conversations to leading the organization for over 13 years. He opens up about the family values that shaped him—hard work, self-discipline, and carrying the family name with honor—and how he's now passing these principles to his own children through practical strategies like job cards instead of allowances and teaching them to work before they play. The conversation dives deep into Robert's extensively researched book, co-authored with award-winning journalist Alex Newman, which traces the historical roots of public education from Robert Owen's "Trinity of Evil" through Prussia to modern-day America. Discover the surprising truth about who's really funding the school choice movement and why educational independence matters now more than ever. Robert also explains what it means to become "anti-fragile" as a family—rejecting consumerism, living within your means, and building resilience that doesn't depend on government systems. Whether you're a homeschooling parent, educator, pastor, or anyone concerned about educational freedom, this conversation offers both warning and hope for raising the next generation to know God and make Him known. This episode of Everyday Educator is sponsored by:  Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman.  Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information.  www.WokeAndWeaponized.com   Summit Ministries Do you want your child to have conversations that challenge, encouragement that endure, and friends and faith for life? Summit's Student Conferences equip young Christians with the hope, clarity, and confidence they need to follow Jesus boldly in today's world. It's not just about getting apologetics answers. Students learn how to live winsomely and bravely in today's world. Visit summit.org/cc before March 31, 2026, and lock in the early bird rate. Save an additional $250 when you use the code CC26. Want your child to have conversations that challenge, encouragement that endures, and friends and faith for life? Grab their spot now at summit.org/cc

"There is no such thing as vouchers without government control. They just simply don't exist." Join host Robert Bortins as he sits down with KrisAnne Hall, constitutional attorney, former prosecutor, and founder of Liberty First Society. With her background in constitutional law and as a former homeschool parent, KrisAnne delivers a compelling legal and biblical argument against government-funded school choice programs. KrisAnne explains why the federal government has zero constitutional authority over education and reveals how states have traded their sovereignty for federal dollars. Drawing from nearly two decades of warnings, she exposes what's already happening in Florida and Texas: mandatory ethics policies forcing Christian schools to teach evolution, regulations prohibiting single-source curriculum (biblical truth), and requirements around gender identity and sexual orientation. She dismantles the illusion that vouchers "follow the student, not the school," explaining why this actually gives government authority to audit your personal finances and exercise fiduciary control over your children. Those tax dollars legally belong to government the moment they're collected—when you take Caesar's money for education, you're converting your home into government property and your private school into a public one. Resources: https://www.krisannehall.com/ https://libertyfirstsociety.com/   This episode of Refining Rhetoric is sponsored by:  Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman.  Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information.  www.WokeAndWeaponized.com

"The enemy is not at the gate—the enemy has infiltrated our classrooms." Join host Robert Bortins for the first episode in a powerful School Choice Week series as he sits down with Dr. Joshua Pierson, who contributed to "Woke and Weaponized: How Karl Marx Won the Battle for American Education and How We Can Win It Back." In this eye-opening conversation, Dr. Pierson—a retiring counterintelligence agent with 25 years of experience—reveals the shocking history of Soviet infiltration into American education. Drawing from his extensively researched appendix, he traces a direct line from 1917 Soviet intelligence operations to today's classroom controversies. Dr. Pierson exposes how Soviet strategist Willi Münzenberg architected a century-long disinformation campaign targeting American education, media, and government. He explains how Columbia Teachers College became a hub for communist influence, and why influential educators like John Dewey and George Counts became "useful idiots" after visiting carefully staged Potemkin villages in Soviet Russia. The conversation explores why communist ideology persists generations after its architects have died, how tactics like ANDEMKA (Admit Nothing, Deny Everything, Make Counter Accusation) still shape today's debates, and why accepting government funding transforms institutions into "agents of the state." From SEL programs to modern educational policy, discover how the Soviets succeeded in their strategy beyond their wildest expectations—and what Americans were willfully ignorant about as it happened.   This episode of Refining Rhetoric is sponsored by: Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman. Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information. www.WokeAndWeaponized.com

What if the biggest threat to the next generation of Christians isn't coming from outside the church—but from a decision Christian parents make every weekday morning? Join Robert Bortins as he sits down with Paul and Gena Suarez, publishers of The Old Schoolhouse Magazine and founders of SchoolhouseTeachers.com, for a powerful conversation about the future of Christian education. Paul and Gena share their 30-year homeschooling journey and explain why they've shifted their focus from education to discipleship—and why this makes homeschooling a church issue that pastors can no longer ignore. They discuss the explosive growth of homeschooling since COVID, the dangers of government school choice programs, and the biblical mandate for Christian families to take responsibility for their children's education. With their new Pastor Plan initiative, the Suarezes are equipping churches with turnkey solutions to support homeschooling families and build vibrant communities. This episode is a rallying cry for Christians to stop sending their children to Caesar and start reclaiming discipleship as the church's responsibility. Resources: https://schoolhouseteachers.com/ https://www.theoldschoolhouse.com/ https://pastorplan.org/ This episode of Refining Rhetoric is sponsored by:  Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman.  Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information.  www.WokeAndWeaponized.com

What if the reason you feel like a stranger to yourself isn’t that you’re lost, but because you’ve been performing for so long, you forgot what authenticity looks like? From childhood, so many of us learned that success meant following the script: get the degree, climb the ladder, earn the title, achieve the milestones. But somewhere along the way, that external validation became internal disconnection. In this powerful episode, bestselling author and mindfulness expert Case Kenny reveals the truth about modern identity: it’s not about finding yourself once and being done. It’s about constant reinvention through reflection. He explains why “just being yourself” might be the worst advice you’ve ever received, and how the traits you think make you too much are actually what attract the right people to you. This is a conversation for anyone who’s tired of feeling like one person at work and a stranger at home, for anyone questioning whether the life that looks good on paper actually feels good in reality. Because real fulfilment doesn’t come from collecting achievements. It begins the moment you become the same person inside the conference room and outside. The Man Who Walked Away Case Kenny didn’t just study personal development; he lived the crisis that demanded it. At 28, he was the Regional Vice President of Sales at an advertising agency, crushing quotas and living what looked like the professional dream. He knew exactly who he was supposed to be in the office: confident, successful, the man with all the answers. Then he’d go home. “I would go to my job and feel like one person, and then I leave and I don’t know who I am,” Case recalls. “I’m like, I don’t know who I am on a human level, or a boyfriend level, or a partner level, or a son level, or a brother level. And I was like, that’s problematic for me.” This acute disconnect sparked a radical experiment. In 2018, he launched a podcast not to build an audience, but to force himself into self-reflection. Each episode became a laboratory where he’d unpack an emotion, desire, or expectation and “beat it up with mindfulness and logic.” Eight years later, he’s left corporate life entirely and built a career around what he jokingly calls “sharing my feelings for a living.” Why “Just Be Yourself” Is Terrible Advice “I’m really not a big fan of advice that’s like, just be yourself,” Case explains, “because if you decide that when you’re 20, you should not be the same person at 25, 30, 35, 40.” The popular wisdom tells us to discover ourselves and commit to that identity. But Case argues this is a dangerous fallacy. Real wisdom doesn’t come from experience alone; it comes from reflecting on experience. Without constant reflection, we risk living according to outdated beliefs and values that no longer serve us. “We don’t get wisdom from life experience. We get wisdom from reflecting on life experience,” he says, paraphrasing John Dewey. The things that happen to you shape who you are, but it’s reflecting on those experiences that should have the final say in who you become. His background in languages (he double majored in Chinese and Arabic at Notre Dame) resurfaces in his work. Case views personal development through a linguistic lens, believing that the words we use to describe our experiences fundamentally shape our reality. Out-of-Town Confidence: The Framework That Changes Everything One of Case’s most powerful concepts is “out-of-town confidence,” a mental model that reframes how we approach relationships and life goals. Imagine you’re visiting Miami for the first time. You’d probably be more extroverted, more confident, more open to new experiences. Why? Because you’re not fixated on any single person or outcome. The focus is on the experience itself, and if you happen to meet someone amazing along the way, that’s a bonus. “Get the most out of life as possible, not in a crazy, selfish, narcissistic way, but just as the human endeavour,” Case explains. “And then you use that as the lens to say, is this person right for me?” This philosophy challenges the traditional narrative that finding “the one” is life’s ultimate mission. Instead, he argues we should extract maximum value from being human rather than outsourcing our happiness to external validators. The Liking Gap and Your Weird Wealth Research proves something counterintuitive: you’re more likable than you think you are. It’s called the “liking gap,” and it operates across cultures and languages. After interactions, we consistently underestimate how much the other person enjoyed our company. “You and I interact. I leave the conversation thinking, I don’t think she really liked me that much,” Case describes. “Overwhelmingly so, you are more likely to say, no, I liked Case. He seemed like a cool guy.” Even more powerful: the traits you consider “too much,” weird, or outside normal are actually nonconforming traits that research shows are more attractive than conventional ones. “Double down on the things that you think make you weird,” Case advises. “Your passion is a magnet for the right people and a filter for the wrong people.” Having It All Together Means Nothing When asked about “having it all together,” Case reframes the entire concept. We imagine perfection as possessing everything simultaneously: the career, partner, body, happiness, and friendships all at once. That’s fantasy. “I’ve had the career but not the partner, the partner but not the career, the career but not the money,” he explains. Reality is transitional, and the binary thinking of “everything or nothing” sets us up for perpetual disappointment. His alternative is simple: ask yourself one question as often as possible. “In this moment, with what I’m doing, with my habits, with my partner, with my diet, with my friends, with my city, do I feel like my most honest self?” Then adjust, pivot, and move accordingly. About Case Kenny Case Kenny is a bestselling author, podcast host, and creator who left his role as Regional VP of Sales in advertising to pursue full-time work in mindfulness, language, and personal development. With a background in Chinese and Arabic from the University of Notre Dame, he brings a unique linguistic lens to self-discovery. He’s been podcasting twice a week for eight years, helping people find clarity, kindness, and optimism in their lives. Key Takeaway You are not destined to remain the person you were at 20, 25, or even last year. The identity crisis you experience isn’t a problem to solve but an invitation to evolve. When you stop performing and start reflecting, when you bring out-of-town confidence to everyday life, and when you embrace the transitional nature of having it all, you become the same person inside the conference room and outside. Coming home to yourself means releasing the belief that there’s one right way to live and claiming your right to constant reinvention. Watch the full conversation on YouTube Find Out More About Case Kenny Website: https://casekenny.com Follow on Instagram: @case.kenny

Overturning Roe v. Wade was never the finish line—it was only the starting gun. Kristan Hawkins, president of Students for Life and Students for Life Action, joins Refining Rhetoric to reveal why the pro-life movement's real battle is just beginning and where it's being won or lost right now. Discover why she launched Students for Life 20 years ago with the vision that Roe would be reversed (when everyone told her she was naive), how chemical abortion pills have become the leading cause of infant death with 1 in 10 women ending up in the ER, and why flushing babies down toilets has turned America's sewers into open cemeteries. Kristan exposes the RINO problem plaguing state legislatures, explains why Republicans keep funding their political enemies at Planned Parenthood to the tune of $800 million annually, and shares the dangerous rhetoric threatening to destroy pro-life credibility with women voters. She also discusses why homeschoolers terrify legislators more than lobbyists, the two types of people most likely to get violent at pro-life campus events, and how young men have actually shifted right on abortion while young women still buy feminist lies. This episode is a rallying cry for Christians to stop being lazy about life, start serving women in crisis pregnancies, and build the army needed to make abortion completely unthinkable in America.  Resources: https://studentsforlife.org/ Kristan's Instagram: @kristanmercerhawkins This episode of Refining Rhetoric is sponsored by:  Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman.  Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information.  www.WokeAndWeaponized.com

Ever wonder why every poll seemed to show Kamala Harris winning, yet Trump dominated the election? Mark Mitchell from Rasmussen Reports pulls back the curtain on the billion-dollar polling industry's most carefully guarded secrets. Discover how establishment pollsters use proprietary panels filled with left-leaning city dwellers to sandbag anti-establishment candidates by 20+ points, why FiveThirtyEight was really just a psychological operation funded by Disney and the New York Times, and how polling is weaponized to move the Overton Window on everything from reparations to LGBT issues. Mitchell reveals the shocking truth about why Gen Z is flirting with socialism (hint: it's not because they love Marx), what the Epstein case closure cost Trump in independent support, and why 43% of Americans now believe civil war is coming within years. He explains how the Republican Party remains captured by corporate interests while young voters are demanding a Caesar to burn down a corrupt system, why Trump's "golden age" messaging is falling flat with the very coalition that elected him, and what polling shows about the real mandate Trump received. This episode exposes how polling shapes public opinion through manufactured consensus and offers a sobering look at America's political future if the system isn't actually fixed. If you've ever felt manipulated by media narratives, this conversation will confirm your suspicions and arm you with the knowledge to fight back.   Resources: https://www.rasmussenreports.com/ This episode of Refining Rhetoric is sponsored by:  Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman.  Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information.  www.WokeAndWeaponized.com

What if the real sign of wealth isn't your bank account, but the number of kids around your dinner table? Chocolate Knox from CrossPolitic joins Refining Rhetoric to flip the script on modern family planning. With seven kids and counting, Knox shares why he and his wife decided to "replace the stupid people" in their family lineage and create a new generation that honors God. Discover how God has faithfully provided through every season, from figuring out how to fit everyone in one vehicle to navigating the transition from public school indoctrination to classical Christian education. Knox unpacks why the church bears responsibility for America's decline, how the feminist movement is already showing its cracks (yes, even in the Barbie movie), and why black families especially should flee government schools. Plus, practical advice for young singles on how to inflation-proof their future and set themselves up for the silk life: single income, lots of kids. This conversation challenges the lie that children are a financial burden and reveals them as the generational wealth investment God always intended. If you're tired of the dink (double income, no kids) propaganda and ready to embrace biblical fruitfulness, this episode is for you. Resources: https://crosspolitic.com/ https://x.com/Chocolate_Knox   This episode of Refining Rhetoric is sponsored by: Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman.  Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information.  www.WokeAndWeaponized.com

What happens when a Christian show gets canceled 20+ times but refuses to stay silent? Gabe Rench, founder of CrossPolitic, joins Refining Rhetoric to share his journey from launching a faith-and-politics show in 2016 to building a multi-platform network that's discipling Christians to engage culture boldly. Discover why he believes the church is responsible for America's condition, how his team is pivoting to deeper content in 2025, and why Christian business leaders need to stop burying their talents. Plus, learn about the surprising stat showing how Christians in Seattle could flip the city conservative overnight if they simply showed up to vote. Gabe also discusses surviving intense cancel culture (even password-protected content wasn't safe), the Fight Laugh Feast philosophy, launching the Business Makers Network, and why his new approach of one deeply researched show per week might be more effective than churning out four shows weekly. Resources: https://crosspolitic.com/ https://gaberench.com/ This episode of Refining Rhetoric is sponsored by:  Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman.  Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information.  www.WokeAndWeaponized.com

Is America on the brink of collapse—and are Christians ready to respond? Welcome to the first episode of Refining Rhetoric for 2026! As we kick off the new year, host Robert Bortins tackles the pressing issues facing Christian families, homeschoolers, and business owners in an increasingly chaotic world. In this episode, you'll discover: •    Why America's $38 trillion debt crisis (which just grew by $1 trillion in 76 days) matters for your family's future •    The spiritual battle behind cultural conflicts—from controversial elections to shocking legal cases abroad •    How only 6% of Christians hold a biblical worldview according to Barna research, and what that means for our communities •    The launch of the new book "Woke and Weaponized" and why understanding the root causes of societal issues is critical •    Plans for 2026 including discussions on cryptocurrency, bitcoin, and preparing for economic uncertainty This isn't just another news commentary—it's a call to action for believers to stop outsourcing their God-given responsibilities and start living boldly as ambassadors of Christ in a world that desperately needs the gospel. This episode of Refining Rhetoric is sponsored by:  Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman.  Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information.  www.WokeAndWeaponized.com

This episode of The Common Reader podcast is a little different. I spoke to both Jeffrey Lawrence and Julianne Werlin about literature, politics, and the future of the academic humanities. Questions included: what do we mean when we talk about literature and markets? Can we leave politics out of literary discussion? Should we leave it out? If we can't leave it out, can we have nice friendly conversations about it? What is academic Marxism? We also talked about whether Stephen Greenblatt is too ideological and why universities are necessary to literary culture, academics on Substack. Julianne writes Life and Letters. Jeffrey writes Avenues of the Americas. Here is Julianne's interview in The Republic of Letters. Transcript (AI generated, will contain some errors)Henry Oliver (00:00)Today I am talking to Jeffrey Lawrence and Julianne Werlin.Jeffrey is a professor of English literature and comparative literature at Rutgers University. He specializes in the 20th and 21st century and he writes the sub stack, Avenues of America. Julianne probably needs no introduction to a sub stack audience. She writes Life and Letters, one of my favorite sub stacks. She's a professor of English at Duke University, where as well as specializing in early modern poetry, she is interested in sociological and demographic studies of literature.and we are going to have a big conversation about literature and markets, politics, what do we mean when we talk about literature and markets, can we leave politics out of literary discussion, should we leave it out, if we can't leave it out, can we have nice friendly conversations about it, and also maybe what is academic Marxism and what should it be and why is it so confusing? Jeffrey and Julianne, hello.Julianne (00:59)Hi.Jeffrey Lawrence (01:01)Hi, thanks for having us.Julianne (01:02)Yeah, thank you.Henry Oliver (01:04)I am going to start by referencing an interview that you did, Julianne, for Republic of Letters, which everyone has been reading. And you said, I've printed it out wrong, so I can't read the whole quote. But you said something like, you joined Substack because you wanted people to talk with and because you felt a lack of debate in your academic field. There are lots of good things about scholarship being slow and careful, but it also needs to be animated by debate and conversation.and a sense of the stakes of what we're doing, and that is eroding in the academy. So I want you both to talk about that. Why is that happening? How much of a problem is it? How much is Substack or the internet more generally the solution? What should we be doing? Why don't we go to Julianne first, because it's your quote.Julianne (01:54)Sure, I mean, won't go on too long ⁓ since I have already spoken about this, but my sense within English departments is, you know, they're becoming smaller, fewer people are taking our classes, we have much less of a role in public conversation and public debate, except as kind of a stalking horse for certain types of arguments. And certainly, if you are an early modernist, it's very hard to locate a kind of a...Henry Oliver (02:14)YouJulianne (02:25)discrete set of debates within early modern literature because there is so little public salience to literary fields. And I think this is happening in all literature. It's especially pronounced if you're working in the earlier periods. So my sense in joining SUBSTAC was that perhaps there will be debates by people who are not already so deep within the particular professional and disciplinary structures of a field that they canfind new points of connection between literature and public life along different ⁓ axes that we have maybe not explored adequately within English departments and are maybe becoming harder to explore as English departments contract and recede from public life.Henry Oliver (03:04)Mm-hmm.So we're bringing Milton back to the people and also finding out why they care about him at all. ⁓ What do you think about it, Geoff?Julianne (03:16)Well, hopefully. I mean, that's the goal.Jeffrey Lawrence (03:21)Great, ⁓ so I actually restacked that specific quote from Julianne because it resonated so much with me. Yeah, I mean, my sense is that as someone who works on 20th and 21st century literature, there is more crossover there, I would say, between sort of academic scholarship and public debate. But I really wanna just echo what Julianne said there, that ⁓ I have gotten the feeling that withinlet's call it like the legacy media. There are particular arguments that come from academia that are pushed forward and that become representative of the field of 20th and 21st century literature as a whole. And those kind of come to stand in for academic debate more generally. And I think it becomes very difficult. One of the things that I was noticing so much isthat the people who had access to those legacy journals, are places like the Atlantic, the New York Times, that those began to dominate the debates and people just aren't recognizing that in scholarships. So one of the things I particularly like about Substack is that I feel like although it has some of the same problems as social media more generally about kind of like who gets to participate and algorithmic culture and all of that sort of stuff.I did feel like the ideological diversity both left and right compared to the sort of a kind of monoculture, mono, you know, sort of academic argument that I found over and over in these legacy magazines, that Substack was the place where a lot of these debates are happening. And I only joined maybe four or five months ago, but for me,⁓ sort of just in terms of my relationship to the Academy, it's really changed my sense of what can be said and what's being said by academics.Henry Oliver (05:17)feels to me like in some way humanities academia needs deregulating because there's all sorts of things people can't feel like they can't say and can't do. But it's such a tangled mess that the easiest thing is for you all to just go to Substack and do it there and just try and avoid the bureaucracy because it's gone too far. But when you're on Substack...I feel like you're often faced with people saying, these English literature academics, it's all woke BS. They don't know anything. They've killed this, right? You're simultaneously in a kind of semi hostile environment. How do you, how does that seem to you?Julianne (05:56)Yeah, mean, that's certainly true. I think that we are avatars on Substack for a kind of authority that we feel in our own lives we do not possess in any way. So we're in this position where, you know, at least I feel this, I'm responding to comments that are, you know, very much, by people who very much feel that they're attacking authority figures. And I'm, you know, I'm just a person on the internet, you know, talking with them when I'm on Substack. What I like about it is precisely that it levels any kind of authority structures insofar as they exist, which is debatable at this phase. But that's not always the reality on Substack. I also feel there's an additional thing, again, as an early modernist, where you feel like, you you don't have...Henry Oliver (06:27)Yeah.Julianne (06:52)there's not a lot of interest by people who are kind of on the left in contemporary politics in the Renaissance. It's seen as kind of a conservative, canonical thing to study. And there's a lot of pushback. even within English departments, there's a lot of pushback ⁓ surrounding the idea that people should study Shakespeare or study Milton. It's seen as kind of old and fussy and conservative. And then at the same time, you go on the internet and you're the kind of ⁓ exemplar.Henry Oliver (06:59)Mmm. Yeah.Mmm.Julianne (07:22)of woke cultural discourse. So you feel like as a Renaissance scholar, you can't win. You're nobody's idea of what people should be doing intellectually or culturally.Henry Oliver (07:25)HahahaDo you think, someone asked me this the other day about why academics write in this funny way and why no one reads their books and all this. That was the way they phrased it. And I said, I think what you're saying is like, why is there no AC Bradley today? Because Shakespeare in tragedy, so I don't remember the number, of like quarter of a million copies or something that to us just feels like an insane number.Is there some legitimate criticism there that A.C. Bradley wrote in a way that, you know, your grandmother could understand? And a lot of what comes out of the Academy today is much more cut off from the ordinary reading experience.Julianne (08:18)Yeah, I mean, think that's not debatable. think there have been quantitative studies, ⁓ DH studies that have shown that academic prose has become more difficult. I think it's much more a consequence of how literary culture has become this sort of narrow and marginalized field that is preserved within academic debate and academic structures of argument and disciplinarity. Stephen Greenblatt certainly tries to benew A.C. Bradley and he does reach readers outside of academia but his audience is you know especially as a share of the population is not A.C. Bradley's audience and I don't think that's a fault of his prose. Well that's true.Henry Oliver (08:59)might be the fault of some of his ideas.Well, Jeff, I want to come to you on that. A.C. Bradley was not politically ideological. Maybe he's a crazy Hegelian and he's insane on that level. But is the problem that Stephen Greenblatt's just obviously kind of a bit cranky in some ideological way, is this a general problem of the modern humanities academia?Jeffrey Lawrence (09:24)Yeah, I mean, I tend to see the problem as it's kind of being a dual problem. One, I think, is the fact that we are facing in a lot of the academy a kind of scarcity politics. there are very, if you look at just academic hiring since the financial crisis in 2008, there's just much less of it that's happening. And so I think, I mean, part of what I see is this sense that there are certainI mean, we could say certain ideological lines that over the past 10 years, but even let's say over the past 15 years ⁓ have been the ones that have become dominant in the academy. And I think my problem is not that people connect politics to literature. I think that that's something that we all do to a certain degree. think the part of the problem is that we are now entering a situation in whichif you deviate from a particular political line, which I have sort of identified with the Democratic Party, because I think you can follow a foul of it to the right, you can also follow a foul of it to the left, then you are seen as someone who is saying something that is not in line with the contemporary academy. And I think it used to be that when there were many jobs and many different departments that you could go to,Henry Oliver (10:28)Mm, mm.Jeffrey Lawrence (10:48)there were fewer consequences for making those types of statements that were out of sync with the dominant. And now I think it's it's become very, very punitive. And this is also reinforced again by the fact that what public scholarship we do have tends to be in line with this because the institutions that are kind of the elite, I would say Ivy league.institutions are also the ones that are feeding people into ⁓ sort of that public legacy discourse.Henry Oliver (11:23)Let's talk about politics and literature because I don't like making literature political as such. But whenever I read, Julianne's probably read the Lisa Liebes substack. I don't know if you've got to that yet, Jeff. She's like, there should be no politics at all and it's all aesthetics, which I kind of sympathize with. But then it just makes me think like, well, what about Edmund Spenser?Like there's a certain extent to which a lot of poetry is political and we have to be political when we talk about it, otherwise we're just ignoring a big part of it. ⁓ So how do we solve that problem? Like are we like badly trained in thinking about politics in the humanities academy or is it like what's going on?have we got to a point where you can say there should be no politics about explicitly political writers?Julianne (12:19)Do you want to begin, Jeff?Jeffrey Lawrence (12:20)Yeah, I mean, I can just say briefly because I mean, I teach courses, a number of courses that are about politics and literature. I actually think, I mean, I started doing this in 2016, right after Trump's election. I taught Steve Bannon's film about the financial crisis alongside ⁓ the Big Short and a couple of kind of like trying to show kind of like the left and right responses. I mean, that's not literature, that's film, but many of thethe literary works that we look at in those courses. There are conservatives, there are more classic liberals, there are Marxists. I mean, my personal feeling is that we need to talk about politics and literature, that it is a fair, it is a reasonable object of study. The problem, I think, is partially when you act as if certain...certain political writers or certain topics are simply out of bounds for study. And so there was actually a post by Dan Silver today about why I teach conservative thinkers and a response from the points John Baskin saying, who would think that you wouldn't teach conservative thinkers in a sociology course? But I do think that it's become par for the course thatHenry Oliver (13:20)Mmm.Ha ha ha ha ha ha ha.Jeffrey Lawrence (13:37)teaching someone, whether you're on the right and you're teaching someone who's a Marxist or you're a Marxist and you're teaching conservatives, that somehow this is kind an ethical failure. And I think that's a real problem of not assuming that what you're teaching is kind of necessarily what you believe in or talking about politics means necessarily taking an ideological stance.Julianne (14:04)Yeah, I think that's completely right. I think there's this very pervasive confusion between ⁓ talking about the politics of literature andarticulating an authoritative political perspective on that literature. Almost everybody who studies literature, especially in a historical context or in a contemporary context, honestly, is going to be talking about politics. Spencer, course, right? Milton. ⁓ How do you talk about somebody who was a literal revolutionary who wrote in favor of regicide and not talk about politics? You have to talk about politics.Henry Oliver (14:31)YouJulianne (14:37)⁓ But then there's become this confusion where people assume that if you are talking about the politics of literature, you have not just a political, but actually an ethical ⁓ teaching that you are imparting by way of that literature. And that if you're not doing that, you're somehow not talking about literature, you're not teaching the literature. That's the confusion that has been so devastating to us and I think so devastating to literary study.Henry Oliver (15:03)So what's the alternative? What should we be doing instead?Julianne (15:07)I I think that we should be talking about the politics of literature while acknowledging that literature raises political debates, not endless debates. know, there's not any given author is going to raise, you know, a certain salient set of questions that we can talk about, that we can debate and acknowledging that people historically have had different responses to these, that it has been used in different ways in different moments and that it is still used in different ways today. That doesn't mean that as intellectuals and scholars, we won't have our own positions that may inform our scholarshipin our writing and even our teaching, it just means that our positions do not shut down conversation and do not exhaust the range of possible positions.Henry Oliver (15:48)Yeah, and we should say, we're saying about, you you should teach conservative thought and stuff. I don't think either of you would identify as being on the right or conservative. So you're saying that from a, from that position. ⁓ How do we, how do we get out of this then? How do we leave politics at the door? Because when I read modern ⁓ literary scholarship, to me, it's either like very useful because it's not political.Julianne (16:01)Yeah.Henry Oliver (16:17)Or I just, as I did with that book that we all, or that Jeff and I, sort of disagreed about. I just find it almost unreadable because it's not scholarship anymore. It's just partisanship. How do we move past this? Like, what's the solution?Jeffrey Lawrence (16:33)I mean, if I can jump in just there, I mean, I would say one of the issues is having an ideological litmus test for scholars. And I think I see this in 20th and 21st century literature in a very strong way. And so what I would say is that, you know, allowing people to occupy different political positions, and I really meanJulianne (16:33)I mean, if I could jump in just there, I mean, I would say one of the issues is having an ideological litmus test for scholars. And I think I see this in 20th and 21st century literature in a very strong way. And so what I would say is that allowing people to occupy different political positions, and I really mean,Henry Oliver (16:36)Yeah.Jeffrey Lawrence (17:03)like people who I know on the left because they're not toeing a particular line are also not welcome or are also kind of meat pushback in contemporary humanities departments that I think we need to get rid of that. And my thought about the Adam Kelly book, ⁓ the New Sincerity book is that to me, I think that what he's trying to do in that bookHenry Oliver (17:10)Yeah, yeah.Jeffrey Lawrence (17:31)is to understand neoliberalism as an economic and political philosophy that has effects on culture and to try to understand how authors themselves are dealing with that in their prose.To me, that is somewhat different from the way that neoliberalism is occasionally bandied about in the academy, where it doesn't just, it isn't just another word for saying, okay, this is the Chicago school or the Austrian school, and we're gonna kind of take it seriously as a mode of thought. if just saying like, neoliberalism is like our ontological condition in the 21st century, and therefore everything is.necessarily an expression of neoliberalism and we don't need to necessarily define it. So I mean, I think that may be where the disagreement extends is that I think that ⁓ Adam Kelly is trying to sort of be precise about that politics in order to understand how contemporary writers generally on the left are using it. Whereas I think that the kind of more wishy washy version of that isHenry Oliver (18:37)Mm-hmm.Jeffrey Lawrence (18:44)You know, just to say that neoliberalism is the air that we breathe. And there, I think I agree with you that it's just not super helpful.Henry Oliver (18:49)Mmm.Yeah, my problem with the book was that he would not tell you what did Hayek think or say. He would say Hayek was a cheerleader for the free market. Or he would not tell you what is the Gary Becker view of human capital. He would say human capital is an ideology that infuses itself into every aspect of your life so that you can no longer be separate from the market. And it's all this stuff, and it's like, well, that's nothing to do with Hayek and Gary Becker. ⁓Jeffrey Lawrence (19:19)Can I just,just one thing on that, is that, I mean, I did go back and I mean, he has these moments where he's talking specifically about Hayek and the road to serfdom and saying, I think that this is a worldview in which, he'll quote Hayek talking about the problem with representative democracy and say, the real moral choices are choices that are made in the market.To me, I think that that is to engage to a certain degree with the thought. It is true, I think, as often happens in scholarship that you have the people who are defining a phenomenon from the perspective that you may be interested in. So there are a number of people from the left who are criticizing neoliberalism. I see him as engaging a little bit more than you do.Henry Oliver (20:11)Mmm.Jeffrey Lawrence (20:11)in that in that direct thought and particularly compared to other humanities scholars who do I think what you're saying which is to just do that. So that's where I think I see him as doing.Henry Oliver (20:18)sure, yeah.I guess you could summy critique up as being like, if this is the good version, things are worse than I thought. Yeah. Yeah. So from here, let's go to the question of what is academic Marxism?Jeffrey Lawrence (20:27)Okay, well.Henry Oliver (20:35)Because I think a lot of people think that there's a lot of Marxism in the academy and that if they're not woke, they're Marxists or maybe they're both, right? And ⁓ personally, I spend a lot of time trying to work out what these Marxists think and it's quite confusing. And there seem to be lots of, and Julianne, you and I have talked about this, all the different, some Marxists aren't Marxists, as it were. tell us, give us a quick overview of how Marxist things really are.Julianne (21:04)Yeah, I mean it's a very complicated question to answer.because Marxism is too, well, debatably a living tradition. ⁓ And there's a huge amount of disagreement about what constitutes Marxism, ⁓ what is a legitimate form of Marxism, what is not, where do the boundaries lie, what is reconcilable with other schools of thought, what is not. But I think the big picture is that beginning, even in the 60s, Marxism moved into academia. This is a story that is told very inflectionallyHenry Oliver (21:11)youJulianne (21:37)and Perry Anderson's considerations on Western Marxism, where he argues that in the West, Marxism becomes alienated from actual political, economic, and social movements. It moves into academia. And as a result, it becomes much more philosophical, much more abstruse, much less concerned with the traditional concerns of Marxism, labor and the politics of labor and the politics and economics of labor. And that this continues and is accelerated, in fact, in the Cold War. So what you get atthe same time, you have something called the cultural turn in history and in sociology, ⁓ the rise of what is, debatably called identity politics. so Marxism remains a current within that, but it's far less of an influential current as time goes by. ⁓ And I think that many, many people...use the word Marxism and would say that there are Marxist influences in their work, but they're not viewing it as a kind of systematic approach to economics or to economic history. And so at that point, I do think you have to ask, well, what does Marxism actually mean? There are certainly people that work with, you know, ideas that they refer to as Marxist, but that have implications that to my mind are entirely antithetical to Marxism. And so I kind of feelas somebody who does work within what I would call the historical materialist tradition.⁓ in a very sort of straightforwardly economic sense, know, are markets becoming more efficient in Renaissance England? Those kinds of questions. How much does bread cost? How much do books cost? Those kinds of questions. ⁓ If you're interested in that tradition within Marxist thought, you feel that it's actually really incredibly peripheral within academia in comparison to, say, the politics of gender ⁓ or other considerations of that kind. And there's just not always sensitivityHenry Oliver (23:16)Mm-hmm.Julianne (23:35)to whether these different schools of thought actually cohere in any meaningful or deep way. What would you say, Jeff?Jeffrey Lawrence (23:44)Yeah, that's, I mean, just to pick up on that, think that that's really helpful in that trajectory, which I also, know, the Perry Anderson, a lot of people who have talked about how Marxism.moves into the academy after the 1960s, I think it is just really important to say it becomes a different thing. And I think part of the confusion, Henry, may also be that it's like, so the Christopher Ruffo version of this is it's like, it's all Marxism, it's all everywhere. But then I think that becomes, it's so broad a definition of Marxism that what we're really talking about is aof progressive politics or sort of an amalgam of different ideas that may have some roots in Marxism of previous periods, but really don't, as Julianne is saying, really don't align with like Marxist thought or Marxian thought as such. And also as someone who does take that tradition very seriously, I think a lot about Silvia Federici, who's a feminist, know, a Marxist feminist. Like these are people who are absolutely steeped.in a Marxist political tradition. And in some ways, these are figures that may be very important to the contemporary tradition. But if you actually read what they're writing, it's like, it's an extremely watered down version that we get in the academy in part, and I'll just end with this, in part because to Julianne's point, I think it like when Marxism also becomesHenry Oliver (24:59)Mmm.Jeffrey Lawrence (25:10)a kind of one discourse among many that you are using in what are often very bourgeois institutions, then it becomes a kind of intellectual tool and sometimes even an intellectual weapon, as many of these things are, where the question of how it relates to practical politics, working class politics,politics outside of the academy becomes sort of secondary. And so then really we're not talking about someone who's a Marxist as in they're like fighting for the working class. You're talking about someone who's just using Marx as a tool, which is fine, but that certainly shouldn't give them any sort of like, you know, moral high ground when speaking from the position of the left is my view.Henry Oliver (25:53)Is there some inherent aspect of literature that means it has been more amenable to Marxist study of any description than it has been to, you know, ⁓systems of thought that come more from a kind of Adam Smith, Friedrich Hayek tradition. Because it's very striking to me how few liberals and libertarians they're currently, publicly currently, I know a lot of them keep it to themselves, some of them have said as much to me. ⁓ But is there some good literary reason for this? Or is it just an institutional ⁓ problem?Julianne (26:33)That's an interesting question. ⁓ I mean, there are sort of traditional reasons for this in thatMarxism from, you know, in Marxist writing from very early on was interested in the relationship between culture and historical change. So there's a very, even by the time you get to the beginning of the 20th century, there's already a very well developed materialist tradition for thinking about cultural change and cultural transformation over the long run in a way that I don't think is true ⁓ of rival ideologies. Not that there isn't great literary work, but that there's not the sameHenry Oliver (27:09)Sure, sure, sure.Julianne (27:11)kind of sense of a methodological tradition. So there's a lot of momentum there.⁓ But in terms of more intrinsic reasons, I don't know. I mean, it doesn't seem obvious. Certainly at other times and places, we haven't had the situation that we have now. I often find myself thinking of, know, Piketty's arguments, which this does not pertain to Marxism, but this does pertain to the ⁓ difference between the political parties in the US, which is just that ⁓ education has become the means of differentiating between two rival elites, you know, not...Henry Oliver (27:27)Mm.Julianne (27:47)a difference between a working class and an elite, but two rival elites that are actually distinguished by the university itself. So as long as the university plays that structural role, it seems unlikely that its politics are going to drift to the other side, because that is actually precisely what the university has become. ⁓ I don't know, what do you think, Jeff?Jeffrey Lawrence (28:06)Yeah, I mean, it's a really good question. I mean, I share the sense that, I mean, I think that there is an extraordinary ⁓ Marxist literary tradition that goes back to, you know, sort of Lukacs and these debates, Adorno, Horkheimer. These are critics that are important to me, cultural studies with people like Stuart Hall and Raymond Williams. I mean, they very much, I think, were, though,Henry Oliver (28:20)Mm-hmm.Jeffrey Lawrence (28:30)That was a kind of insurgent force, we could say, within the academy that has now become, I would say, almost entirely dominant. I personally, mean, one of the things when I was writing my first book was on US and Latin American literature. I was very interested in a certain liberal tradition that comes from, you know, John Dewey. We would now say that, I mean, it's not the liberalism of, you know, Milton Friedman and von Hayek, but it is,Dewey, think, was for many people the most important philosopher, aesthetic philosopher of the early part of the 20th century. And he was a sort of radical liberal who thought a lot about the liberal tradition. I people like Lionel Trilling with the liberal imagination, these were, I think, writers who were very important.Henry Oliver (29:16)Mm-hmm.Jeffrey Lawrence (29:19)in a particular moment. And I guess, you this is, you may see this as a dodge, I, Henry, but I definitely feel like these are books that are really important to my formation and whether or not I associate with a certain particular strain of contemporary ⁓ liberalism, I don't tend to think of myself necessarily in those terms. And so,Henry Oliver (29:26)HahahaJeffrey Lawrence (29:43)I think we really should be reading those because those types of people, people like John Dewey, people like Lionel Trilling, know, Philip Rav, these kind of mid-century intellectuals, they were really engaging in major debates and they were foundational for the field, even if now I think there may be some desire to take distance from them.Henry Oliver (30:07)It's the bigger problem that we should just get back to more for literature as literature.And once we allow a kind of methodological approach from one tradition or another, we're just no longer really studying literature. We're using literature to, like I had a professor once and they said an essay about Anglo-Saxon poetry with some Harold Bloom quote saying, none of this is any good. It's like the great age before the flood, that kind of thing. And I basically wrote an essay saying, yes, that's correct. And she did not like that. And I said, look, I bet you don't actually love anyof this poetry. I bet you don't care about any of this. You know, I just sort of... And she said, that's not the point. The point is that we can use it to impose the... You we can use it as a way of dealing with the ideas we want to deal with and having methodological... And I was just like, I'm never coming back. You know, goodbye. And that to me is kind of... Is that the more foundational problem, right? Some people want to take a kind of...Northrop Frye, Christopher Ricks, literature as literature approach, and some people want to have an extra literary methodology. Be it Freudian, be it feminist, be it identity politics, be it whatever. And that is the bigger sort of division here, and is the solution to just say Shakespeare is Shakespeare and you can keep the other stuff for your other classes.Julianne (31:33)Well, I don't know because, I mean, in terms of what actually goes into the classroom, I think that's a different question. I don't teach very much theory in the classroom. ⁓ But I don't think that we can just say that because the ability to say, you know, these are great works, this is part of a canon, it came with its own set of ideological commitments that are now...Henry Oliver (31:40)Show. Show, show, show.Julianne (31:57)sort of vanishing, right? So we need some kind of framework for making sense of why we read literary history at all, what its coherence is, what its shape is, what its structure is. A lot of those frameworks were implicit. didn't, you know, they were articulated, they didn't need to be articulated every single time because they were so woven into the whole system of education. As that becomes increasingly untrue, I think we do find ourselves in a position where we need to explain why we care about this object literature at all.in the first place. And I don't think just saying, you know, literature for literature's sake without situating it within some kind of wider account of culture really works. I don't know that situating it within some wider account of culture really works either in terms of persuading anyone, but I don't think you can say to people, look, Shakespeare is Shakespeare, we have to read him because he's great. I think you need to...Jeffrey Lawrence (32:45)Mm-hmm.Henry Oliver (32:45)HahahaJulianne (32:53)have an argument about the place that Shakespeare has in culture ought to have ⁓ because that is increasingly not true.Henry Oliver (33:02)So I mostly agree, but it is very striking to me. I mean, I sort of half agree. It is very striking to me that the just read it because it's great argument is winning a lot of ⁓ admirers on the internet, while some version of what you've just said is sort of dying in the academy. And I'm not saying that therefore that's a decisive factor and we should just do this. But in terms of getting people interested,that does see something on the internet among the new humanities culture on Substack and other places, does just seem to be resistant to these methodologies and ideology, right? Do you see what I'm saying? ⁓Jeffrey Lawrence (33:43)Can I, I mean, yeah, Imean, I would say, and we may just disagree on this, but I agree with Julianne that, I mean, the ideological context of a work, the historical context of work seems incredibly important. I saw Henry, yeah, yeah. And so I think that there, yeah, yeah, but I think that's not, I mean, I think we can't totally gloss over that because all three of us have had long educational sort of,Henry Oliver (33:58)sure, yeah. We're all historicists, yeah, yeah, yeah, yeah.Jeffrey Lawrence (34:11)a long educational formation that has allowed us to even have this conversation, let alone read these works. I, you you, you, I think you had a post about this on, on Austin about like, you know, sort of there, there are certain things that are helpful for you to know in order, once you're going into work. I think that that's different from the thing that you're pointing to and where I think I would agree with you, which is that when, when methodology becomes the TrumpHenry Oliver (34:15)Yes.Yeah, yeah, yeah.Jeffrey Lawrence (34:41)card over literature. think that that is that is an important cultural shift. And I think we are now at the point in which this is my formulation for it. It's like if you're just going to read literature for, you know, for a particular political thing, for Marxism, let's say, in order to understand, you know, sort of like a Marxist conception of society, why not just read Marxism?Henry Oliver (34:42)Hmm.Jeffrey Lawrence (35:11)like Marxist theory. mean, so I do think that that is a real problem and the failure, and to be fair to humanities scholars, this is, has been a big debate over the past five or 10 years. I think it's just more contested in the academic space than it is on Substack, where I think Substack is kind of demonstrating to my mind also that some of the more frank, I, I sweat, some of the more BS, yeah.Henry Oliver (35:11)Yes.Say what you want.Jeffrey Lawrence (35:39)Some of the more b******t arguments that I see about like, ⁓ well, there aren't X people, like there aren't white men who are writing and reading, and then you just see the tremendous number of people who are reading, they may just feel alienated from certain ways of doing things. And that, I think, that's a wide range of people. And I think it's a wide range of people who are turned off by certain things in the academy.Henry Oliver (35:49)yeah.Jeffrey Lawrence (36:07)I think a lot of that though has to do with a general problem that we need people in literary studies who deeply care about literature, regardless of what ideological thing, you know, where they're coming from. And if you are always just interested in the methodology that you're bringing to it, as opposed to literature, then this is going to be a long-term problem because people are going to start asking, why is it that we are reading literature?Henry Oliver (36:34)To what extent is that the basic problem that the universities have right now? To me that just seems to be it's that, right?Julianne (36:39)I think that's a huge problem. Yeah, I think it's a huge problem.Yeah, it's a huge problem. guess, you know, while sort of agreeing with you and definitely agreeing with Jeff, I guess what I would say to sort of refine what I was saying earlier is, no, I don't think you should study the methodologies instead of studying literature. Of course not.⁓ But the questions that the methodologies ask are really basic to the questions that we need to ask about the study of literature. So it's not that you should be studying Marxism or feminism or this or that instead of studying literature, but I don't think you can...totally do away with the questions of, what is this thing? What is its role in culture? What does it mean? Why do we study it over long, long periods of time? ⁓ It is, it has become very hard to make that, that case. And it's not that I think making that case explicitly is going to win converts as opposed to talking about the literature itself. In the end, it's going to be the literature itself, if it's going to be anything at all. But to have an account of the meaning of what we're doing, even for our own sakes, we do need to be thinking about questions like what is this thing?and why, right, which are supposed to be questions that methods help us ask.Jeffrey Lawrence (37:53)And can I just add to that kind of the, I mean, a word that we haven't used so far is specialization. And I think to a certain degree, like what may unite us in this conversation is a sense too, that like, that literature is not just like this particular corner that you're studying and that you're interested in because it's your field. And so,Henry Oliver (38:13)Mmm.Jeffrey Lawrence (38:16)Those type of turf battles, I think, are also really important to this. The sense that your topic is the thing that you specifically focus on and the difficulty of communicating that is an issue. And also just the sense that, like, I mean, my sense is you can be interested in history and sociology. Julianne and I are both interested in that. And also literature, so that it doesn't, I mean, part of it is, I think, restoring the notion that a kind of broadHenry Oliver (38:19)Yeah.Jeffrey Lawrence (38:46)like intellectual training is not a liability, but is actually something that you need in order to understand literature and that heightens your appreciation.Henry Oliver (38:57)Somewhere in one of Iris Murdoch's interviews, she talks about the state of literary undergraduates today, because obviously she was married to John Bailey and had a lot of, and this is like in the 80s or something, ⁓ and she said, well, they're not interested in just reading the literature and understanding the history of it anymore. They want to have all these crazy theories.It's very striking when you see stuff like that from 50 years ago. Did the cannon wars ever end? Did we ever change the arguments? In some ways, is this not just the Harold Bloom thing? It's still going, right? And one route out that I think you've identified is just ⁓ be broader. Just read more outside your own area.The people who everyone loves on Twitter, like CS Lewis and Harold Bloom, are the ones who weren't in their public facing work. They weren't narrow specialists. CS Lewis would do everything from some random Latin medieval writer to Jane Austen. And in a way, is that what we need? We just need to have more of that appreciation of the long history of literature.Jeffrey Lawrence (40:10)I mean, just one thing, then Julianna, I'd be curious to like from like a ⁓ 20th and 21st century perspective. Like I agree with that, but I also think that like that was Toni Morrison as well. I mean, talking about the classics, mean, part of the problem I think is that we have these readings of figures that become then sort of symbolic or totemic of.Henry Oliver (40:23)Yeah.Jeffrey Lawrence (40:33)like a contemporary, you know, whatever that may be, an identity category or whatever it may be. Whereas if you actually read Toni Morrison, absolutely voracious, absolutely thinking about like, you know, the classics, you know, thinking through Greek drama, ⁓ know, Faulkner, you know, ⁓ master's thesis on the outsider in Faulkner and Virginia Woolf. I mean, I think some of this also has to dowith something that has happened very specifically in the past 10 years of also subjecting figures of the past who were interested in that more Catholic notion of culture to these kind of like very selective readings. I mean, it's true of James Baldwin. I thought about this a lot. Like a lot of these figures who just didn't want to be boxed in in a particular identity way get then taken up asHenry Oliver (41:11)Hmm.Jeffrey Lawrence (41:26)kind of figures for that when actually, mean, in some ways they were, you know, I'm sure Toni Morrison and Harold Bloom wouldn't have agreed on everything, but there was actually, I mean, but really there is actually more alignment there than like the 2025 reading of them would give credit for.Henry Oliver (41:40)Yeah, yeah, yeah.Jeffrey Lawrence (41:47)Yeah, don't know, Julianne, if yeah.Julianne (41:49)Yeah, no, mean, I obviously I agree so, so entirely with.everything you're saying, but especially with your comments about longer literary histories, more capacious reading, know, longer, wider. Obviously you read cross linguistically and do work cross linguistically. So both broader and longer literary histories, much more than kind of a focus on methodology. Part of the reason I'm defending methodology here is because methodology, if used well, forces you outside of disciplinary specialization or can, has that capacity. In my field, the problem is not thatpeople are adhering to big sweeping methodologies anymore. In my field, the problem is that the big questions have almost disappeared, replaced by, in many cases, extremely excellent, detailed, narrow, pointillist empiricist work. I think that work is...valuable and it's foundational, but you can't have a field that just has that. You have to have something that makes the field cohere. You have to have questions that the field coheres around. know, and increasingly, I'm a historicist. I got into this because I love this kind of like, ⁓ you know,tell me everything about this particular edition of the Fairy Queen. ⁓ I love that kind of thing. ⁓ And yet at the same time, there is part of me that is starting to wonder.Henry Oliver (43:09)YouJeffrey Lawrence (43:10)YouJulianne (43:17)is it actually more relevant even for being a Renaissance literary scholar to have read every single person writing in England in 1592 and then maybe instead of Dante or going the other way, right? Instead of...Richardson or Voltaire. Like maybe we should be reading more Voltaire instead of every non-entity. And I'm guilty of this because my whole project is every non-entity who published a book in 1592. So this is very much self-critique. But that more capacious sense, and that more capacious sense exactly as Jeff says, is very much aligned with how writers themselves, especially great writers, approach literature. I teach Toni Morrison in my Shakespeare class sometimes because she has a short play on Desdemona.Jeffrey Lawrence (43:47)If you ⁓Henry Oliver (44:06)So we're obviously all going to await your blog about the different editions of the Fairy Queen and your favorite things about each of them. Just give us some examples of what the big questions would be and what these empirical questions that people are. Just make it sort of concrete for us what you're talking about there.Julianne (44:11)Hawell i mean there are a lot of people who have big ideas ⁓that maybe make their way into their own work, that show up in the introduction of their own work, but that are not defining the field in a meaningful way. There are a few debates that think are actually happening within my field that are interesting, like the extent to which ⁓ Renaissance literature should be understood on national versus international lines. I think that's quite an active one that's very interesting. ⁓ But I think a lot of books written in the Renaissance, and I don't wantHenry Oliver (44:39)Mm-hmm.Julianne (45:03)topoint to any one book because these are all you know good books and books that I like but a lot of books will be have a very narrow date range a set there you know the typical organization of a book in literary studies is to have a sort of thematic topic not always thematics sometimes it'sbook historical or cultural, but ⁓ often it will be a thematic topic. Say a topic like ⁓ shame in Renaissance literature, right? So you'll take shame in Renaissance literature. This is fictional. This isn't anybody's book. If it is accidentally somebody's book, I apologize. Shame in Renaissance literature, okay? And then you'll have this ⁓ contextualizing introduction where you might bring in a bit of Foucault and you might bring in various other theorists.Henry Oliver (45:23)Mm-hmm.Sure, sure,Jeffrey Lawrence (45:39)YouJulianne (45:52)But you will also go very, very deeply into, say, sermons, right, the sermon literature. And then you'll have five chapters. you know, one will be like Shakespeare play, and then maybe one will be Spencer. And then maybe one will be somebody, you know, more marginal or be Ben Johnson or there'll be Webster, you know. ⁓ And then you will put them, you know, this is the method of New Hizorizis. You'll put them beside legal documents and you'll put them beside sermons and you'll put them beside other very, very contextualized and often very well contextualized.works from the period. But you won't write a book that is like, you know, literature and shame, you know, across three centuries ⁓ that would then maybe potentially think about, you know, is there a fundamentally different way that drama versus the novel represent shame? Does this help us understand long range debates about interiority? And again, it's not that nobody ever does this. It's that the feelI feel English literature used to be more aligned over around these kind of shared long-term questions and debates and they're much less aligned around them now because of specialization and because of the sort of dynamic of know decline and and narrowing of prospects that Jeff has mentioned.Henry Oliver (47:11)A lot of people complain about the administrators, the way funding is done, the way you can only get funding for certain types of work, career structures, all these structural factors that make life either difficult as an academic or just force you into certain decisions and activities. ⁓ To what extent is writing on Substack actually going to be a beneficial solution?to get around those problems and to what extent is it just going to be a sort of useful addition and is going to be very stimulating for you all but might not, you know, might not actually change things. What's your sense of that?Jeffrey Lawrence (47:54)This was something I've thought about this a lot because I wrote for the Chronicle of Higher Education. think Julianne and I have both write or have written for the Chronicle and something that was on the public humanities and I very specifically this is 2022 or 2023 said like, sub stack is not going to be the solution. Partially and my point there was something that I still believe to a certain extent which is thatas someone who has worked in different public humanities ⁓ programs, as someone who knows to a certain degree the publishing industry in the US and Latin America and has done work on that, I think that it's hard to ⁓ exaggerate the degree to which funding for this type of research, it's just really expensive and the existing funding models that exist for something like Substack or I mean any other sort of ⁓platform economy, even public humanities projects, it's just really hard to do. So I'm much more in favor. So I think Substack is really important as a venue. I think that as a potential model for, you know, a sustainable model for doing academic scholarship, I see a lot more limitations. And that's why I've said, I mean, I think in some ways, if the types of conversations that happen on Substack,could be then imported back into our fields. Like, I don't think we should just destroy the institutions and get rid of these departments. I think that there needs to be a sort of infusion of these types of debates that are happening on Substack in the university, because the universities have funding, you know, have funding. And I think it's partially about fighting for that, this kind of holistic thing that we've been talking about up to this point.Julianne (49:49)Yeah, I completely agree. That's my view as well. I don't think that Substack's funding model would actually be good for scholarship. I'm not saying that you couldn't get a few people making it viable, but for a scholarship as a whole, I think it would be terrible for scholarship as a whole. At the same time, for the reasons we've been discussing here, we need to be talking with other people and not just with people in our subfield of a subfield of a subfield. And Substack is great for that.Henry Oliver (50:18)I sometimes think that if you can draw a distinction between scholarship and criticism, the academy can keep the scholarship and the criticism needs to come outside. You can all still write it, right? But it needs to be done in a way that is free of all the institutional incentives and constraints and just all that problem and you can all just be free to say other things online.Jeffrey Lawrence (50:43)I mean, just very quickly on that, I mean, I do think that in my personal case, because I came to Substack partially because I had a very bad experience with a kind of ⁓ a piece that I had pitched to like a venue that was, you know, sort of like progressive venue where I felt like I was saying things about contemporary author that everyone else was saying, right? It was a kind of public secret, a kind of critique of this writer.And I felt like it was not going to be published in any of those venues and in the Academy itself, that would be a problem. And not because this was something that even, you know, sort of ⁓ departed so much from things that people would say, but just because of kind of like the power structures. And since I've been on Substack, I've had multiple people, particularly with the first Substack piece that I wrote, but with other ones as well.Henry Oliver (51:11)Mmm.Jeffrey Lawrence (51:35)people in academia telling me, thank you for saying this. And also I'm reading your sub stack as an academic right now. But I also, do think that there remains, I mean, it's changing, but I do think that there's speaking of shame, like there are people who they're just not sure as graduate students.what they can say and what they can't say. And I think that's a real issue. So I agree, criticism is important, but even for scholarships too, I think that there need to be taboos that are broken in order for scholarship, as Julianne said, to kind of like return to that more sort of vibrant feel that it once had.Julianne (52:20)Yeah, I think that's right. Obviously those taboos are less present in my field than in yours because the contemporary stakes are much less clear. ⁓ And sometimes I'm jealous of people who work in the contemporary field because there are stakes. And then I hear things like what you just said and I'm no longer so jealous. But yeah, no, do think that...Henry Oliver (52:35)YouJeffrey Lawrence (52:35)YouJulianne (52:46)People, even beyond what you would think that they would plausibly need to be, people are very cautious and graduate students especially are very cautious and even having the example of people saying things publicly is incredibly important and helpful.Henry Oliver (53:02)It's interesting how many PhD students there are on Substack. There are several English literature PhD students and I find it amazing actually that they're writing a Substack ⁓ rather than writing something academic. This to me is a very clear signal of something is changing, right? Something important is changing.Jeffrey Lawrence (53:28)I would say it's pragmatic too. I mean, I don't think that there's any reason people shouldn't graduate students. I don't think that they necessarily need to have a substack, but I also, I just think that there's a kind of recognition that, you know, especially at this moment, mean, frankly, with a lot of this does have to do with the Trump administration and kind of the way that it's been directed very specifically at, you know, sort of the humanities andHenry Oliver (53:47)Mm-hmm.Jeffrey Lawrence (53:53)So I do think that there's a kind of sense that the hiring isn't happening. And so it's like, well, why am I going to invest in this very small possibility of getting an, an academic job or even better yet, I'm going to build my own audience. I'm going to talk about these things because that's going to empower me at the moment in which I'm actually looking for jobs. So I, I, I'm like, I agree with you that I think it's just like, ⁓ it's a pretty astonishing thing.in the sense of the sort of initiative, but it also kind of makes sense given the world that exists.Julianne (54:30)Yeah, mean, you know, our graduate students are not.coming in, I'm sure yours are the same way, they're not coming in thinking they're going to get jobs ⁓ anymore. So they're coming in thinking, I have six years to build the kind of intellectual life to become the kind of writer and the kind of thinker that I want to be. And that's the priority, much more than anything sort of pragmatic about what they might do in terms of future career prospects, because most of them have absolutely no idea. It's much more about how can I find an intellectual community? How can I become the kindintellectual I want to be. And if academia is not going to be their home long term for that, it cannot be in academia. It has to be elsewhere. In addition, now that there are fewer conferences, journals, you know, are delayed by years. That was another thing that got me on Substack is I wrote a review.And I wrote the review as soon as I got the book. I wrote the review that I was asked to review. Then like, you know, six weeks, sent it back. ⁓ It took four years for the review to appear in that journal. And I was like, why, how can we possibly have a conversation when this journal has just been sitting on this copy edited review until they could find a slot for it in their, you know, in this day and age? How can that be the case? You know, so I think, you know, that's also part of what's going on.Henry Oliver (55:49)Yes.So are you running introduction to sub-stack classes for your graduate students? This is not yet, yes.Julianne (55:59)No, not yet, not yet.Jeffrey Lawrence (56:00)Yeah, yeah. I mean,interestingly, we had an event with Lincoln Michelle, who's a very popular at Rutgers, who's a very popular Substack writer. I mean, that was one of our, was a hugely well attended event. I mean, I do think, and it doesn't necessarily need to be just Substack, but I think public intellectual work, think graduate students and also undergraduates, they want to understand this because they know ⁓Henry Oliver (56:08)Mm-mm.Jeffrey Lawrence (56:29)precisely what Julianne said, that it's not gonna work for them to just stay in their lane and keep the blinders on and keep going. Even if they want a career in academia, they know that they need to be involved in these other things. so, I mean, to the extent that I think we can do that in our institutions and give them a sense of what's going on, I mean, definitely we're thinking about that at Rutgers.Henry Oliver (56:55)If the humanities goes into some sort of terminal decline and there are fewer departments and the student numbers never recover and all these blah blah blah, all these bad things, ⁓ does it matter?Julianne (57:08)Well, for what? mean...Jeffrey Lawrence (57:10)Ha ha.Henry Oliver (57:10)Well, because everyone talksabout it like, the humanities are dying, this is terrible. And I'm like, what's the problem? We had like English literature was the number one subject for undergraduates, and now it's not, right? What is the actual problem if the humanities are in this terminal decline? No, I get that it's all bad for you. Yeah, no, for all of you, of course, right? But like, what's the what's the actual problem here? Yeah.Jeffrey Lawrence (57:27)You mean besides the jobs of, mean, because part of that, right, right, Yeah, for us. But for society.Henry Oliver (57:38)Obviously when someone doesn't have a job or can't get a job, like of course, of course. But can you give us a succinct explanation of why people who are not involved in it should care about the decline of the humanities or should recognize that it's something that we don't want to happen in some way?Julianne (57:56)I mean, I think the sort of simplest thing is that we still do have, it's fading, but we still do have some shared cultural literary heritage ⁓ or basis. Yeah, I don't use the word heritage since it's a kind of nationally charged word, but some kind of shared basis that allows us to talk with each other about literature. ⁓ And most of this, think, is predicated not on the university, but on the high school canon.Henry Oliver (58:11)Sure.Julianne (58:25)is an extension of that. So I think our number one thing should be the high school curriculum. ⁓ But then our number two thing should be ⁓ ensuring that people have some kind of foundation in, you know, a...as wide a range as we can give them of literary texts that they get in university because that is the basis of a shared literary culture. I don't think you get, you know, I don't think you get a wider literary culture where people can talk about things, ⁓ you know, like 18th century books or, you know, 19th or 20th century books across the world ⁓ without having some kind of institutional basis, having some kind of shared institutional structure that people have passed through. Otherwise, what you will get is people, you know, picking up thingsyou know, a bit here, a bit there. Some of them will be so unfamiliar that they will be put off by it. Some of them maybe won't. ⁓ But you won't get anything like a common culture. And for me, that's sort of intrinsically good. But there is also this kind of idealistic ⁓ democratic aspect to this that you got in the mid-20th century in the post-war expansion of higher education and also the expansion of public education. This idea that you would have a citizenship thatbe participating in intellectual, philosophical, and political culture at a very high level. I don't see how you get that without having some kind of shared institutional basis for it.Jeffrey Lawrence (59:50)Yeah, mean, would just, yeah, I think everything and then maybe the only like word that I would use that you didn't use there is just kind of like literacy. mean, cultural literacy, but actual literacy, because I do think that beyond the culture wars, like the one thing that I think I'd like across the political spectrum is that there is this sense that a certain ability to read and to engage in civic life is declining.⁓ And so, yeah, I mean, I think that reading all sorts of texts is important and having cultural literacy is important to having an informed citizenry. So that to me seems like the reason for doing it. But as Julianne says, and maybe this doesn't totally answer the question, because I do think some of these are perhaps like for us at the college level, it's a little bit downstream of these sort of.broader issues, which is one more reason I think that making the case about why we should care about literature is also on us. It shouldn't just be assumed, as you're saying, Henry, that because we want jobs that this is good for everyone. I think we need to make that case.Henry Oliver (1:01:05)Will you be making that case on Substack?Jeffrey Lawrence (1:01:09)Yeah, mean, don't know, I mean, I think, you know, sort of more and more, I do think that, you know, that we need to be doing this. I mean, for me, everything that's happened over the past couple of years, I think the way my sense of kind of like the failure of a certain liberal project after the Trump election, you know, last year was really important to me in saying there is a way that we're going about the assumptions that we have aboutHenry Oliver (1:01:10)HahahaJulianne (1:01:11)ThankJeffrey Lawrence (1:01:38)literacy and what we should be doing and the role of academic scholarship. I mean, that I feel like was a turning point, at least personally for me. And I think engaging in places like Substack, but just generally in like public culture, to me, seems like it's just like it is the one avenue that we have. So yes, I guess.Henry Oliver (1:02:00)If your colleagues are listening and you both want to say something to them to encourage them onto Substack, what would you say?Julianne (1:02:10)Jeff, your colleagues, ⁓ do they subscribe to your Substack? Because one of the things that has happened is at first nobody, you know, I told a couple friends, but nobody else knew about this. But now more and more members of my department have subscribed to my Substack, which feels like, which does make it feel sort of high stakes in a different way. Has that happened to you?Henry Oliver (1:02:28)YouJeffrey Lawrence (1:02:32)I'm still pretty under the radar. ⁓ I have some colleagues, I know that there's some graduate students who also read it, ⁓ I mean, and colleague is a small thing. I'm more like, you my colleagues, have a great relationship with my department. I talk to them and sort of, but I think it's more like colleagues in general in terms of the academy that is important.Right? mean, and it again, I don't think it necessarily has to be sub-stacked, but it just shouldn't be Twitter. mean, I think that the long form writing that one finds in the debates for me, at least this is where it's happening right now. And so that would be my pitch is that I just think that the debates that are happening are better than they are anywhere else on the internet.Henry Oliver (1:03:18)Thank you both. I thought this was very interesting and I hope it encourages more of your peers to come and join us on Substack This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit www.commonreader.co.uk

What happens when a school district demands you teach content that isn't legally required? Military wife and homeschool mom Jennifer Moye found herself in exactly that situation when New York officials insisted she add AIDS education to her sixth-grader's curriculum—or face truancy charges. In this episode of Refining Rhetoric, Jennifer shares her unexpected journey from compliant homeschooler to constitutional defender. After moving to upstate New York in 2019, she faced increasing demands from her local school district, culminating in a requirement that went beyond what homeschool law actually mandated. With three boys to educate and a military family's already complex life, Jennifer had to make a choice: comply with government overreach or stand her ground. In this episode, you'll discover: How Classical Conversations provided consistency and community through four military moves  The moment Jennifer realized she needed HSLDA (Home School Legal Defense Association) The surprising number of families facing similar harassment from school officials What happened when attorneys showed up to defend her rights—at no cost to her family Why this fight mattered for every homeschooling family in New York How she's now empowering the next generation through Turning Point USA This is a must-listen for every homeschooling family who thinks these battles are behind us. They're not. And Jennifer's courage reminds us why defending our freedoms matters for every generation.   This episode of Refining Rhetoric is sponsored by: Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman. Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information. www.WokeAndWeaponized.com   National Number Knockout 2027 Does your student think math is boring? What if they stopped seeing math as drill work and started seeing it as an exciting mental sport? That's the power of National Number Knockout, a nationwide mental math competition that's transforming how students think about numbers. Here's how basic Number Knockout works: Students ages 10-14 use three dice and a 6x6 grid to create as many mathematical equations as possible in just 60 seconds. It's fast, strategic, and seriously addictive. In spring of 2027, 16 national finalists will compete aboard a Caribbean cruise for grand prizes. But the real win? Whether your student makes it to nationals or just plays at home, they're building lightning-fast mental math skills and genuine mathematical confidence—watching them fall in love with mathematics. National Number Knockout—where math becomes a game, and every student can win. Visit https://classicalconversations.com/national-number-knockout/ to find free resources and learn about the 2027 competition.

Your child's AI companion knows them better than you do—and it's learning how to manipulate them. Are we prepared for what comes next? In this eye-opening conversation, host Delise Germond sits down with Randan Steinhauser, CEO of Steinhauser Strategies and recent fellow at the Center for Governance of AI, to discuss the profound implications of artificial intelligence on our families, children, and humanity itself. As AI rapidly advances, the questions we face go far beyond job displacement and technological convenience. Randan shares urgent concerns about AI chatbots engaging children in dangerous conversations, the normalization of AI companions replacing human relationships, and the troubling goals of tech leaders who view consciousness uploading and transhumanism as the future. This isn't science fiction—it's happening now. From AI-induced psychosis to the erosion of family bonds, from surveillance states to the potential loss of human purpose through work, this conversation challenges us to think critically about the technology we're inviting into our homes and our children's lives.   Resources: https://www.steinhauserstrategies.com/   This episode of Refining Rhetoric is sponsored by: Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman. Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information. www.WokeAndWeaponized.com National Number Knockout 2027 Does your student think math is boring? What if they stopped seeing math as drill work and started seeing it as an exciting mental sport? That's the power of National Number Knockout, a nationwide mental math competition that's transforming how students think about numbers. Here's how basic Number Knockout works: Students ages 10-14 use three dice and a 6x6 grid to create as many mathematical equations as possible in just 60 seconds. It's fast, strategic, and seriously addictive. In spring of 2027, 16 national finalists will compete aboard a Caribbean cruise for grand prizes. But the real win? Whether your student makes it to nationals or just plays at home, they're building lightning-fast mental math skills and genuine mathematical confidence—watching them fall in love with mathematics. National Number Knockout—where math becomes a game, and every student can win. Visit www.classicalconversations.com/n2k to find free resources and learn about the 2027 competition.

Join us for an exciting conversation with two exceptional Classical Conversations students who are making waves in the competitive yo-yo world! Thomas Rajan (Challenge II, Alabama) and James Heder (Challenge B, Florida) share their incredible journey from picking up their first yo-yos during COVID to competing on national and international stages. Thomas finished 5th at the 2025 U.S. National Yo-Yo Contest, while James placed 16th at the World Yo-Yo Championship in Prague. In this episode, they break down the fascinating world of competitive yo-yoing, explaining how competitions are scored (60% technical skill and 40% entertainment value) and what it takes to compete at the highest levels. They discuss their practice routines, with Thomas practicing up to eight hours a day and James maintaining a rigorous daily schedule except for his Classical Conversations day. Both students credit their Classical Conversations training in public speaking, debate, and presentations with helping them build confidence performing in front of large crowds at competitions. They share insights into their mentorship relationships with top competitors, the challenges of creating competition routines, and the importance of consistency under pressure. James even demonstrates some of his highest-scoring horizontal tricks on camera, showing the incredible skill and precision required at this level.   This episode of Refining Rhetoric is sponsored by: Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman. Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information. www.WokeAndWeaponized.com   National Number Knockout 2027 Does your student think math is boring? What if they stopped seeing math as drill work and started seeing it as an exciting mental sport? That's the power of National Number Knockout, a nationwide mental math competition that's transforming how students think about numbers. Here's how basic Number Knockout works: Students ages 10-14 use three dice and a 6x6 grid to create as many mathematical equations as possible in just 60 seconds. It's fast, strategic, and seriously addictive. In spring of 2027, 16 national finalists will compete aboard a Caribbean cruise for grand prizes. But the real win? Whether your student makes it to nationals or just plays at home, they're building lightning-fast mental math skills and genuine mathematical confidence—watching them fall in love with mathematics. National Number Knockout—where math becomes a game, and every student can win. Visit www.classicalconversations.com/n2k to find free resources and learn about the 2027 competition.

Feeling overwhelmed by homeschooling? You're not alone. In this heartfelt conversation, host Delise Germond sits down with Kamilah Carter for an honest discussion about the challenges of homeschool motherhood—and the God who equips us for every moment. Kamilah opens up about a recent crisis that left her feeling helpless, sharing how she learned to lean on community, trust God in the fire, and recognize her daily need for grace. Together, they explore: Why the gap between our expectations and reality can leave us feeling like we're drowning The importance of Christian community in our homeschool journey How God uses our children to refine us and reveal our need for Him Practical wisdom about understanding our children's developmental stages The truth that God has fully equipped us through His Word for every good work This isn't a conversation full of Pinterest-perfect advice or organizational hacks. Instead, it's a raw, encouraging reminder that homeschooling is a spiritual journey that requires us to return to the cross again and again—and that's exactly where God meets us.   This episode of the Everyday Educator is sponsored by: Judson College Judson College, North Carolina's only four-year accredited confessional Christian institution, equips passionate students with over 25 majors and exceptional faculty to pursue God's calling in ministry, missions, or the workplace while experiencing vibrant community through our unique House System. We're committed to making your divine calling affordable through extensive scholarships and special SBC church member discounts, so you can give your life for Christ's cause without overwhelming financial burden. Ready to answer your calling? Find out what makes Judson College experience different. https://judsoncollege.com/distinctives/   Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman.  Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information. www.WokeAndWeaponized.com

Is the Bitcoin cycle dead, or are we just getting started? With Bitcoin hovering around $92K and institutional adoption accelerating, the crypto landscape is more confusing—and exciting—than ever. Robert and Will break down the wild crypto year of 2024-2025 and debate what's coming in 2026. They explain the GENIUS Act that ended the "Biden war on crypto," why stablecoins could drive down costs across the economy (0.3% fees vs 3-10% traditional payments), and how companies like Visa are building crypto payment rails. But it's not all bullish. They dive into the Japan carry trade unwinding, the dangers of government-controlled CBDCs, and the big question: Is this Bitcoin cycle over or just delayed? Will argues we're in a lengthening cycle driven by global liquidity. Robert thinks the blow-off top is behind us and October 2026 will be the next buying opportunity. They also preview the Clarity Act coming in Q1 2026, which could open the floodgates for institutional investment in the broader crypto space beyond just stablecoins. Whether you're "hodling" or on the sidelines, this episode offers practical insights on navigating an unpredictable market. Disclaimer: This is not financial advice. Always do your own research. This episode of Refining Rhetoric is sponsored by: Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman. Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information. www.WokeAndWeaponized.com

What if everything you've been told about fixing our public schools is wrong? Join Robert Bortins as he sits down with Sheri Few, founder and president of United States Parents Involved in Education (USPIE), for a sobering look at the state of American education and why reform may be impossible. Sheri shares alarming statistics: only one-third of fourth and eighth graders read or do math at grade level, and 54% of U.S. adults read below sixth grade level. But the problem goes far deeper than poor academics. Learn about USPIE's groundbreaking documentary "Truth and Lies in American Education," which exposes the Marxist ideologies, fake history, and anti-Christian propaganda replacing reading, writing, and arithmetic in schools across America. Sheri addresses the "not in my school" mentality many parents have and provides practical steps for investigating what's really being taught in your district. She also shares why the federal government only contributes about 10% of most states' education budgets, making it entirely feasible to restore local control and parental authority. Whether you're already homeschooling or still have children in the system, this episode offers both sobering truth and hope for the future of American education and liberty.   Resources: https://www.uspie.org/   This episode of Refining Rhetoric is sponsored by: Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman. Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information. https://robertbortins.com/woke-and-weaponized/

What can homeschoolers be thankful for this year? Join Robert Bortins for a special Thanksgiving edition of the Refining Rhetoric podcast as he shares the top 10 things homeschoolers should be thankful for in 2025. From protected educational freedom and the classical education renaissance to colleges actively recruiting homeschoolers, this episode celebrates the victories and blessings in the homeschool movement. Learn why homeschooling resources are more abundant than ever, how Classical Conversations is leading the charge with over 3,000 global communities, and why universities now recognize homeschoolers' intellectual curiosity and maturity. Plus, hear about the upcoming book "Woke and Weaponized: How Karl Marx Won the Battle for American Education and How We Can Win It Back." Whether you're a seasoned homeschool parent or considering homeschooling for your family, this episode offers encouragement, perspective, and reasons to celebrate as we close out 2025.   This episode of Refining Rhetoric is sponsored by: Woke and Weaponized: How Karl Marx Won the Battle for American Education—And How We Can Win It Back – A new book written by Robert Bortins and Alex Newman. Discover the shocking truth about how current education reform efforts may actually accelerate the destruction of educational freedom. Through meticulous research, Woke and Weaponized traces the philosophical roots of educational corruption from Robert Owen and John Dewey to critical race theory, while offering practical strategies for families ready to pursue genuine educational independence. Join our exclusive list to be notified the moment it becomes available — plus receive special launch updates and insider information.  www.WokeAndWeaponized.com   CC Graduate Certificate in Classical Studies Classical Conversations is excited to announce the launch of our new accredited Graduate Certificate in Classical Studies, a 12-credit hour program designed specifically for homeschooling parents who want to deepen their understanding of classical Christian education. This graduate certificate program provides academic recognition for your dedication to classical learning while offering a pathway to advanced study through our partnership with Southeastern University. Register today to secure your spot in this transformative educational experience.  https://ics.regfox.com/ma-certificate

Civic education is full of nostalgia. Horace Mann, John Dewey, and the Cold War era often come up in conversations about the current state of affairs. Judge Marjorie Rendell knows this well because she grew up in the postwar era and understand how different today's civic education is from what she received as a young student. She saw it firsthand when she visited classrooms across Pennsylvania during her eight years as the state's First Lady and decided to do something about it when she left the role.Today, the Rendell Center for Civics and Civic Engagement conducts mock trials, read-alouds, and other activities designed to transform civic education from something dry and boring into something exciting for elementary and middle school students. The center also has an eye to the future and are exploring how graphic novels and AI can help their work moving forward. Rendell joins us to talk about the center's work and her current role as a judge on the United States Court of Appeals for the Third Circuit. We discuss what it's like to be a federal judge in the current political climate ,and the role that judges and lawyers can play in helping students learn about the Constitution.The Rendell Center for Civics and Civic Engagement received the McCourtney Institute for Democracy's 2025 Brown Democracy Medal.   Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Send us a textIn this episode, we dive into the power of reflection in the Word Problem Workshop (WPW). If you're an educator seeking to enhance student learning through meaningful discussions, this episode is packed with actionable insights. Learn how adding just one simple step—Reflect—can shift your classroom dynamic and help your students internalize what they've learned.How Reflection Makes Learning StickThat's when I introduced the “Reflect” step to WPW. Rather than wrapping up a discussion and moving on to the next topic, I began asking students to revise their work and think critically about what they had just learned. It's a game-changer, and it all boils down to one powerful quote: “We do not learn from experience, we learn from reflecting on experience.”—John Dewey.Listen, Subscribe, and Leave a Review!This episode offers just a glimpse of how reflection can make your math lessons more impactful. To dive deeper into these strategies, be sure to subscribe and leave a review. Don't forget to check out the upcoming interview episode on October 9th—it's going to be epic! And for those of you ready to level up your WPW routine, grab your copy of the book—pre-order it now before the bonuses disappear!

Episode Synopsis:Did the ideas of John Dewey die along with him, or are the notions of pragmatism and it a associated instruction model of Progressive Education persistent enough to maintain a stranglehold on society, long after their visionary author was put to rest?We talk about this and much more, including:Why did John Dewey expand education further into adolescence, constituting the 666 days of compulsory education we see today?Why was John Dewey working for John D Rockefeller funded institutions?What are some of the cognitive limitations in forming beliefs?Who was John Dewey and how does his idea of pragmatism rule the world from the grave?What are some of the devastating consequences of adopting the ideals espoused by Progressive Education?Original Air DateSeptember 24th, 2025Show HostsJason Spears & Christopher DeanOur PatreonConsider joining our Patreon Squad and becoming a Tier Operator to help support the show and get access to exclusive content like:Links and ResourcesStudio NotesA monthly Zoom call with Jason and Christopher And More…ORP ApparelMerch StoreConnect With UsLetsTalk@ORPpodcast.comFacebookInstagram

Italo Testa"Democrazia e educazione"Festival Filosofiawww.festivalfilosofia.itFestival Filosofia, SassuoloItalo TestaDemocrazia e educazionedi John DeweyVenerdì 19 settembre 2025, ore 11:30Qual è stato il contributo della filosofia di Dewey a una concezione pratica dell'educazione? Questa lezione analizza l'idea di conoscenza come esperienza trasformativa, evidenziando come l'interazione tra soggetti e ambienti possa orientare la formazione individuale all'interno di una comunità democratica. Italo Testa  è professore di Filosofia Teoretica e Sociale, Teoria Critica e Filosofia Politica presso l'Università di Parma. È inoltre poeta, saggista, traduttore. È stato Visiting Professor presso l'Université Paris-Panthéon-Assas, l'University of New South Wales, ed Erasmus Visiting Lecturer presso la Freie Universität di Berlino. Le sue ricerche spaziano dalla filosofia classica tedesca al pragmatismo americano, con particolare attenzione al pensiero di John Dewey, così come alla teoria critica, all'embodied cognition, all'ontologia sociale, alla teoria dell'argomentazione e alla poesia contemporanea. I suoi studi affrontano le questioni del riconoscimento reciproco, della nozione di seconda natura, dell'abitudine e delle pratiche sociali, delle nozioni di anafora e ripetizione. Ha approfondito il pensiero di John Dewey, in particolare il nesso fra educazione ed esperienza, le implicazioni filosofico-politiche della sua concezione della democrazia come forma di vita, esplorando l'ontologia sociale e la dimensione esperienziale nella sua filosofia. Dirige la rivista di poesia, arti e scritture “L'Ulisse” ed è coordinatore del lit-blog “Le parole e le cose”. Tra i suoi libri: Ragione impura. Una jam session su metafisica e immaginazione (con Rino Genovese, Milano 2006); Teorie dell'argomentazione. Un'introduzione alle logiche del dialogo (con Paola Cantù, Milano 2006); Lo spazio sociale della ragione. Da Hegel in avanti (con Luigi Ruggiu, Milano 2009); La natura del riconoscimento. Riconoscimento naturale e ontologia sociale nello Hegel di Jena (Milano 2010). Ha curato, con Fausto Caruana, Habits. Pragmatist Approaches from Cognitive Science, Neuroscience, and Social Theory (London 2020). Tra le sue pubblicazioni letterarie e poetiche più recenti: La divisione della gioia (Massa 2010); Tutto accade ovunque (Torino 2016); L'indifferenza naturale (Milano 2018); Teoria delle rotonde. Paesaggi e prose (Livorno 2020).IL POSTO DELLE PAROLEascoltare fa pensarewww.ilpostodelleparole.itDiventa un supporter di questo podcast: https://www.spreaker.com/podcast/il-posto-delle-parole--1487855/support.

Tonight, we'll read from “Lessons in Chalk Modeling, the New Method of Map Drawing” written by Ida Cassa Heffron and published in 1900. At the turn of the twentieth century, education was undergoing rapid changes. Teachers sought creative ways to engage students in subjects that were often taught by rote memorization. Geography, in particular, was considered a cornerstone of a well-rounded education, yet it was sometimes reduced to reciting capitals and drawing borders. Heffron's work introduced a tactile and visual method known as “chalk modeling,” in which teachers could draw raised relief maps directly on the blackboard to show mountains, rivers, and valleys in a more dynamic way. Chalk modeling made classrooms more interactive, helping students imagine landscapes and physical features in three dimensions rather than flat diagrams. It reflected the broader educational trend toward “learning by doing,” a movement championed by reformers such as John Dewey. This method not only made lessons more engaging but also encouraged observation and critical thinking—skills at the heart of geography itself. By situating geography in this more hands-on practice, Heffron's book connected everyday teaching to a field that bridges human culture and natural science. Her ideas gave teachers a practical toolkit to make the world vivid on the classroom chalkboard, turning simple white lines into whole continents of imagination. — read by 'V' — Sign up for Snoozecast+ to get expanded, ad-free access by going to snoozecast.com/plus! Learn more about your ad choices. Visit megaphone.fm/adchoices

Rahel Jaeggi zur Krise des Liberalismus und möglichen Alternativen.  Shownotes Rahel Jaeggi an der Humboldt-Universität zu Berlin (inkl. Publikationsliste): https://www.philosophie.hu-berlin.de/de/arbeitsbereiche/jaeggi/mitarbeiter/jaeggi_rahel das Center for Social Critique: https://www.philosophie.hu-berlin.de/de/arbeitsbereiche/jaeggi/hscberlin/hscberlin https://criticaltheoryinberlin.de/ Jaeggi, R. (2023). Fortschritt und Regression. Suhrkamp. https://www.suhrkamp.de/buch/rahel-jaeggi-fortschritt-und-regression-t-9783518587140 Fraser, N., & Jaeggi, R. (2020). Kapitalismus. Ein Gespräch über kritische Theorie. Suhrkamp. https://www.suhrkamp.de/buch/kapitalismus-t-9783518299074 Jaeggi, R. (2013). Kritik von Lebensformen. Suhrkamp. https://www.suhrkamp.de/buch/rahel-jaeggi-kritik-von-lebensformen-t-9783518295878 Müller, T. (2024). Zwischen friedlicher Sabotage und Kollaps. Wie ich lernte, die Zukunft wieder zu lieben. Mandelbaum. https://www.mandelbaum.at/buecher/tadzio-mueller/zwischen-friedlicher-sabotage-und-kollaps/ der erwähnte Kohei Saito Social Media Clip: https://youtube.com/shorts/WnvhD7p651M?si=BTLXgEoddYjDfmNa Neupert-Doppler, A. (2022). Vom utopischen Sozialismus zur sozialistischen Utopie. Neue Gesellschaft Frankfurter Hefte. Ausgabe 12/2022. https://www.frankfurter-hefte.de/artikel/vom-utopischen-sozialismus-zur-sozialistischen-utopie-3572/ Staab, P. (2022). Anpassung. Leitmotiv der nächsten Gesellschaft. Suhrkamp. https://www.suhrkamp.de/buch/philipp-staab-anpassung-t-9783518127797 Benjamin, W. (2010). Über den Begriff der Geschichte. Suhrkamp. https://www.walter-benjamin-online.de/band/ueber-den-begriff-der-geschichte/ zum Hannah Arendt Zitat: Jaeggi, R. (2022). Solidarität als zärtliche Bürgerlichkeit. Verstreute Überlegungen mit und zur Gemeinschaft der Ungewählten. In: Fitsch, H. et al. (Eds.), Der Welt eine neue Wirklichkeit geben (97-108). Transcript Verlag. https://www.degruyterbrill.com/document/doi/10.1515/9783839461686-009/html Blumenfeld, J. (2024). Managing Decline. Cured Quail, Vol. 3. https://curedquail.com/Managing-Decline zum Zitat zu historisch-technologischem Determinismus: Marx, L. (1885) Das Elend der Philosophie. Antwort auf Proudhons „Philosophie des Elends“. Dietz. https://archive.org/details/ldpd_14861084_000/page/n3/mode/2up zu John Dewey: https://de.wikipedia.org/wiki/John_Dewey zum Pragmatismus: https://de.wikipedia.org/wiki/Pragmatismus Dewey, J. (2008). Logik. Die Theorie der Forschung. https://www.suhrkamp.de/buch/john-dewey-logik-t-9783518295021 zu Hannah Arendt: https://de.wikipedia.org/wiki/Hannah_Arendt Solmaz, K. (2016). Das Politische bei Arendt. HannahArendt.Net, 8(1). https://www.hannaharendt.net/index.php/han/article/view/349 Groos, J. & Sorg, C. (eds.) (2025). Creative Construction. Democratic Planning in the 21st Century and Beyond. Bristol University Press. https://bristoluniversitypress.co.uk/creative-construction zu Marx's Konzept des “passiven Moments der Revolution“: https://www.marxists.org/deutsch/archiv/marx-engels/1852/brumaire/index.htm zum Stand um den Volksentscheid der „Deutsche Wohnen & Co Enteignen“ Kampagne: https://dwenteignen.de/aktuelles/neuigkeiten Mattei, C. E. (2025). Die Ordnung des Kapitals: Wie Ökonomen die Austerität erfanden und dem Faschismus den Weg bereiteten. Brumaire Verlag. https://shop.jacobin.de/bestellen/clara-mattei-die-ordnung-des-kapitals zum Putsch in Chile 1973: https://de.wikipedia.org/wiki/Putsch_in_Chile_1973 zu „nicht-reformistischen Reformen“: https://jacobin.de/artikel/andre-gorz-nicht-reformistischen-reformen-neue-linke-ivan-illich-reform-revolution Jaeggi, R. (2024). Solidarität mit dem Liberalismus im Augenblick seines Sturzes. Leviathan, 52. Jg., Sonderband 42/2024, S. 351–377 https://www.nomos-elibrary.de/de/10.5771/9783748944928-351/solidaritaet-mit-dem-liberalismus-im-augenblick-seines-sturzes?page=1 zur Frankfurter Schule: https://de.wikipedia.org/wiki/Frankfurter_Schule zu Marcuse: https://de.wikipedia.org/wiki/Herbert_Marcuse zu Adorno: https://de.wikipedia.org/wiki/Theodor_W._Adorno   Thematisch angrenzende Folgen S03E45 | Luise Meier zu kommunistischem Utopisieren https://www.futurehistories.today/episoden-blog/s03/e45-luise-meier-zu-kommunistischem-utopisieren S03E44 | Anna Kornbluh on Climate Counteraesthetics https://www.futurehistories.today/episoden-blog/s03/e44-anna-kornbluh-on-climate-counteraesthetics/ S03E33 | Tadzio Müller zu Solidarischem Preppen im Kollaps https://www.futurehistories.today/episoden-blog/s03/e33-tadzio-mueller-zu-solidarischem-preppen-im-kollaps/ S03E32 | Jacob Blumenfeld on Climate Barbarism and Managing Decline https://www.futurehistories.today/episoden-blog/s03/e32-jacob-blumenfeld-on-climate-barbarism-and-managing-decline/ S03E30 | Matt Huber & Kohei Saito on Growth, Progress and Left Imaginaries https://www.futurehistories.today/episoden-blog/s03/e30-matt-huber-kohei-saito-on-growth-progress-and-left-imaginaries/ S02E30 | Philipp Staab zu Anpassung https://www.futurehistories.today/episoden-blog/s02/e30-philipp-staab-zu-anpassung/ S02E06 | Alexander Kluge zu Zukünften der Kooperation https://www.futurehistories.today/episoden-blog/s02/e06-alexander-kluge-zu-zukuenften-der-kooperation/ S02E03 | Ute Tellmann zu Ökonomie als Kultur https://www.futurehistories.today/episoden-blog/s02/e03-ute-tellmann-zu-oekonomie-als-kultur/ --- Bei weiterem Interesse am Thema demokratische Wirtschaftsplanung können diese Ressourcen hilfreich sein: Demokratische Planung – eine Infoseite https://www.demokratische-planung.de/ Sorg, C. & Groos, J. (Hrsg.).(2025). Rethinking Economic Planning. Competition & Change Special Issue Volume 29 Issue 1. https://journals.sagepub.com/toc/ccha/29/1 Groos, J. & Sorg, C. (Hrsg.). (2025). Creative Construction - Democratic Planning in the 21st Century and Beyond. Bristol University Press. https://bristoluniversitypress.co.uk/creative-construction International Network for Democratic Economic Planning https://www.indep.network/ Democratic Planning Research Platform: https://www.planningresearch.net/   ---   Future Histories Kontakt & Unterstützung Wenn euch Future Histories gefällt, dann erwägt doch bitte eine Unterstützung auf Patreon: https://www.patreon.com/join/FutureHistories   Schreibt mir unter: office@futurehistories.today Diskutiert mit mir auf Twitter (#FutureHistories): https://twitter.com/FutureHpodcast auf Bluesky: https://bsky.app/profile/futurehistories.bsky.social auf Instagram: https://www.instagram.com/futurehpodcast/ auf Mastodon: https://mstdn.social/@FutureHistories   Webseite mit allen Folgen: www.futurehistories.today English webpage: https://futurehistories-international.com   Episode Keywords #RahelJaeggi, #JanGroos, #FutureHistories, #Podcast, #Klimakrise, #Sozial-ökologischeTransformation, #Zukunft, #Kapitalismus, #Gesellschaft, #Fortschritt, #PolitischeImaginationen, #Zukunft, #Utopie, #DemokratischeWirtschaftsplanung, #DemokratischePlanwirtschaft, #Materialismus, #Marxismus, #Klimakollaps, #Kollaps, #DWE, #Demokratie, #Liberalismus, #Faschisierung, #Faschismus

Kartemquin Films: Documentaries on the Frontlines of Democracy (U California Press, 2024) traces how filmmaker-philosophers brought the dream of making documentaries and strengthening democracy to award-winning reality—with help from nuns, gang members, skateboarders, artists, disability activists, and more. The evolution of Kartemquin Films—Peabody, Emmy, and Sundance-awarded and Oscar-nominated makers of such hits as Hoop Dreams and Minding the Gap—is also the story of U.S. independent documentary film over the last seventy years. Patricia Aufderheide reveals the untold story of how Kartemquin developed as an institution that confronts the brutal realities of the industry and society while empowering people to claim their right to democracy. Kartemquin filmmakers, inspired by pragmatic philosopher John Dewey, made their studio a Chicago-area institution. Activists for a more public media, they boldly confronted in their own productions the realities of gender, race, and class. They negotiated the harsh terms and demands of commercial media, from 16mm through the streaming era, while holding fast to their democratic vision. Drawing on archival research, interviews, and personal experience, Aufderheide tells an inspiring story of how to make media that matters in a cynical world. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Kartemquin Films: Documentaries on the Frontlines of Democracy (U California Press, 2024) traces how filmmaker-philosophers brought the dream of making documentaries and strengthening democracy to award-winning reality—with help from nuns, gang members, skateboarders, artists, disability activists, and more. The evolution of Kartemquin Films—Peabody, Emmy, and Sundance-awarded and Oscar-nominated makers of such hits as Hoop Dreams and Minding the Gap—is also the story of U.S. independent documentary film over the last seventy years. Patricia Aufderheide reveals the untold story of how Kartemquin developed as an institution that confronts the brutal realities of the industry and society while empowering people to claim their right to democracy. Kartemquin filmmakers, inspired by pragmatic philosopher John Dewey, made their studio a Chicago-area institution. Activists for a more public media, they boldly confronted in their own productions the realities of gender, race, and class. They negotiated the harsh terms and demands of commercial media, from 16mm through the streaming era, while holding fast to their democratic vision. Drawing on archival research, interviews, and personal experience, Aufderheide tells an inspiring story of how to make media that matters in a cynical world. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/film

Kartemquin Films: Documentaries on the Frontlines of Democracy (U California Press, 2024) traces how filmmaker-philosophers brought the dream of making documentaries and strengthening democracy to award-winning reality—with help from nuns, gang members, skateboarders, artists, disability activists, and more. The evolution of Kartemquin Films—Peabody, Emmy, and Sundance-awarded and Oscar-nominated makers of such hits as Hoop Dreams and Minding the Gap—is also the story of U.S. independent documentary film over the last seventy years. Patricia Aufderheide reveals the untold story of how Kartemquin developed as an institution that confronts the brutal realities of the industry and society while empowering people to claim their right to democracy. Kartemquin filmmakers, inspired by pragmatic philosopher John Dewey, made their studio a Chicago-area institution. Activists for a more public media, they boldly confronted in their own productions the realities of gender, race, and class. They negotiated the harsh terms and demands of commercial media, from 16mm through the streaming era, while holding fast to their democratic vision. Drawing on archival research, interviews, and personal experience, Aufderheide tells an inspiring story of how to make media that matters in a cynical world. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/communications

Kartemquin Films: Documentaries on the Frontlines of Democracy (U California Press, 2024) traces how filmmaker-philosophers brought the dream of making documentaries and strengthening democracy to award-winning reality—with help from nuns, gang members, skateboarders, artists, disability activists, and more. The evolution of Kartemquin Films—Peabody, Emmy, and Sundance-awarded and Oscar-nominated makers of such hits as Hoop Dreams and Minding the Gap—is also the story of U.S. independent documentary film over the last seventy years. Patricia Aufderheide reveals the untold story of how Kartemquin developed as an institution that confronts the brutal realities of the industry and society while empowering people to claim their right to democracy. Kartemquin filmmakers, inspired by pragmatic philosopher John Dewey, made their studio a Chicago-area institution. Activists for a more public media, they boldly confronted in their own productions the realities of gender, race, and class. They negotiated the harsh terms and demands of commercial media, from 16mm through the streaming era, while holding fast to their democratic vision. Drawing on archival research, interviews, and personal experience, Aufderheide tells an inspiring story of how to make media that matters in a cynical world. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/popular-culture

Send us a textPragmatism is a prominent position in 19th century philosophy. In this interview, Dr. Sami Pihlström guides us from Peirce, William James, and Dewey to neopragmatists like Rorty and Putnam, asking hard questions about truth, realism, meaning, and the problem of evil. We compare analytic philosophy of religion with Wittgensteinian approaches, explore whether pragmatism is compatible with religious belief, and examine how “the cash-value of truth” reshapes debates about evidence, practice, and community.Dr. Sami Pihlström is Professor of Philosophy of Religion at the University of Helsinki. A leading voice in pragmatism and the philosophy of religion, his work engages realism/anti-realism, meaning, and antitheodicy.Support the show--------------------------If you would want to support the channel and what I am doing, please follow me on Patreon: www.patreon.com/christianityforall Where else to find Josh Yen: Philosophy YT: https://bit.ly/philforallEducation: https://bit.ly/joshyenBuisness: https://bit.ly/logoseduMy Website: https://joshuajwyen.com/

 The belief system is democracy. - Gordon QuinnGordon Quinn is an acclaimed documentary filmmaker and co-founder of Kartemquin Films, a collective that works towards creating “stories that foster a more engaged and just society.” Among their many works are Hoop Dreams and Home For Life.This interview is also a companion piece to the recent interview I did with Professor Patricia Aufderheide, who wrote the book Kartemquin Films: Documentaries on the Frontlines of Democracy. You can listen to my interview with Professor Aufderheide, Episode 74, here.In this conversation I ask Gordon:* How has the advent of digital filmmaking changed films?* What types of experimentation would you like to see with the form of documentary?* Your work has not just documented people's lives, but also the power structures in which all of us exist. Can you speak to the importance of that?* What would John Dewey make of our country today?* When we talk about democracy today, and the challenges we face, what are some of the lessons you take from the sixties?* What is a fun memory of Roger Ebert?The book Gordon mentioned is Original Sins: The (Mis)Education of Black and Native Children and the Construction of American Racism by Eve L. Ewing.If you enjoyed this podcast please forward it to a friend. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit benbo.substack.com

Send us a textThis program previously aired 07/23/2022GUEST: ALEX NEWMAN, Journalist and Author, Crimes of the EducatorsIt's axiomatic—the one who teaches children is the one who shapes their worldview, and thus, society at large.The Bible assigns the teaching and training of children to parents. “Train up a child in the way he should go, even when he is old he will not depart from it” (Proverbs 22:6).But of course, God-rejecting man has a “better” idea—remove children from the (redefined) home to be indoctrinated by government “educators” for up to 40 hours each week from age four to 18. With a government that ignores the most important truth in life—God exists and has spoken in Scripture—how do you think that will turn out for the kids?Turns out, just as planned. John Dewey (1859-1952), considered the “Father of the Modern American Public Education System” said: “There is no God and there is no soul. Hence, there are no needs for the props of traditional religion. With dogma and creed excluded, immutable truth is also dead and buried.”In case you're not convinced, Dr. Chester Pierce, Professor of Education and Psychology at Harvard University, said at the Childhood International Education Seminar in 1973:“Every child who enters school at age 5 is mentally ill because he enters school with an allegiance toward our elected officials, our founding fathers, our institutions, the preservation of this form of government we have, patriotism, nationalism, sovereignty… All this proves that the children are sick, because a truly well individual is one who has rejected all those things and is what I would call the international child of the future.”Mission accomplished. Taxpayer-funded, federal government-mandated public education has shaped generations of the “international child” with unsuspecting parents losing almost all influence. The moral confusion that reigns in our children and nation today shouldn't be surprising.International journalist Alex Newman joins us for a second week on The Christian Worldview to discuss what government education has become and what Christian parents should do. Alex is the author Crimes of the Educators: How Utopians Are Using Government Schools to Destroy America's Children, CEO of Liberty Sentinel Media and a senior editor for The New American Magazine.---------------------------Indoctrinating Our Children to DeathAlex Newman documents the untold history behind government education and its founders like nobody has ever done before.This resource was published after this program aired in 2022.Education Resources in MN

How has evolutionary theory shaped educational thinking over the past two centuries? ‘Evolutionary Theory and Education: The Influence of Evolutionary Thinking on Educational Theory and Philosophy' (Brill, 2025) explores the considerable but under-appreciated influence of evolutionary ideas on educational theory and the philosophy of education. The book reveals the interplay between educational and evolutionary perspectives along the concepts of ‘adaptation', ‘selection', ‘inheritance', and ‘progress'. It tracks these ideas across the works of various influential educational thinkers, including Herbert Spencer, Jean Piaget, John Dewey and Lev Vygotsky, and examines their continuing significance for how we understand and practice education today. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

How has evolutionary theory shaped educational thinking over the past two centuries? ‘Evolutionary Theory and Education: The Influence of Evolutionary Thinking on Educational Theory and Philosophy' (Brill, 2025) explores the considerable but under-appreciated influence of evolutionary ideas on educational theory and the philosophy of education. The book reveals the interplay between educational and evolutionary perspectives along the concepts of ‘adaptation', ‘selection', ‘inheritance', and ‘progress'. It tracks these ideas across the works of various influential educational thinkers, including Herbert Spencer, Jean Piaget, John Dewey and Lev Vygotsky, and examines their continuing significance for how we understand and practice education today. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/intellectual-history

How has evolutionary theory shaped educational thinking over the past two centuries? ‘Evolutionary Theory and Education: The Influence of Evolutionary Thinking on Educational Theory and Philosophy' (Brill, 2025) explores the considerable but under-appreciated influence of evolutionary ideas on educational theory and the philosophy of education. The book reveals the interplay between educational and evolutionary perspectives along the concepts of ‘adaptation', ‘selection', ‘inheritance', and ‘progress'. It tracks these ideas across the works of various influential educational thinkers, including Herbert Spencer, Jean Piaget, John Dewey and Lev Vygotsky, and examines their continuing significance for how we understand and practice education today. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

How has evolutionary theory shaped educational thinking over the past two centuries? ‘Evolutionary Theory and Education: The Influence of Evolutionary Thinking on Educational Theory and Philosophy' (Brill, 2025) explores the considerable but under-appreciated influence of evolutionary ideas on educational theory and the philosophy of education. The book reveals the interplay between educational and evolutionary perspectives along the concepts of ‘adaptation', ‘selection', ‘inheritance', and ‘progress'. It tracks these ideas across the works of various influential educational thinkers, including Herbert Spencer, Jean Piaget, John Dewey and Lev Vygotsky, and examines their continuing significance for how we understand and practice education today. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science-technology-and-society

Click To JOIN! Just Keep Learning Newsletter I WILL HELP YOU GET CLARITY, BUILD YOUR GROWTH MINDSET AND OWN YOUR BIG DREAMSThis video highlights the importance of ownership. Why you need to start a business. Ownership leads to leverage and leverage is key to your long term goals. Justin Nolan talks about self directed learning and the need for education reform that is in line with entrepreneurship. The ideas of Sir Ken Robinson, John Taylor Gatto and John Dewey are featured, emphasizing how genius is common and often suppressed, suggesting that managing oneself and real-world learning could unlock a student's true potential.So, start a business. Own something. The rich get richer because of leverage and ownership. We don't learn a lot about this in school. Go build!FOLLOW JustinInstagram – @JustKeepLearning.CaYouTube –@justkeeplearningpodcastTwitter – @JustinNolan_JKLTiktok – @justkeeplearning.caPinterest – JustKeepLearningcaFacebook – JustKeepLearningLinkedIn – Justin I'm so happy you found this podcast. I am here to serve you, the creative solopreneur & aspiring content creator to get clarity on how to create content, teaching, build a business and design the life of your dreams without burning out in the online learning, creator economy.Want to get every single secret, tip, or idea I learn about channelling our emotions into success in this new creator economy, be sure to subscribe to the newsletter: https://newsletter.justkeeplearning.ca/main

In this episode I look at John Dewey's 1900 essay Some Stages in Logical Thought, as published in this 1916 collection, Essays in Experimental Logic. I focus on Dewey's assertion that both some fixity and some flexibility is required on the part of ideas for them to serve in the human task of overcoming obstacles.

How to find hope in these times? I spoke with political scientist Loren Goldman about the principle of political hope: why we should have hope, how to have hope in dark times, and how political hope differs from naïve optimism, faith in progress, or passive reliance on a hidden logic that will save us in the end. Goldman, who is Associate Professor of Political Science at the University of Pennsylvania, is the author of The Principle of Political Hope (Oxford University Press, 2023), where he reveals hope to be an indispensable aspect of much continental and American political thought, especially in the works of Immanuel Kant, John Dewey, Charles Sanders Peirce, William James, Ernst Bloch, Richard Rorty, and others. Our conversation on Goldman's study of hope ends with three concrete lessons to counter hopelessness, cynicism, and despair. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/political-science

How to find hope in these times? I spoke with political scientist Loren Goldman about the principle of political hope: why we should have hope, how to have hope in dark times, and how political hope differs from naïve optimism, faith in progress, or passive reliance on a hidden logic that will save us in the end. Goldman, who is Associate Professor of Political Science at the University of Pennsylvania, is the author of The Principle of Political Hope (Oxford University Press, 2023), where he reveals hope to be an indispensable aspect of much continental and American political thought, especially in the works of Immanuel Kant, John Dewey, Charles Sanders Peirce, William James, Ernst Bloch, Richard Rorty, and others. Our conversation on Goldman's study of hope ends with three concrete lessons to counter hopelessness, cynicism, and despair. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/intellectual-history

How to find hope in these times? I spoke with political scientist Loren Goldman about the principle of political hope: why we should have hope, how to have hope in dark times, and how political hope differs from naïve optimism, faith in progress, or passive reliance on a hidden logic that will save us in the end. Goldman, who is Associate Professor of Political Science at the University of Pennsylvania, is the author of The Principle of Political Hope (Oxford University Press, 2023), where he reveals hope to be an indispensable aspect of much continental and American political thought, especially in the works of Immanuel Kant, John Dewey, Charles Sanders Peirce, William James, Ernst Bloch, Richard Rorty, and others. Our conversation on Goldman's study of hope ends with three concrete lessons to counter hopelessness, cynicism, and despair. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

To start our 14th season of the podcast we have a panel featuring guest host Kathy King talking with Dustin Yaeger, Joy Kin, and Connor Czora in front of a live studio audience at this year's NCECA conference in Salt Lake City. Philosopher and educator John Dewey wrote, “The self is not something ready-made, but something in continuous formation through choice of action.” Today's episode explores the self-revelation that happens through art making, and how recent societal and political changes are impacting LGBTQIA+ artists. Special thanks to NCECA for co-producing this episode and to Cole Collier for running the sound for the podcast room this year.   I want to send out a special shout out to today's host Kathy King, along with Matt and Rose Katz to congratulate them on their 100th episode of For Flux Sake. That dropped this week and is available on all major podcast apps. I've had a great time making that show with them over the last four years and I'm proud that they are a part of the Brickyard Network. If you'd like to check out their back catalogue visit www.brickyardnetwork.org.   Today's episode is brought to you by the following sponsors: The Rosenfield Collection of Functional Ceramic Art www.Rosenfieldcollection.com Cornell Studio Supply www.cornellstudiosupply.com Bray Clay www.archiebrayclay.com

What if your work felt like play? What if that seemingly childish question—"What would you do if money was no object?"—actually held the key to living without regret?Captain Frodo takes us on a profound journey through the false separation between play and work that dominates adult life. Drawing wisdom from philosophers Johann Huizinga and John Dewey alongside mystical thinker Alan Watts, this episode challenges our cultural assumptions about what constitutes "serious" pursuits.The exploration reveals how children's play—far from frivolous—represents deep, meaningful engagement with the world. This "serious play" serves as their work, their way of understanding themselves and their place in society. Meanwhile, adults often abandon play for "work" defined by external rewards rather than intrinsic satisfaction, creating lives split between obligation and enjoyment.Most poignantly, we confront the five most common regrets of the dying, with the top regret being failing to live authentically rather than meeting others' expectations. This reveals the potential consequences of abandoning our playful nature for socially prescribed paths.Through evolutionary perspectives showing childhood's increasing importance in human development and philosophical insights about integrating play and work, Captain Frodo offers a compelling vision: work permeated with the play attitude becomes art—and potentially, the foundation of a life without regret.Ready to reconsider the role of play in your life and work? This episode might change how you view what truly matters. Follow @thewayoftheshowman on Instagram and share this episode with someone searching for more meaning in their daily pursuits.Support the show...Now you can get t-shirts and hoodies with our wonderful logo. This is the best new way to suport the podcast project. Become a proud parader of your passion for Showmanship and our glorious Craft whilst simultanously helping to gather more followers for the Way.You'll find the store here: https://thewayoftheshowman.printdrop.com.auIf you want to help support this podcast it would be tremendous if you wrote a glowing review on iTunes or Spotify.If you want to contact me about anything, including wanting me to collaborate on one of your projects you can reach me on thewayoftheshowman@gmail.comor find out more on the Way of the Showman website.you can follow the Way of Instagram where it is, not surprisingly thewayoftheshowman.If you find it in you and you have the means to do so, you can suport the podcast financially at:https://www.buymeacoffee.com/captainfrodo

Alex Newman is an award-winning international freelance journalist, author, researcher, educator and consultant. He is senior editor for The New American. He's co-author of Crimes of the Educators, author of Deep State: The Invisible Government Behind the Scenes and author of, Indoctrinating Our Children to Death. He's also founder & CEO of Liberty Sentinel and a national syndicator of radio and TV programs including Behind the Deep State which airs on WVCY Television & vcy.tv.President Trump has made it known that he wishes to shut down the Department of Education. He wants to eliminate the bureaucracy and turn education over to the states. We're told that the workings of an executive order are under way yet others believe we should hit the brakes on this. They say that because the Department of Education was created by Congress, you can't simply eliminate it by the stroke of a pen. Teachers unions have vowed to fight this as well. Is the elimination of this department a step in the right direction or will it bring about even more calamity (or possibly education collapse) to a nation that is suffering from major problems already in the education sector? Such questions are answered as Alex looks at the history of the Department of Education going back to President Jimmy Carter, the establishment of the religion of secular education beginning with people like Robert Owen, Horace Mann and John Dewey; there's discussion about Department of Education Secretary Linda McMahon, parental rights, home schooling and more.Listeners contributed their input on this subject to wrap up the broadcast.