Questions Worth Asking - Sarah Ruden

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Here's some of what I want to know. Why should we hugely compress the range of historical time from which we cause students to read, and also the array of permitted thematic questions? (In many schools, you're now not only kept to race, gender, and class, but you're punished if you say anything ABOUT race, gender, or class that quite a tiny elite wouldn't also say.) And why at the same time do we tell students that, anyway, it's all about their expressing their own concerns, when they don't yet know what an intellectual concern is? Isn't that going to produce little more than a confused boredom and a little skill at parroting?

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