Tag: education

A Missive from India

By Aparajita Sengupta

Response to “The Progressive Urban Consumption Complex” by Danny Mayer

Since last year, our family of three has been living in a village, growing most of our own food on two acres of land using natural farming methods. We have no full-time employees, no external funding from anywhere, and our business plan, if we must call it so, is to lower our spending, sell our excess locally, host volunteers and share the little we know. I guess people see us as the new generation of back-to-landers in India, typically upper-middle class, upper-caste professionals who got fed up with their high-paying corporate jobs, and decided to come back to the land with their savings from said corporate jobs.


By Andrew Battista

Response to “The Beauty of Education

I’m so happy that Beth’s essay, “The Beauty of Education,” is the inaugural post on The Whole Horse Project, and I’m fortunate that I’ve had the chance to think about it, off and on, for the past month. She made me work hard to connect several things—beauty, education, expertism, satiety, and the physical body—I don’t always associate. I hope the subsequent essays on this site operate similarly.

Beth’s essay stirs me to think about my own life in education. How much education is enough, and is the idea of being a “lifelong learner” bad dogma? What does it mean to become an expert in something? And, what does it mean to experience the world? This last question has always flummoxed me.

Editorial Responses

By Beth Connors-Manke

February Featured Essay

Recently, advertising copy came across my desk that gave me pause. It wasn’t a “hmmm…” pause, the kind that signals interest in a fresh or complex issue. Rather, it was a “what?!?” pause. A “whose Kool-Aid have we been drinking?” pause. The copy read something like this: “Announcing our new undergraduate major in XYZ! Upon graduation, our majors will be experts in XYZ.”

My alarm was born of an issue of fact and an issue of philosophy. First, the issue of fact: college graduates are not experts in anything. Those who have had a liberal arts education are, one hopes, well-rounded, which is pretty much the opposite of being an expert. Those who have majored in pre-professional tracks are simply at the beginning stage of understanding in their fields. A few years of education in an academic discipline or professional field is, quite simply, just an education in that discipline or field. Teachers know this; employers know this. Only the “consumer” believes the expert ploy—which leads to the second, philosophical issue: what is education for? by what means does it provide the most value? to whom? for whom? why?


Beth Connors-Manke