Interviews
Are Universities Public Goods?
Jennifer Frey - Kavin Rowe
Elite universities are asked to justify whether they still serve as a public good. Frey and Rowe argue that education should form people intellectually and civically, teaching them to engage across differences with respect and civility. Elite schools do provide clear public goods by producing competent professionals like doctors and lawyers. But they often fail to cultivate humility or help graduates stay connected to the broader public outside elite circles. With public trust in higher education down to about 30%, the speaker says universities must take a hard look at their structures and practices and be willing to reform where they’re falling short.
Are Universities Public Goods?
Suzanne Shanahan - Evan Mandery
Shanahan and Mandrey reflect on the university’s sense of purpose, and the differences between public colleges and private universities as engines of social mobility (or not). They also discuss the role of universities to cultivate social responsibility and commitments to our shared human flourishing.
What is the Classroom?
Sara Hendren - Chad Wellmon
This conversation between Hendren and Wellmon reflects on what makes a classroom a unique, temporary community with its own shared language. Teaching isn’t just the dynamic between teacher and student; it’s a triad built around a shared object like a text or idea. That third element breaks down standard authority barriers and allows more authentic connection.
What Happened to Curiosity?
David French
Universities often fuel rising intolerance by encouraging students to double down on inherited convictions instead of cultivating curiosity. Though broader culture plays a role in this divide, campuses frequently deepen division. French argues most Americans are closer in views than they realize, and encourages curiosity as a way to combat wide ideological and emotional rifts driven by those who assert certainty and animosity.
What are the Conditions for Disagreement?
Roosevelt Montás
Students today hesitate to disagree publicly, which stifles real conversation and growth. Teachers now must model debate and build trust so students feel safe being vulnerable. Montás discusses how liberal education helps students examine inherited and untested opinions, while understanding the values and assumptions behind their judgments.
What about K-12 Education?
Mary-Rose Papandrea
Universities shouldn’t pretend students arrive as blank slates; real intellectual and character formation starts long before college, which is why higher ed should work closely with K–12 to prepare students for deeper thinking and leadership. Papandrea argues that colleges, especially elite ones, must clearly teach students to engage across differences, and praises law schools as a model because they center on structured disagreement. Her biggest worry is about students silencing each other, and she urges schools to use moments of conflict to reinforce free speech and open dialogue.
What is the Role of Law Schools?
John Inazu - Adrienne Davis
Inazu and Davis engage in a discussion about a law school’s unique role as both professional training grounds and civic shapers. They emphasize teaching habits of mind that prepare future lawyers to influence policy and uphold democracy, even when views differ. They question whether individual effort is enough or if a shared institutional vision is needed.
What is the Role of Contemplation?
David Decosimo - Abram Van Engen
This conversation explores what universities uniquely contribute to society, arguing that their core purpose is to cultivate contemplation, truth-seeking, and shared intellectual wonder. Decosimo and Van Engen discuss how modern pressures—especially financial strain and prestige-driven culture—undermine the time and community needed for genuine learning. They close by urging higher education to reclaim common values that different people can rally around without losing a clear sense of purpose.