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.
According to the 2013 Mackinac Policy Conference, Michigan’s three largest universities (Michigan State, University of Michigan and Wayne State) are producing entrepreneurs at twice the national average. According to Michael Wayland, the report included:
…responses from more than 40,000 of the 1.2 million alumni of the University of Michigan, Michigan State University and Wayne State University. The responses revealed that more than 19 percent of the alumni surveyed have started a company, and some have created more than one.
The study suggests a significant number of alumni are starting their own businesses, and more than 50 percent of those businesses are here in Michigan, contributing to our state’s economic prosperity,” said URC [University Research Corridor] Executive Director Jeff Mason in a statement. “The URC is committed to supplying the tools that can lead to new companies and more jobs.” (more…)
Earlier this year, the Catholic University of America announced the creation of a School of Business and Economics that will be “distinctively Catholic.” The new school offers a model based on Catholic social doctrine and the natural law that is unlike theories prevalent at most leading business schools. “Business schools focus on teaching commercial skills and rules of ethics, but they neglect the importance of character,” says Andrew Abela, the school’s dean and Acton’s 2009 Novak Award Recipient. “Our distinctive idea is to bring the rich resources of the Catholic intellectual tradition and the natural law to bear upon business and economics.
I recently spoke with Dr. Abela about the new program, what makes a Catholic approach different, and what it means for business and economics to be “people-centered”:
Why is it so rare for Catholic colleges and universities to take a “distinctively Catholic” approach on subjects like business and economics?
I think there are several possible reasons for this. First, the business and economics education at many Catholic universities tends to mirror that of non-religious universities in that it focuses on knowledge, not on will. But this is not enough. We have to cultivate our students in virtue, which needs the formation of both the intellect and the will. It’s not enough for students to know the good, they have to do the good, and even to love the good. Second, as you know much of higher education suffers from political correctness, and faculty are thus reluctant to commit to any one approach to ethics. Students end up being taught several (frequently conflicting) theories of ethics, with the result that they graduate as sophisticated relativists. Finally, faculty are committed to existing business and economics theories, and it is hard to reconcile these theories, which claim to be morally neutral, with the Catholic intellectual tradition, which holds that all human action has a moral dimension.
Why are you creating a new School of Business & Economics now – does the world really need another business school? And why a School of Business and Economics?
There is no doubt that higher education is costly. Textbooks alone can run $1000 a semester for some undergraduates. Waiting tables and flipping burgers won’t cover those costs. With many parents just as strapped for cash as their children, how does one pay for a college diploma?
For some young women, the answer is to sell themselves. There are websites that offer “matching” services for “mutually beneficial relationships”; that is, a young woman signs up for a “sugar daddy”. He pays for college and she has her money problems solved. One website does offer helpful information, such as “keep your emotions in check” and “sugaring is not welfare”. All just business, plain and simple. Although young men sign up for this type of arrangement, the vast majority are young women. (more…)