Glenn Loury

And there should be an effort to stand up a school within the university of general education whose purposes would be more liberal. affirming of the Western cultural inheritance, and that while the school would be an independent entity that has had its own faculty and whatnot, the undergraduates would be required to take some courses in the school as a part of what a Harvard education would mean.

So that's a kind of a concession to the critics of the drift left of the curriculum and faculty. and that the administration would back off of its peremptory gangster-type tactics of trying to gut the whole enterprise. And, you know, I think that's worth thinking about. What happens to the university?

So that's a kind of a concession to the critics of the drift left of the curriculum and faculty. and that the administration would back off of its peremptory gangster-type tactics of trying to gut the whole enterprise. And, you know, I think that's worth thinking about. What happens to the university?

So that's a kind of a concession to the critics of the drift left of the curriculum and faculty. and that the administration would back off of its peremptory gangster-type tactics of trying to gut the whole enterprise. And, you know, I think that's worth thinking about. What happens to the university?

Well, I've said recently in a public statement that I think, you know, if you ask what's going on in the university outside of the politicized discourses, what's going on in the sciences and so on, What's going on in the social sciences at the very best places in terms of the state of economics as a discipline, for example, psychology as a discipline, for example.

Well, I've said recently in a public statement that I think, you know, if you ask what's going on in the university outside of the politicized discourses, what's going on in the sciences and so on, What's going on in the social sciences at the very best places in terms of the state of economics as a discipline, for example, psychology as a discipline, for example.

Well, I've said recently in a public statement that I think, you know, if you ask what's going on in the university outside of the politicized discourses, what's going on in the sciences and so on, What's going on in the social sciences at the very best places in terms of the state of economics as a discipline, for example, psychology as a discipline, for example.

What's going on in the humanities where people are writing important books, where they're discovering new things about history, where they are examining in a critical way. Culture, not all of it is from the left. The US universities are sources of excellence and of exquisite human achievement. we have the best institutions in the world.

What's going on in the humanities where people are writing important books, where they're discovering new things about history, where they are examining in a critical way. Culture, not all of it is from the left. The US universities are sources of excellence and of exquisite human achievement. we have the best institutions in the world.

What's going on in the humanities where people are writing important books, where they're discovering new things about history, where they are examining in a critical way. Culture, not all of it is from the left. The US universities are sources of excellence and of exquisite human achievement. we have the best institutions in the world.

And that's a tremendous boon, both in terms of the straight-up people want to come here and study, but also in terms of the spillover benefits, and not only in the sciences and engineering and the patents, but also in the quality of the American cultural footprint in global affairs.

And that's a tremendous boon, both in terms of the straight-up people want to come here and study, but also in terms of the spillover benefits, and not only in the sciences and engineering and the patents, but also in the quality of the American cultural footprint in global affairs.

And that's a tremendous boon, both in terms of the straight-up people want to come here and study, but also in terms of the spillover benefits, and not only in the sciences and engineering and the patents, but also in the quality of the American cultural footprint in global affairs.

We don't want to squander that over a politicized campaign to stamp out wokeness inspired by the fact that people don't like anti-IDF demonstrations emanating from the student body. That's the tail wagging the dog here. Take the long view. We want to cultivate these excellent centers of human intellectual achievement. And I think that's the position I try to defend.

We don't want to squander that over a politicized campaign to stamp out wokeness inspired by the fact that people don't like anti-IDF demonstrations emanating from the student body. That's the tail wagging the dog here. Take the long view. We want to cultivate these excellent centers of human intellectual achievement. And I think that's the position I try to defend.

We don't want to squander that over a politicized campaign to stamp out wokeness inspired by the fact that people don't like anti-IDF demonstrations emanating from the student body. That's the tail wagging the dog here. Take the long view. We want to cultivate these excellent centers of human intellectual achievement. And I think that's the position I try to defend.

Well, I'm a teacher who taught his last class at Brown University after nearly 50 years of college teaching. In that last class, I engaged my students in open-ended conversation. We talked about ideas, and I reminisced about what we had done over the course of the semester. The course was on race and inequality, and we'd read widely.

Well, I'm a teacher who taught his last class at Brown University after nearly 50 years of college teaching. In that last class, I engaged my students in open-ended conversation. We talked about ideas, and I reminisced about what we had done over the course of the semester. The course was on race and inequality, and we'd read widely.

Well, I'm a teacher who taught his last class at Brown University after nearly 50 years of college teaching. In that last class, I engaged my students in open-ended conversation. We talked about ideas, and I reminisced about what we had done over the course of the semester. The course was on race and inequality, and we'd read widely.

I got a letter from one of my students recently appreciating me and hoping that my post-teaching endeavors would flourish and saying that I had changed his life.