Education for Society
Asks, "What do we need from our educational system?
Asks, "What do we need from our educational system?
Argues that many colleges and universities operate more like businesses than educational institutions.
Asks how individuals who are not scientists should think about science and uses the COVID crisis as an example.
Asks whether the skills of reading the Great Books apply to reading the Bible.
Examines some scientific theories in the light of common sense.
Argues that our culture over emphasizes individual freedom and self-expression.
Argues that science plays the same role in our society as the sacred has played in the past.
Looks at a historical argument against miracles to explore some non-analytical factors that direct people’s thinking about miracles.
Compares the ancient Greek and modern American views on personal freedom.
Reaffirms the ongoing mission of Gutenberg College.
Argues that presuppositions are central to all thought and action.
Extols the virtue of temperance in a culture obsessed with bodily appetites.
Makes the case that wise living is a skill acquired much like other skills.
Discusses the definition of 'proof' and compares the validity of everyday experience with mathematical proof.
Makes the case that wise living is a skill acquired much like other skills.
Explains why studying Algebra remains an important thing to do.
Discusses social and cultural beliefs that have become so ingrained in our cultural psyche that we cannot see them for what they are.
Responds to Jack Crabtree's paper, "How to Follow Jesus When You Cannot Kill the Beast" (Summer Institute 2013), by looking at factors that affect how people commit to their beliefs.
Discusses the nature of education by using a fictional conversation between friends.
Proposes that people are born truth-detectors and that they are very good at it.