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It remains unclear whether Benedict was deliberately trying to raise the temperature. Many analysts, especially in Rome, think he knew exactly what he was saying and regard the Islamic section of the 35-min. speech as a brave and eloquent warning of Islam's inherent violence and of a faithless...

Author: /time Magazine | Title: The Passion of the Pope | 11/19/2006 | See Source »

Second, students should take a class on evidence and statistical inference. This could either be pure statistics or empirical tools taught through the lens of a particular topic. Decent citizenship of the world is incompatible with statistical ignorance. A Harvard education must train people to separate compelling evidence from froth...

Author: By Edward L. Glaeser | Title: Methodology Matters | 11/14/2006 | See Source »

Why is the Task Force on General Education afraid of teaching religion? True, their report did recommend a reason and faith requirement, but the committee has clearly shied away from teaching religious principles and has treated the study of religion itself with contempt. Religion is not the focus of the...

Author: By Adam A Solomon and Christopher J Sullivan | Title: Religion for Religion’s Sake | 10/30/2006 | See Source »

The committee’s implication is clear—religion may be useful as a lens through which we can better see our society, but it has less intrinsic value as a field of study than, say, science, history, or literature. Otherwise, why wouldn’t the general...

Author: By Adam A Solomon and Christopher J Sullivan | Title: Religion for Religion’s Sake | 10/30/2006 | See Source »

Under the new proposal from the Task Force on General Education, English 10, “Major British Writers,” will not count for general education credit. Neither, for that matter, will Literature and Arts A-22, “Poems, Poets, Poetry.” And Literature...

Author: By The Crimson Staff | Title: Wherefore Art Thou, Art? | 10/24/2006 | See Source »

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