Classical music presents itself as anomalous in a world dense with stories. Much of classical music, including symphonies like those of Mahler’s, cannot be well or fully described in narrative form, for the simple fact that there is no language involved.
Stanford students, alongside their colleagues at peer institutions, have too readily surrendered ownership over forging our lives in the mold of excellence, whatever that may mean for each individual.
“STANFORD THREATENS LIMITS ON NUMBER OF CS MAJORS,” the sensationalist all-campus email newsletter The Fountain Hopper (better known as The FoHo) alerted readers in fall 2016, during my freshman year. There wasn’t a lot of substantiating evidence beyond the fear mongering title, and the information was later revealed to be false. Nevertheless, a panic ensued in my freshman dorm, although most of my friends were a ways away from even thinking about declaring.
Two weeks ago, the newly appointed faculty advisors of Cardinal Conversations sent a campus-wide email inviting students to provide feedback on a proposal to “reboot” last year’s inaugural speaker series. Cardinal Conversations generated considerable backlash last year, inciting protests against the invitation of Charles Murray and more general critiques of the stupefying lack of diversity…
Whether you saw it first broadcasted on our mailing lists by concerned citizens, read it in the FoHo or heard it from friends over dinner, virtually everyone on campus knows the statistic: Fewer than 1 in 5 eligible Stanford students voted in the last midterm election. Stanford’s voting habits are uniquely bad: We vote at…
Judging the intellectual value and rigor of courses of study through a blood, sweat and tears quantification leads to a learning environment in which grades are placed at the center of the educational mission.
Blogger Mike Gene suggests that intellectual honesty involves publicly acknowledging when we are wrong, demonstrating a commitment to critical thinking, and questioning our own assumptions and biases. This approach to education needs to be adopted inside the classroom and out.
How do we reconcile the difficult problem of being attracted to what should be reviled?