Entrepreneurs aren’t just born. Like any other endeavor, there are natural talents involved, but building a business takes an incredible amount of work and knowledge. It’s one thing to have an idea; it’s something else to figure out financing, marketing, advertising, manufacturing….
At Verily magazine, Krizia Liquido tells of a program aimed at high school girls to help them learn necessary skills for entrepreneurial success. “Entrepreneurs in Training,” a 10-day intensive workshop, takes place at Barnard’s Athena Center for Leadership Studies in New York. (more…)
In a sermon to the class of 1864, Williams College President Mark Hopkins addressed the intimate and inevitable relationship between character and destiny, “Settle it therefore, I pray you, my hearers, once and forever, that as your character is, so will your destiny be.”
Within the academy, this basic prescription for earthly happiness, says Lewis M. Andrews, reigned supreme for almost three centuries, from Harvard’s founding in 1636 until the early twentieth century.
The typical centerpiece of the moral curriculum was a seminar, taught by the college president, that took up most of the senior year for undergraduate students and was designed to show them how to apply their newly acquired knowledge within a Christian context. University presidents of all denominations focused on the importance of good character and the dangers of vice and immorality.
Problems that are now thought of, at least to some extent, as mental health conditions — depression, discouragement, fear, loneliness, self-doubt, addiction, anxiety — were viewed in large part as consequences of the moral character of the students. Pursuing vengeance will depress us; a willingness to tell white lies leaves us anxious; manipulating others makes us lonely; and guilt can only be assuaged through some form of amends or atonement. Conversely, the college presidents taught their students that the proper application of moral and spiritual principles would enable them to build character and lead emotionally fulfilled and happy lives. While these principles were consistent with Christian theology, and their teaching often drew from the Books of Psalms and Proverbs, or the parables of Jesus, they were reinforced with similar observations by classical philosophers, such as Plato, Aristotle, Cicero, and Plotinus.
But students learned also that even though adherence to moral principles leads to real happiness, the immediate pleasures or advantages that come from compromising one’s values can blind us to how such actions often leave us miserable and unhappy in the end. Everybody is tempted to believe that some things are so worth having that unethical choices are justified to achieve them. By an act of great self-deception, the perceived gains overshadow the real losses.
Andrews explains how these university presidents were pioneers of what we would now call mental health care, and why the history of spiritually based therapy is largely unknown:
President Barack Obama, during a recent trip to Northern Ireland, decried the segregation of denominational churches and schools:
Issues like segregated schools and housing, lack of jobs and opportunity — symbols of history that are a source of pride for some and pain for others — these are not tangential to peace; they’re essential to it.
If towns remain divided — if Catholics have their schools and buildings, and Protestants have theirs — if we can’t see ourselves in one another, if fear and resentment are allowed to harden, that encourages division. It discourages cooperation.
Don’t miss out on the opportunity to apply for a Fall 2013 Calihan Academic Fellowship. The fellowships provide scholarships and research grants to future scholars and religious leaders whose academic work shows outstanding potential.
Graduate students studying theology, philosophy, religion, economics, or related fields are encouraged to apply. The application deadline is July 15. Information about eligibility, conditions, the selection process, and application requirements can be found on the Calihan Academic Fellowship page of the Acton Institute website.
Politicians and public educators seem to constantly revert back to status quo arguments of further centralization as a way to reform education failures in the U.S. The most recent push for uniformity in the public school system is the Common Core, a set of national assessment standards and tests that has been adopted by 45 states and will be implemented possibly as soon as the 2014 school year. President Obama enticed the states to adopt Common Core with his $4.35 billion “Race to the Top Fund,” promising stimulus money to any that complied. He also announced that $350 million of that fund would be spent on developing the tests that would be aligned with the Common Core Standards.
Common Core constitutes another government takeover under the Obama Administration. While defenders of the Common Core correctly point out that Obama and his cabinet had nothing to do with the design or implementation of Common Core, they fail to recognize the coercion of the governors to adopt Common Core through Race to the Top. Secretary of Education Arne Duncan has also used questionable tactics in support of Common Core. In a recent speech at the American Society of News Editors Annual Convention, as reported by the Huffington Post, Duncan claimed, “When the critics can’t persuade you that the Common Core is a curriculum, they make even more outlandish claims. They say that the Common Core calls for federal collection of student data. For the record, it doesn’t, we’re not allowed to, and we won’t. And let’s not even get into the really wacky stuff: mind control, robots, and biometric brain mapping.” Such straw man arguments appear to be desperate attempts to obfuscate opponents’ central criticism: Common Core wipes out competition amongst states to produce better education programs, and it severely cripples school choice through more centralization. (more…)
When Jessica Lahey started teaching English at a “core virtues” school she thought it would only require talking about empathy and courage when discussing To Kill a Mockingbird. She soon learned what it really meant — and what it meant for her students:
I mean come on. Character education? Core virtues? I teach English, not Sunday school, and besides, I teach middle school. If I were to walk into my eighth grade English class and wax rhapsodic about prudence and temperance, those kids would eat me alive. It’s hard enough to keep the attention of a classroom full of middle school students without coming on like an 18th-century schoolmarm.
Somewhere along the way, someone must have started dosing me with the character education Kool-Aid, because five years in, I have come to understand what real character education looks like and what it can do for children. I can’t imagine teaching in a school that does not have a hard-core commitment to character education, because I’ve seen what that education can mean to a child’s emotional, moral, and intellectual development. Schools that teach character education report higher academic performance, improved attendance, reduced violence, fewer disciplinary issues, reduction in substance abuse, and less vandalism. At a time when parents and teachers are concerned about school violence, it is worth noting that students who attend character education schools report feeling safer because they know their fellow students value respect, responsibility, compassion and hard work. From a practical perspective, it’s simply easier to teach children who can exercise patience, self-control, and diligence, even when they would rather be playing outside – especially when they would rather be playing outside.