What is education all about? In my view, the purpose of education is to pass on to the next generation the knowledge, wisdom, and moral values of the present generation. Knowledge includes history, geography, science, economics, mathematics, etc. Wisdom entails reading the Bible, which is the Judeo-Christian source of what is wise and truthful. Moral values are based on belief in God and His Ten Commandments. Practically none of this is taught in the atheist public schools.
So it is left to Christian homeschoolers and private schools to carry forth our Judeo-Christian civilization.
Learning how to restore our constitutional Republic should be the central object of any homeschool curriculum.
In the years since his return to Russia in 1994 and especially since his death in 2008, the literary legacy of Aleksandr Solzhenitsyn has been an uncertain thing — at least in the English-speaking world. On the one hand, the work which he considered to be his magnum opus, the Red Wheel series of historical works chronicling the history of the Bolshevik revolution, has apparently ground to a halt: only the first two "knots" have been published in an English edition, and it seems unlikely at present that the rest of the work will be so published for the foreseeable future. However, established works such as the Gulag Archipelago, One Day in the Life of Ivan Denisovich, and The First Circle have continued to draw interest, and even new, improved translations.
The most recent addition to Solzhenitsyn’s English literary legacy is a collection of experimental short stories entitled Apricot Jam and Other Stories. The volume has been met with mixed reviews — an unsurprising development, given the experimental character of the stories in question. Some readers may come to a new collection of stories by a Nobel-Prize-winning author imagining that they knew in advance what they would find, only to discover that even in his later years, that author had not given up his willingness to experiment with new forms.
Students should be taught to confront the main problems that plague the country in the 21st-century: historical ignorance, religious ignorance, and a lack of thinking skills.
President Obama’s June 15 decree freeing at least 800,000 young illegal immigrants from possible deportation should be debated far more on executive overreach than on problems resulting from years of poor policing of the nation’s borders. The fact that Obama did by executive order what Congress refused to legislate should raise a fundamental question: Where does a President derive power to make law?
Many people may have voted for Barack Obama in 2008 because of his charisma. But anyone familiar with the disastrous track record of charismatic political leaders around the world in the 20th century should have run for the hills when they encountered a politician with charisma.
Many unthinkingly subscribe to the notion that polling-place quantity means political quality at election time. But low turnout isn’t to be lamented; it’s to be applauded. After all, if someone doesn’t have the get-up-and-go to get out and vote without being prodded, it’s a given that he doesn’t possess the greater initiative necessary to inform himself on the issues. In this case, he shouldn’t be voting in the first place.
Thus should we never encourage the apathetic to cast ballots, for disinterest correlates with incompetence.
With the help of 14 writers and seven contributors and researchers, Glenn Beck has burst forth with another book that expresses his unique style: fulminating, ranting, exploding, rollicking, sardonic, eclectic, and intemperate. Beck and friends have written 11 best sellers and seven of them have reached the #1 position on the New York Times best seller list. Cowards will no doubt be number eight.
President Obama's latest political ploy — granting new "rights" out of thin air, by Executive Order, to illegal immigrants who claim that they were brought into the country when they were children — is all too typical of his short-run approach to the country's long-run problems.
A lot of ink has been spilled in the past several days over Sunday's 40th anniversary of the famous break-in at the Democratic Party headquarters at the Watergate office complex in Washington, D.C. For nearly a year the major media appeared to accept then-Attorney General and future prison inmate John Mitchell's description of the event as a "third-rate burglary" by some pro-Nixon knight-errants in a vain effort to get some "dirt" on the opposition. Little more was heard of the break-in for the rest of 1972, and it surely did no harm to Nixon's political fortunes as the President that November carried 49 states, 10 years to the day after losing an election for Governor in California and his announcement to reporters that they would not "have Nixon to kick around anymore." It was the completion of one of the greatest comebacks in American political history.
In a very real sense, however, the Watergate scandal that drove Richard Nixon from the White House, did not start — or end — with Nixon.
The question is, should the computer be used to replace the teacher in educating students, or should the student merely learn how to use a computer? Has the computer become merely another edu-fad that neither teachers nor students know quite what to do with? Many believe that, with or without computers, the teacher is still the most important person in the classroom.