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or, The City as Educator

Emilia  •  Jacqueline
Sophie  •   Jack
Emilia Editors

A   1   •   An idea germinates   •   Study
  2   •   Why John rejected Dad's plan, and what Sophie thinks about his reasons   •   Study
  3   •   Emilia and Ian lament the passing of pedagogical innocence   •   Study
  4   •   John's concerns about Emilia's possibly going to city. not to college   •   Study
  5   •   Sophie asserts a different tone   •   Study
  6   •   Emilia discovers her dad's old books, to his chagrin   •   Study
  7   •   John & Sophie discuss instrumental reason   •   Study
  8   •   More on Emilia's attic discoveries   •   Study
  8a   •     "The Two P's, Polio and Paris"   •   Study
  9   •   John studies college view books and reflects on the self   •   Study
 10   •   Emilia asks about the Crito and puzzles about the law   •   Study
 11   •   On the ballet — Rose and Emilia muse on the lessons of life   •   Study
 11a   •     "Serious Steps"   •   Study
 12   •   Sophie and John discuss the second birth   •   Study
 13   •   Emilia grasps a different view of justice   •   Study
 14   •   Sophie and Jacqueline discover shared interests   •   Study
 15   •   John returns to changes, unexpected duties, and new possibilities   •   Study
 16   •   SATs   •   Study
 17   •   Rob prepares a tome and a talk for Toronto   •   Study

P   1   •   What should happen this summer in Emilia?   •   Study
  2   •   Should Emilia quit tennis to pursue a course of summer reading?   •   Study
  3   •   Should Sophie quit The Village Green to start a website with Jacqueline?   •   Study
  4   •   How will John react to the interests Emilia has formed during his absence?   •   Study
  5   •   What should Rob say in Toronto about "disclosing the commons"?   •   Study
  6   •   Who is Peter and how does Emilia become interested in him?   •   Study
  7   •   Will Emilia decide to quit school before her senior year, or will she stay and apply to college?   •   Study
B   •   Engaging the question   •   Study
  1   •   Ian and Emilia assess the SAT as educator   •   Study

—— Coming Attractions ——
— For 2009-2010 —
  •   Rob expounds the future of education
  •   Ian and Emilia critique the educational effects of the SATs
  •   Emilia notices the AAUP and wants to start an AUPP
  •   Sophie, John, and others critique the culture, the college, and the city
  •   Emilia contemplates a Socrates for the 21st century
  •   And much, much more as Emilia decides to go to city
— For 2010-2011 and beyond —
  •   Emilia goes to city, pursuing her education there

W   •   Premises of the Emilia Project   •   Study
  1   •   Who's who in Emilia's world   •   Study
  2   •   What's what in Emilia's world   •   Study
  3   •   Emilia is a Bildungsroman, a novel of education   •   Study
  4   •   Emilia's socioeconomics   •   Study
  5   •   Emilia and gendered pedagogy   •   Study
  6   •   Emilia, a conceptual construct   •   Study
  7   •   Emilia does not conflate education and schooling   •   Study
  8   •   Emilia stands for the possible, not the typical   •   Study
  9   •   Emilia seeks to extend the intellectual tradition   •   Study
  10   •   Emilia engages the full academic apparatus   •   Study
  11   •   Emilia & virtual real time   •   Study
  12   •   Emilia, an experiment in peer production   •   Study
  H   •   Emilia's help page   •   Study
  R   •   NYC Resources for going to city   •   Study
C   •   OK, but how?   •   Study
D   •   Questions & inquiries   •   Study
E   •   Year 1 — 2010-2011   •   Study
F   •   Year 2 — 2011-2012   •   Study
G   •   Year 3 — 2012-2013   •   Study
H   •   Year 4 — 2013-2014   •   Study

  •  help  •  premises  •  
  •  who's who  •  the plot  •  

or, The City as Educator

A: 17 — Rob prepares a tome and a talk for Toronto

Annotations, Inserts, & Links

. . . people are aware that things can fall apart . . .
From William Butler Yeats's poem, "The Second Coming" (1921), through Chinua Achebe's great novel, Things Fall Apart (1958), on through the present, there is everywhere a deep anxiety, sometimes latent and sometimes blatant, that the historical fabric cannot hold under the stresses incurred as the sociocultural distances between people implode, making their circumstances seem unpredictable, threatening, and unmanageable.  This angst is at once notorious, yet hard to overcome, a continual threat to the further fulfillment of human possibilities.

and taxed themselves heavily in shared efforts
Recall Emilia's report about tax rates through the 1940s and 1950s.  Surely no one likes paying taxes, especially at these rates.  But then, unless one is really grooving on conspicuous consumption, no one likes paying $16,000 for a Rolex or $50,000 for a entry-level Porsche.  We need to go back to a wider range of tax brackets, much higher at the top.  Then the IRS can start issuing lapel buttons with the American Flag and the recipient's marginal tax bracket on it — that could become a powerful status symbol of conspicuous contribution in the common interest.

. . . a neutral "part of the conventional rhetoric used by political philistines and technicians."
Max Weber, "The Profession and Vocation of Politics," Weber: Political Writings, Peter Lassman and Ronald Speirs, eds., (New York: Cambridge University Press, 1994) pp. 365.

. . . an idea that began to take form in more advantaged European cities in the second half of the nineteenth century . . .
Lionel Gossman, Basel in the Age of Burckhardt: A Study in Unseasonable Ideas (Chicago: The University of Chicago Press, 2002), gives a good picture of these nineteenth-century developments, which the young Friedrich Nietzsche found engaging.

. . . a lifelong learner, a variant on the consumer in the marketplace . . .
Here is a definition of this sort.

. . . how irrational instrumental reason could become . . .
See Max Horkheimer & Theodor Adorno, The Dialectic of Enlightenment: Philosophical Fragments, Edmund Jephcott, trans., (Stanford: Stanford University Press, 2007) and Max Horkheimer, Critique of Instumental Reason, Matthew J. O'Connell and others, trans., (New York: The Seabury Press, 1974).

. . . imagine kids going to and from home and school with a textbook suitable for use in all subjects for all grades.
Even without the comprehensive textbook good for all grades and subjects, one health commentator suggests she will purchase two sets of texts for her daughter, one for school and one for home, as a wheeled backpack won't go it daughter's school locker. Tara Parker-Pope, [Weighing School Backpacks], New York Times, July 21, 2009 (Retrieved July 29, 2009).

. . . souped-up medieval reading wheels . . .

. . . the long tail . . .
See The Long Tail: Why the Future of Business Is Selling Less of More by Chris Anderson (New York: Hyperion, 2009) and his article on the topic in Wired (12:10, October 2004).

Rousseau is roused, cheering him on.
Both John and Rob believe that Rousseau's distinction between amour propre and amour de soi is findamental to sound education. A pedagogy that aggravates amour propre, pride or resentment arising in the course of comparing oneself to others, was for Rousseau fundamentally miseducative. Habitually comparing the external condition or characteristics of oneself to those of others causes amour propre and over time it leads to the unnatural malformation of a person's character. Amour de soi was a spontaneous, self-contained expression of potentialities and a sound education needed to preserve and encourage the developed expression of a person's amour de soi. John has mentioned the importance of Rousseau's idea of amour de soi in his March 17th email to Sophie.

. . . an era of enclosure is giving way . . . through an accelerating spread of discernible exemplars. . . .
"As Americans we’ve lost the sort of civic engagement, the participation in making the world what we want and what we think it should be. . . .  That, as a mission and as a product ethos, resonated with me."  John Lilly, CEO of Mozilla, the open source organization developing the Firefox browser and Thunderbird email program, quoted by Miguel Helft, "For Mozilla and Google, Group Hugs Get Tricky," New York Times, Sunday, July 26, 2009, (Retrieved July 26, 2009)

An economy is not a bounded area, but an incredibly complicated network of reciprocal interactions.
One still sees an important tension between economies as attributes of national areas and the global economy and a networked commons in which all participate (although to say the least, some are more equal than others in this particular commons).  See for instance Floyd Norris, "High & Low Finance — A Retreat from Global Banking," New York Times, July 23, 2009.

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