The attraction to this topic is gravitational, like a dying sun, and while my better judgement ushers me toward a reasonable bedtime, I cannot resist this Chrome Roostertail Spinner of a dialectical lure. I will, however, dispense with the now uniform self-conscious, fawning debasement of the legitimacy of my opinion. Citing a so-called cerebralism that is isolationist, remote, and, God forbid, unequal in its understanding of all possibilities of experience, is a polemical device that is not only sickeningly pretentious (an affect that, we should note, survives its acknowledgement), but more painfully, without value and self-destructive in its purpose. Like a guest who, while removing his shoes, knocked over a vase of water and shorted the stereo equipment, continuing to apologize throughout the evening about a necessity of the conditions of perception only furthers the discomfort and general ruination of the dinner party. I would hope that we could enter a discussion with the presupposed understanding that we are different people, we belong to different cultural environments and teleological systems of thought, and it is in fact this very interaction between them that informs a discussion and gives a personal perspective its value. Our opinions are worthy without qualification, and I for one have become quite nauseated with this froofrah-ing and parading about of simpering apologies that seem to reflect a rather shockingly low opinion of our readership.

And so, if one would excuse this rather invective preface, I would like to proceed to my thoughts on the state of American education and possibilities for its future improvement. I have in fact, already treated the topic to great depth in earlier writings, and for the sake of a small amount of order in this tattered and cluttered attic of meanderings and deliciously spiteful vituperation, I will not repeat myself and will instead provide a “hyper link” here to my dissertation on the subject.