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However, in presenting his own suggested volumes for kids to read adulthood, he includes Aristotle’s “Ethics,” Plato’s “Crito,” Augustine’s “Confessions,” Jean-Jacques Rousseau’s “Emile” and so on. Feeding a starving man chocolate cake will not turn out well. Similarly, setting the bar at this level does not help lure young people into the world of ideas; rather, it intimidates them and increases the chances that they’ll read not much of anything.Any of you with teens or preteens think your kids would make it through that sort of syllabus? In this regard, we’d be intrigued by some ways that we might meet children and adults where they are — with popular culture, for example.Encouraging home-schooling and experimentation with nontraditional schooling models sounds intriguing.It’s hard to argue with experimentation and development of diverse teaching methods that can customize learning for each student.After that, perhaps they can move on to more challenging material.Sasse deserves credit for identifying some big and important cultural changes and returning the focus to citizens themselves.After all, “governing elites” wouldn’t be there doing damage to our democratic heritage if voters did not put them there.“The fault, dear Brutus, is not in our stars, but in ourselves …

It seems they — not their kids or grandkids — pose the greatest problem to our democracy for the foreseeable future.

Sadly, the United States today suffers from widespread collective amnesia.” Well-put, but then why object to Common Core (which initially was created by states) and efforts to demand high, uniform standards?

The tension between these two ideals needs further examination.

Well, that sounds like an argument for something like Common Core that sets out some agreed-upon markers for what kids should know at what grade level.

How do we reconcile the push for parental or local control with a need for a shared intellectual heritage?

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