Jennifer Burns

Yeah. Yeah. I mean, correspondence is really, really helpful. Drafts, correspondence. And, you know, someone this famous, they have oral histories, other people write about them. So you're reading all these different things and kind of triangulating and trying to sort of put them together and then think about... how do I present this in a compelling story and what do I need to explain?

And then also for me, what was really helpful was, is that because I teach and I am explaining the kind of broad sweep of 20th century history. So, you know, I know that Rand's involved in a labor action at Warner Brothers, but through my teaching, I realized, oh yes, this is a moment of labor strikes across the country.

And then also for me, what was really helpful was, is that because I teach and I am explaining the kind of broad sweep of 20th century history. So, you know, I know that Rand's involved in a labor action at Warner Brothers, but through my teaching, I realized, oh yes, this is a moment of labor strikes across the country.

And then also for me, what was really helpful was, is that because I teach and I am explaining the kind of broad sweep of 20th century history. So, you know, I know that Rand's involved in a labor action at Warner Brothers, but through my teaching, I realized, oh yes, this is a moment of labor strikes across the country.

And so then that really changes the origin story of Atlas Shrugged because she's looking at labor actions. And she originally is thinking of the book as being called The Strike. So she's really responding in real time and being inspired by what's happening, you know, in the mid-1940s in the United States. So then I can kind of take that and run with that and figure out where to go.

And so then that really changes the origin story of Atlas Shrugged because she's looking at labor actions. And she originally is thinking of the book as being called The Strike. So she's really responding in real time and being inspired by what's happening, you know, in the mid-1940s in the United States. So then I can kind of take that and run with that and figure out where to go.

And so then that really changes the origin story of Atlas Shrugged because she's looking at labor actions. And she originally is thinking of the book as being called The Strike. So she's really responding in real time and being inspired by what's happening, you know, in the mid-1940s in the United States. So then I can kind of take that and run with that and figure out where to go.

Yeah, I mean, it's great. It's really inspiring. The ways the old school kind of dominating way in which Friedman taught would not fly in today's university wouldn't be permitted. And also the students wouldn't respond to it, you know. So I try to share my enthusiasm. I think that's like almost the number one thing I bring is my enthusiasm. Like, look how neat and interesting these ideas are.

Yeah, I mean, it's great. It's really inspiring. The ways the old school kind of dominating way in which Friedman taught would not fly in today's university wouldn't be permitted. And also the students wouldn't respond to it, you know. So I try to share my enthusiasm. I think that's like almost the number one thing I bring is my enthusiasm. Like, look how neat and interesting these ideas are.

Yeah, I mean, it's great. It's really inspiring. The ways the old school kind of dominating way in which Friedman taught would not fly in today's university wouldn't be permitted. And also the students wouldn't respond to it, you know. So I try to share my enthusiasm. I think that's like almost the number one thing I bring is my enthusiasm. Like, look how neat and interesting these ideas are.

I try to keep my own views out pretty much. I try to give the fairest possible rendition I can of each thinker. If I find someone really disturbing, I might sidebar at the end of the lecture and say this kind of – I find this unsettling and this tells me something about myself. But most of the time – I'm bringing people into the, like the biography of a great thinker, the context of them.

I try to keep my own views out pretty much. I try to give the fairest possible rendition I can of each thinker. If I find someone really disturbing, I might sidebar at the end of the lecture and say this kind of – I find this unsettling and this tells me something about myself. But most of the time – I'm bringing people into the, like the biography of a great thinker, the context of them.

I try to keep my own views out pretty much. I try to give the fairest possible rendition I can of each thinker. If I find someone really disturbing, I might sidebar at the end of the lecture and say this kind of – I find this unsettling and this tells me something about myself. But most of the time – I'm bringing people into the, like the biography of a great thinker, the context of them.

And then we, in the lecture, we'll literally read the work together and we'll talk about it. And I'll ask the students, what are you finding here? What's jumping out at you? Kind of breaking down, the language and really teaching them how to do deep reading. So I feel like that is my contribution right now. We're having trouble reading collectively.

And then we, in the lecture, we'll literally read the work together and we'll talk about it. And I'll ask the students, what are you finding here? What's jumping out at you? Kind of breaking down, the language and really teaching them how to do deep reading. So I feel like that is my contribution right now. We're having trouble reading collectively.

And then we, in the lecture, we'll literally read the work together and we'll talk about it. And I'll ask the students, what are you finding here? What's jumping out at you? Kind of breaking down, the language and really teaching them how to do deep reading. So I feel like that is my contribution right now. We're having trouble reading collectively.

We're having trouble paying attention collectively. And I'm trying to cultivate their skills to doing that and showing them how I do it and also modeling like this is how I would read a text. This is what jumps out to me when I look at you know, Thomas Kuhn or something like this. And just show them that studying a history of ideas is really fun. I feel incredibly privileged to do it, you know?

We're having trouble paying attention collectively. And I'm trying to cultivate their skills to doing that and showing them how I do it and also modeling like this is how I would read a text. This is what jumps out to me when I look at you know, Thomas Kuhn or something like this. And just show them that studying a history of ideas is really fun. I feel incredibly privileged to do it, you know?

We're having trouble paying attention collectively. And I'm trying to cultivate their skills to doing that and showing them how I do it and also modeling like this is how I would read a text. This is what jumps out to me when I look at you know, Thomas Kuhn or something like this. And just show them that studying a history of ideas is really fun. I feel incredibly privileged to do it, you know?

And the other thing is, I think this is the time for students in college figuring out who they are. Their minds are developing and growing. They can really handle complicated, hard ideas. They don't always have the context behind them. So I need to give them the hard ideas and then show them this is kind of the context of what's happening in the world. But really, I'm just...