In this piece Dewey truly does lay out his own "creed" on education, even beginning each paragraph with, "I believe." Using his extensive background in psychology and combining it with his social philosophy, Dewey presents five sections concerning education: 1) What Education Is 2) What the School Is 3) The Subject-Matter of Education 4) The Nature of Method 5) The School and Social Progress
My Pedagogic Creed
Article One: What Education is
I believe that all education proceeds by the participation of the individual in the social consciousness of the race. This process begins unconsciously almost at birth, and is continually shaping the individual's powers, saturating his consciousness, forming his habits, training his ideas, and arousing his feelings and emotions. Through this unconscious education the individual gradually comes to share in the intellectual and moral resources which humanity has succeeded in getting together. He becomes an inheritor of the funded capital of civilization. The most formal and technical education in the world cannot safely depart from this general process. It can only organize it; or differentiate it in some particular direction.
I believe that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself. Through these demands he is stimulated to act as a member of a unity, to emerge from his original narrowness of action and feeling and to conceive of himself from the standpoint of the welfare of the group to which he belongs. Through the responses which others make to his own activities he comes to know what these mean in social terms. The value which they have is reflected back into them. For instance, through the response which is made to the child's instinctive babblings the child comes to know what those babblings mean; they are transformed into articulate language and thus the child is introduced into the consolidated wealth of ideas and emotions which are now summed up in language.
I believe that this educational process has two sides - one psychological and one sociological; and that neither can be subordinated to the other or neglected without evil results following. Of these two sides, the psychological is the basis. The child's own instincts and powers furnish the material and give the starting point for all education. Save as the efforts of the educator connect with some activity which the child is carrying on of his own initiative independent of the educator, education becomes reduced to a pressure from without. It may, indeed, give certain external results but cannot truly be called educative. Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haphazard and arbitrary. If it chances to coincide with the child's activity it will get a leverage; if it does not, it will result in friction, or disintegration, or arrest of the child nature.
I believe that knowledge of social conditions, of the present state of civilization, is necessary in order properly to interpret the child's powers. The child has his own instincts and tendencies, but we do not know what these mean until we can translate them into their social equivalents. We must be able to carry them back into a social past and see them as the inheritance of previous race activities. We must also be able to project them into the future to see what their outcome and end will be. In the illustration just used, it is the ability to see in the child's babblings the promise and potency of a future social intercourse and conversation which enables one to deal in the proper way with that instinct.
I believe that the psychological and social sides are organically related and that education cannot be regarded as a compromise between the two, or a superimposition of one upon the other. We are told that the psychological definition of education is barren and formal - that it gives us only the idea of a development of all the mental powers without giving us any idea of the use to which these powers are put. On the other hand, it is urged that the social definition of education, as getting adjusted to civilization, makes of it a forced and external process, and results in subordinating the freedom of the individual to a preconceived social and political status.
I believe each of these objections is true when urged against one side isolated from the other. In order to know what a power really is we must know what its end, use, or function is; and this we cannot know save as we conceive of the individual as active in social relationships. But, on the other hand, the only possible adjustment which we can give to the child under existing conditions, is that which arises through putting him in complete possession of all his powers. With the advent of democracy and modern industrial conditions, it is impossible to foretell definitely just what civilization will be twenty years from now. Hence it is impossible to prepare the child for any precise set of conditions. To prepare him for the future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities; that his eye and ear and hand may be tools ready to command, that his judgment may be capable of grasping the conditions under which it has to work, and the executive forces be trained to act economically and efficiently. It is impossible to reach this sort of adjustment save as constant regard is had to the individual's own powers, tastes, and interests - say, that is, as education is continually converted into psychological terms. In sum, I believe that the individual who is to be educated is a social individual and that society is an organic union of individuals. If we eliminate the social factor from the child we are left only with an abstraction; if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education, therefore, must begin with a psychological insight into the child's capacities, interests, and habits. It must be controlled at every point by reference to these same considerations. These powers, interests, and habits must be continually interpreted - we must know what they mean. They must be translated into terms of their social equivalents - into terms of what they are capable of in the way of social service.
Article Two: What the School Is
I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends.
I believe that education, therefore, is a process of living and not a preparation for future living.
I believe that the school must represent present life - life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the play-ground.
I believe that education which does not occur through forms of life, forms that are worth living for their own sake, is always a poor substitute for the genuine reality and tends to cramp and to deaden.
I believe that the school, as an institution, should simplify existing social life; should reduce it, as it were, to an embryonic form. Existing life is so complex that the child cannot be brought into contact with it without either confusion or distraction; he is either overwhelmed by multiplicity of activities which are going on, so that he loses his own power of orderly reaction, or he is so stimulated by these various activities that his powers are prematurely called into play and he becomes either unduly specialized or else disintegrated.
I believe that, as such simplified social life, the school life should grow gradually out of the home life; that it should take up and continue the activities with which the child is already familiar in the home.
I believe that it should exhibit these activities to the child, and reproduce them in such ways that the child will gradually learn the meaning of them, and be capable of playing his own part in relation to them.
I believe that this is a psychological necessity, because it is the only way of securing continuity in the child's growth, the only way of giving a background of past experience to the new ideas given in school.
I believe it is also a social necessity because the home is the form of social life in which the child has been nurtured and in connection with which he has had his moral training. It is the business of the school to deepen and extend his sense of the values bound up in his home life.
I believe that much of present education fails because it neglects this fundamental principle of the school as a form of community life. It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed. The value of these is conceived as lying largely in the remote future; the child must do these things for the sake of something else he is to do; they are mere preparation. As a result they do not become a part of the life experience of the child and so are not truly educative.
I believe that moral education centres about this conception of the school as a mode of social life, that the best and deepest moral training is precisely that which one gets through having to enter into proper relations with others in a unity of work and thought. The present educational systems, so far as they destroy or neglect this unity, render it difficult or impossible to get any genuine, regular moral training.
I believe that the child should be stimulated and controlled in his work through the life of the community.
I believe that under existing conditions far too much of the stimulus and control proceeds from the teacher, because of neglect of the idea of the school as a form of social life.
I believe that the teacher's place and work in the school is to be interpreted from this same basis. The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.
I believe that the discipline of the school should proceed from the life of the school as a whole and not directly from the teacher.
I believe that the teacher's business is simply to determine on the basis of larger experience and riper wisdom, how the discipline of life shall come to the child.
I believe that all questions of the grading of the child and his promotion should be determined by reference to the same standard. Examinations are of use only so far as they test the child's fitness for social life and reveal the place in which he can be of most service and where he can receive the most help.
Article Three: The Subject-Matter of Education
I believe that the social life of the child is the basis of concentration, or correlation, in all his training or growth. The social life gives the unconscious unity and the background of all his efforts and of all his attainments.
I believe that the subject-matter of the school curriculum should mark a gradual differentiation out of the primitive unconscious unity of social life.
I believe that we violate the child's nature and render difficult the best ethical results, by introducing the child too abruptly to a number of special studies, of reading, writing, geography, etc., out of relation to this social life.
I believe, therefore, that the true centre of correlation of the school subjects is not science, nor literature, nor history, nor geography, but the child's own social activities.
I believe that education cannot be unified in the study of science, or so-called nature study, because apart from human activity, nature itself is not a unity; nature in itself is a number of diverse objects in space and time, and to attempt to make it the centre of work by itself, is to introduce a principle of radiation rather than one of concentration.
I believe that literature is the reflex expression and interpretation of social experience; that hence it must follow upon and not precede such experience. It, therefore, cannot be made the basis, although it may be made the summary of unification.
I believe once more that history is of educative value in so far as it presents phases of social life and growth. It must be controlled by reference to social life. When taken simply as history it is thrown into the distant past and becomes dead and inert. Taken as the record of man's social life and progress it becomes full of meaning. I believe, however, that it cannot be so taken excepting as the child is also introduced directly into social life.
I believe accordingly that the primary basis of education is in the child's powers at work along the same general constructive lines as those which have brought civilization into being.
I believe that the only way to make the child conscious of his social heritage is to enable him to perform those fundamental types of activity which makes civilization what it is.
I believe, therefore, in the so-called expressive or constructive activities as the centre of correlation.
I believe that this gives the standard for the place of cooking, sewing, manual training, etc., in the school.
I believe that they are not special studies which are to be introduced over and above a lot of others in the way of relaxation or relief, or as additional accomplishments. I believe rather that they represent, as types, fundamental forms of social activity; and that it is possible and desirable that the child's introduction into the more formal subjects of the curriculum be through the medium of these activities.
I believe that the study of science is educational in so far as it brings out the materials and processes which make social life what it is.
I believe that one of the greatest difficulties in the present teaching of science is that the material is presented in purely objective form, or is treated as a new peculiar kind of experience which the child can add to that which he has already had. In reality, science is of value because it gives the ability to interpret and control the experience already had. It should be introduced, not as so much new subject- matter, but as showing the factors already involved in previous experience and as furnishing tools by which that experience can be more easily and effectively regulated.
I believe that at present we lose much of the value of literature and language studies because of our elimination of the social element. Language is almost always treated in the books of pedagogy simply as the expression of thought. It is true that language is a logical instrument, but it is fundamentally and primarily a social instrument. Language is the device for communication; it is the tool through which one individual comes to share the ideas and feelings of others. When treated simply as a way of getting individual information, or as a means of showing off what one has learned, it loses its social motive and end.
I believe that there is, therefore, no succession of studies in the ideal school curriculum. If education is life, all life has, from the outset, a scientific aspect; an aspect of art and culture and an aspect of communication. It cannot, therefore, be true that the proper studies for one grade are mere reading and writing, and that at a later grade, reading, or literature, or science, may be introduced. The progress is not in the succession of studies but in the development of new attitudes towards, and new interests in, experience.
I believe finally, that education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are one and the same thing.
I believe that to set up any end outside of education, as furnishing its goal and standard, is to deprive the educational process of much of its meaning and tends to make us rely upon false and external stimuli in dealing with the child.
Article Four: The Nature of Method
I believe that the question of method is ultimately reducible to the question of the order of development of the child's powers and interests. The law for presenting and treating material is the law implicit within the child's own nature. Because this is so I believe the following statements are of supreme importance as determining the spirit in which education is carried on:
1. I believe that the active side precedes the passive in the development of the child nature; that expression comes before conscious impression; that the muscular development precedes the sensory; that movements come before conscious sensations; I believe that consciousness is essentially motor or impulsive; that conscious states tend to project themselves in action.
I believe that the neglect of this principle is the cause of a large part of the waste of time and strength in school work. The child is thrown into a passive, receptive or absorbing attitude. The conditions are such that he is not permitted to follow the law of his nature; the result is friction and waste.
I believe that ideas (intellectual and rational processes) also result from action and devolve for the sake of the better control of action. What we term reason is primarily the law of orderly or effective action. To attempt to develop the reasoning powers, the powers of judgment, without reference to the selection and arrangement of means in action, is the fundamental fallacy in our present methods of dealing with this matter. As a result we present the child with arbitrary symbols. Symbols are a necessity in mental development, but they have their place as tools for economizing effort; presented by themselves they are a mass of meaningless and arbitrary ideas imposed from without.
2. I believe that the image is the great instrument of instruction. What a child gets out of any subject presented to him is simply the images which he himself forms with regard to it.
I believe that if nine-tenths of the energy at present directed towards making the child learn certain things, were spent in seeing to it that the child was forming proper images, the work of instruction would be indefinitely facilitated.
I believe that much of the time and attention now given to the preparation and presentation of lessons might be more wisely and profitably expended in training the child's power of imagery and in seeing to it that he was continually forming definite, vivid, and growing images of the various subjects with which he comes in contact in his experience.
3. I believe that interests are the signs and symptoms of growing power. I believe that they represent dawning capacities. Accordingly the constant and careful observation of interests is of the utmost importance for the educator.
I believe that these interests are to be observed as showing the state of development which the child has reached.
I believe that the prophesy the stage upon which he is about to enter.
I believe that only through the continual and sympathetic observation of childhood's interests can the adult enter into the child's life and see what it is ready for, and upon what material it could work most readily and fruitfully.
I believe that these interests are neither to be humored nor repressed. To repress interest is to substitute the adult for the child, and so to weaken intellectual curiosity and alertness, to suppress initiative, and to deaden interest. To humor the interests is to substitute the transient for the permanent. The interest is always the sign of some power below; the important thing is to discover this power. To humor the interest is to fail to penetrate below the surface and its sure result is to substitute caprice and whim for genuine interest.
4. I believe that the emotions are the reflex of actions.
I believe that to endeavor to stimulate or arouse the emotions apart from their corresponding activities, is to introduce an unhealthy and morbid state of mind.
I believe that if we can only secure right habits of action and thought, with reference to the good, the true, and the beautiful, the emotions will for the most part take care of themselves.
I believe that next to deadness and dullness, formalism and routine, our education is threatened with no greater evil than sentimentalism.
I believe that this sentimentalism is the necessary result of the attempt to divorce feeling from action.
Article Five: The School and Social Progress I believe that education is the fundamental method of social progress and reform.
I believe that all reforms which rest simply upon the enactment of law, or the threatening of certain penalties, or upon changes in mechanical or outward arrangements, are transitory and futile.
I believe that education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction.
I believe that this conception has due regard for both the individualistic and socialistic ideals. It is duly individual because it recognizes the formation of a certain character as the only genuine basis of right living. It is socialistic because it recognizes that this right character is not to be formed by merely individual precept, example, or exhortation, but rather by the influence of a certain form of institutional or community life upon the individual, and that the social organism through the school, as its organ, may determine ethical results.
I believe that in the ideal school we have the reconciliation of the individualistic and the institutional ideals.
I believe that the community's duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.
I believe that when society once recognizes the possibilities in this direction, and the obligations which these possibilities impose, it is impossible to conceive of the resources of time, attention, and money which will be put at the disposal of the educator.
I believe it is the business of every one interested in education to insist upon the school as the primary and most effective instrument of social progress and reform in order that society may be awakened to realize what the school stands for, and aroused to the necessity of endowing the educator with sufficient equipment properly to perform his task.
I believe that education thus conceived marks the most perfect and intimate union of science and art conceivable in human experience.
I believe that the art of thus giving shape to human powers and adapting them to social service, is the supreme art; one calling into its service the best of artists; that no insight, sympathy, tact, executive power is too great for such service.
I believe that with the growth of psychological science, giving added insight into individual structure and laws of growth; and with growth of social science, adding to our knowledge of the right organization of individuals, all scientific resources can be utilized for the purposes of education.
I believe that when science and art thus join hands the most commanding motive for human action will be reached; the most genuine springs of human conduct aroused and the best service that human nature is capable of guaranteed.
I believe, finally, that the teacher is engaged, not simply in the training of individuals, but in the formation of the proper social life.
I believe that every teacher should realize the dignity of his calling; that he is a social servant set apart for the maintenance of proper social order and the securing of the right social growth.
I believe that in this way the teacher always is the prophet of the true God and the usherer in of the true kingdom of God.
"I asked Fulton County high school teacher Jordan Kohanim to write a piece about what she wanted for her students this year. Jordan joined forces with fellow Centennial High School English teachers Larken McCord and Cathy Rumfelt to write a powerful letter about their goals for their students and for all students. School resumes in Fulton County on Monday
In this article, Charles Murray explains the need that highly gifted children have for a solid, classical education. Classical education involves more than the pursuit of high knowledge, for as Murray implies, a solid, classical education will involve the study of character and sound...
This interview finds Tracy Lee Simmons discussing the issues of classical education in today’s schools. According to Simmons, classical education - and its emphasis on Greek and Latin - was the schooling norm for many centuries. Simmons believes that classical education provides...
In an interview with George Clowes, Susan Bauer explains the core principles of child education and describes how classical education effectively fulfills those same principles. According to Bauer, current public education...
Education philosopher E.D. Hirsch uses this article to differentiate between the romantic and classical ideas of education. According to Hirsch, the romantic - and eventually progressive - idea of creativity and natural learning gradually usurped the unnatural form of...
In this article, Russell Kirk seeks to describe the components and benefits of a liberal education. According to Kirk, "True education is meant to develop the individual human being, the person, rather than to serve the state." Kirk opines that giving students a...
This essay lays out the tenets of classical education or the "trivium." According to Bauer, the "trivium" revolves around "grammar," "logic," and "rhetoric," and presents an education that draws on effective practices and sources from history. In short, classical...
This article explains the philosophical differences between Aristotle and Plato and then relates these differences to the classical education system. According to Cothran, Aristotle’s philosophies represent one of the crowning features of classical...
This article gives an extensive overview of education - particularly compulsory education - in a variety of western countries through the years. Rothbard seeks to convince his audience that an individualized, parental directed education is much better for a child than the state run, robotic, institutionalized education that is the general norm.
Peter Berkowitz takes a look at what education currently consists of on the university front and determines that many students are not being offered a well-rounded curriculum of knowledge. He describes John Stuart Mill’s ideal "liberal education," which combines classical education elements with more recent, scientific, and advanced subjects.
This article traces the evolution of "formal education" throughout history, particularly in the medieval era. Herbener declares that the education process and market was much more productive in the eras in which parents or private entities were responsible for child education.
Plato’s educational philosophies seem to have encompassed the whole being, for as Kamtekar explains, "Plato describes education as a process in which the natural capacities of the soul—and especially of reason—are awakened and developed."
According to the author, modern education practices fail to train a child’s mind to learn and expand beyond their school years, a fact which Sayers attributes to the academic decline that is currently occurring.
This video clip features the audio version of chapter one from The Abolition of Man. This well-known book describes some of C.S. Lewis' views on education practices and theories. Lewis condemns many of the popular educational theories of his day, most notably the process of grammar instruction via "the little green book."
In the second audio section of The Abolition of Man, Lewis begins to question the educational methods of the twentieth century. According to Lewis, the educators of his day were filling children’s minds with philosophical ideas rather than the factual elements which are commonly believed to be the purpose of education. Lewis thus implies that education in...
The third audio section of The Abolition of Man finds Lewis quoting the ideas of many Jewish, Greek, and other ancient educational philosophers. Lewis opines that education should consist of instilling objective truths in young people, not "propaganda" like Lewis believes the educators of his day were engaged in.
This is the final audio section of chapter one from The Abolition of Man. In this part Lewis concludes that the educational ideas of his day were inhibiting students from true learning and were thus producing "men without chests," a product which Lewis soundly condemned.
"This essay, written sometime during King's junior year at Morehouse, explores the dual function of education. According to King, education must 'discipline the mind' and orient human life around a set of morals. Without this latter component, King warns, education is 'a ship without a compass.'"
"The English nation, for their improvements in the theory of government, has, at least, more merit with the human race than any other among the moderns. The late most beautiful and liberal speculations of many writers, in various parts of Europe, are manifestly derived from English sources. Americans, too, ought for ever to acknowledge their obligations to English writers, or rather have as...
A key foundational work in philosophical writings, Plato’s Republic is considered to be "the first treatise upon education." As the introduction notes, Plato’s educational philosophies are expressed specifically in the second section of the ...
"Whether you agree with his ideas or not, Rousseau was an intellectual force of such magnitude that his ideas still impact our thinking about human nature and the educational process two centuries later. His work Emile compares to Plato's Republic in its remarkable breadth. Not only does the book describe a pedagogical method for training children...
Immanuel Kant’s treatise on education declares that the topic consists of "discipline," "culture," "discretion," and "morality." Kant deals with the physical, mental, and emotional well-being of the child, and gives a variety of practical suggestions on how to...
In Meyer v. Nebraska, the Supreme Court struck down a law that prohibited teaching German or other foreign languages until the ninth grade. The Court reasoned that there was no compelling need in this case to infringe on the rights of parents and teachers to decide the best course of education for students. This court helped to shape the meaning of and rights to...
In this piece Dewey truly does lay out his own "creed" on education, even beginning each paragraph with, "I believe." Using his extensive background in psychology and combining it with his social philosophy, Dewey presents five sections concerning education: 1) What Education Is 2) ...
According to Terrence Moore's introduction to this work, George Turnbull was the only philosopher of the Scottish Enlightenment to write extensively on the issue of education. Moore explains that although Turnbull drew from John Locke’s work on education,...
"God, that made all things good, and blessed them, Gen. i. 28—31, imparted expressly this blessing first to his creatures, capable thereof, that they should increase and multiply in their kind. More especially, God created our first parents, male and female, and blessed them, saying, 'Be fruitful, and multiply, and fill the earth.' This order then set, he hath preserved to this day, and...
John Stuart Mill was a British political philosopher and politician. In this classic essay, he argues that "the only purpose for which power can be rightfully exercised over any member of a civilised community, against his will, is to prevent harm to others.... Over himself, over his own body and mind, the individual is sovereign."
G.K. Chesterton’s essay on education addresses everything from what education is, to what role parents and public schooling should play in education. Chesterton believes that education is continually occurring whether or not a person is in an acceptable educational...
According to Plutarch, the education of children should begin from the point of their conception. This fact suggests that Plutarch viewed education as something more than the mastery of various scholastic subjects; indeed, this piece demonstrates that...
In this piece, Quintilian, a Spanish-born Roman orator, describes what he believes is the ideal course for educating a child. Quintilian encourages early instruction in a variety of areas, including Greek and Latin, as well as good role-models and...
In the eyes of John Locke, the education of a child includes more than books and schooling. Indeed, Locke’s thoughts on education cover the whole physical, mental, spiritual, and emotional being of the...
"The Jeffersonian Cyclopedia is designed to be a complete classified arrangement of the Writings of Thomas Jefferson on Government, Politics, Law, Education, Commerce, Agriculture, Manufactures, Navigation, Finance, Morals, Religious Freedom, and many other topics of permanent human interest. It contains everything of importance that Jefferson wrote on these subjects."
Aristotle, one of the best known Western philosophers, concluded his work on ethics with the statement that he intended to look into "the whole question of the management of a state." The Politics was his effort to do so. He examines the origin and purpose of government, and then discusses Plato's The Republic and other proposed and existing forms of government.
"Children have gone to school in England since Roman times. By the end of the middle ages there were hundreds of schools, supporting a highly literate society. This book traces their history from the Romans to the Renaissance, showing how they developed, what they taught, how they were run, and who attended them. Every kind of school is covered, from reading schools in churches and town...
"This is the most valuable discovery for people looking for philosophically-grounded, classical, yet practicable, approaches to childhood education. Written in the 17th century, Fenelon drew from Aristotlean and other classical sources for timeless truths about the nature of learning and teaching. Here is the wisdom that was lost to the infatuation over...
"Screwtape is an experienced devil. His nephew Wormwood is just beginning his demonic career and has been assigned to secure the damnation of a young man who has just become a Christian. In this humorous exchange, C. S. Lewis delves into moral questions about good v. evil, temptation, repentance, and grace. Through this wonderful tale, the reader emerges with a better knowledge of what it...
At Intellectual Takeout, we think it's about time freedom went viral.
Before our generation is the opportunity to embrace freedom, to unleash each individual's potential, and to have a prosperous future. And yet it seems that almost everyone running our cities, states, and federal government is intent on destroying freedom and burying us in debt to pay for it.
If you, like us, believe that...
While many documentaries on the education system focus on various examples of failure, "Flunked" takes a bit different tack. While certainly acknowledging and exposing the failures of the system, "Flunked" also seeks out individuals and approaches that ARE working in education. The hope is that these points of hope may serve as examples for others working in education.
Here's the trailer:...
In the genre of documentaries revealing the problems with public education, "Kids Aren't Cars" focuses on helping us understand how schools are modeled after a factory system and what we need to do to change them. Understandably, treating kids as if they are a product to be manufactured has had detrimental effects on children going through the system and the overall level of education in America...
"Many parents and taxpayers feel helpless because the problems can seem so monumental. 'Kids Aren't Cars' director Kyle Olson reviews what he learned in the filmmaking process and the small things individuals can do that will add up to make a big difference."
Here's Kyle being interviewed on a few things you can do and share with friends, family, and educators:
Part 1Part 2
Okay, so your friends and family keep telling you to jump
on the social media bandwagon, but you have no idea what the fuzz is about.
Here’s the deal: The Internet gives liberty-loving folk like
us an opportunity we have never had before: to make the case for individual
liberty, limited government and free market economics instantly and globally.
But with the vast amounts of information...
Let's face it, most of us love to watch TV and movies. A wonderful way to spread ideas is to embrace our love of the cinema by hosting a movie night with friends and family.
There are numerous documentaries that do a fantastic job of sharing the ideas of liberty. You can pull a small group of friends together at your house or even consider asking a local restaurant or tavern to let you...
Curiously, not a few individuals are realizing that their education (K-12 and even college) neglected to provide them with as much understanding of the world as they would like. At Intellectual Takeout, we believe that however you feel about your education, there is still much to be learned. To that end, we'd like to refer you to one book and a collection of "study guides" that serve as...
Sure, the idea of homeschooling is likely overwhelming. Indeed, homeschooling is a big commitment and a lot of work. That said, there's a reason why more and more parents are turning to homeschooling as the best option for their child(ren)'s education(s).
Perhaps you are starting to realize that the public school system has changed a lot since you last attended it. Maybe you can't afford private...
Are you concerned your child isn't getting the education necessary to compete in the global economy or even, perhaps, to carry on the lessons and learning of Western Civilization? If so, you have a number of choices. You could, of course, consider changing schools to a charter school, private school, or even homeschooling. If that's overwhelming for you right now, you can always supplement your...
While there are a variety of really good documentaries about the failing public school systems in America, "The Cartel" stands alone in its frontal assault on the teacher unions, particularly those in New Jersey. If you'd like to get an inside look into how some teacher unions operate and the effects they have on education, you'll want to watch "The Cartel."From the movie's website: "This movie...
Another movie that tells the story of the failing public school model in the United States is “The Lottery”. It takes its own unique look at the systems by focusing on the use of lotteries to choose which children will be plucked from failing public schools and put into more successful public charter schools.
Here’s the trailer:
You can watch the whole movie right now with the help of Hulu...
Looking for an internship? If so, Intellectual Takeout has an opportunity for you.
We have plenty of work to do as well as ideas to spread, and we need your help to get it done.
If you're interested in an internship with Intellectual Takeout, you likely share our passion and you're excited about the possibility of working for a great cause. That said, you might have a few questions about what "...
How often do you hear conservatives being called a bunch of knuckle-dragging Neanderthals?
Here's the reality: Conservatism, classical liberalism, and libertarianism have a rich, intellectual heritage reaching back many millennia. Our ideas are not just some historical relics from bygone eras; they are the very foundation of Western Civilization in general, amd the United States in particular....
Sadly (or happily for some), life goes on after college. So does the fight for freedom.
Building friendships, networking, and growing the movement is critical after college. If our ideas are to be preserved and promoted, you need to stay involved. Plus, in a time when the individual seems to be ever more isolated and adrift, these groups can help plug you into social networks you can use....
Okay, so we don't expect you to drive a wooden stake into your flat screen. Plus, we're total hypocrites since we watch some TV. But here's the point: People waste a ton of time watching TV. If you're cool with government taking over your future, than keep watching Dancing with the Stars. If you consider yourself to be a free man or woman and want to live in a free society, then watch what you...
A great way to make a difference on your campus by spreading the ideas of individual rights, limited government, and free markets is to tutor. Plus, you can occasionally make a little bit of money.
Depending on the subject matter, you will be discussing a variety of ideas, key thinkers, and theories. As anyone who has tutored knows, there are almost always opportunities to expand upon a topic....
The Association of American Educators (AAE) advances the teaching profession through personal growth, professional development, teacher advocacy and protection, as well as promoting excellence in education so that our members receive the respect, recognition and reward they deserve.
Now that you're at college and the initial excitement has worn off, maybe you're thinking that the course selection is a bit biased and you'd like some options.
So how do you (the consumer) get the college (the business) to change up its offerings? It certainly won't be easy. Nevertheless it's something that should be done--particularly since you're footing the bill.
A good, education in a free...
Whatever activism you choose to do on campus, you need to get your story out. A popular tactic used by the Left is to isolate and intimidate freedom-loving students. You're not alone and there are a lot of people in your city, state, and country that can probably support your efforts. They just need to know what is happening.
Whenever you can, record in-class bias, discrimination against...
The reality is that most students (and people for that matter) won't speak out. It's called human nature and it was recognized in the Declaration of Independence: "...all experience hath shewn that mankind are more disposed to suffer,
while evils are sufferable than to right themselves by abolishing the
forms to which they are accustomed."
While you might feel alone when debating a teacher,...
you're not happy with the direction of the country and you want to take
back your future, at some point you will have to do something. It's not
enough to just know that we're going in the wrong direction. You
actually have to step out and get involved.
Most college campuses have conservative and libertarian student
groups. Find one of them to join.
Below is a list of some of the larger non-...
When it comes to campus life injustices, student fees rank high on any list. On most campuses across the country a mandatory student fee is assessed to each student at the beginning of the year. A portion of this fee, which may be several hundred dollars, will go toward funding various political, religious, and interest groups.
A college requiring you to support groups espousing ideas which...
In the land of the free and the home of the brave, speech codes are a particularly odious example of politically correct repression on many a college campus. In some ways, college campuses are the least free places for thinking and speech in America.
Your best friend for fighting your school's repressive speech codes is the Foundation for Individual Rights in Education (FIRE). Here's a short clip...
Running for office isn't easy, even in college. Not everyone is cut
out for it, either. For those of you who are, this completely non-partisan section is for you.
If you are inclined to pursue student government,
we're not going to spend time on telling you how to get elected. A good
place to go for ideas and training is CampusReform.org. Rather, we want to help you in office, as a believer in...
We've built Intellectual Takeout to provide you with quick, easy access to information. In time, we hope to become your one-stop-shop for the ideas of freedom.
If your professor allows you to bring your laptop to class (if not, you can use an iPhone), we recommend keeping a tab open to Intellectual Takeout.
As we continue to generate new content on the site, you will be able to fact check the...