We, it would appear, are in the throes of an ongoing debate.

And I'm worried.

I think this might be an eternal debate.

And I'm hoping that it comes to a conclusion, a conclusion soon.

And the debate is this. What constitutes

education? What is what is true education? Should we be educating our students to receive

transferable labor market-ready skills? Is that what education is? Or is it something more? Is it what the classicalists

among us would describe as a formation of the soul? Forming an individual's heart and mind, shaping their

well-being, shaping who they are to be as a human. I mean, it would appear that these are the two

choices. Either we're going to get somebody ready to go out into the labor market,

or we're going to get somebody ready to be an actual human being,

an actual good person, a prosperous person.

Well, Dean, can't we do both?

I mean, yes. Yes, we can do both. But just because we can, does that mean that we

should? Should our, okay, here we go. Does it mean that we go? Does it mean that we should? Now, I suppose we, I mean, maybe, maybe we should,

but I don't know that we should get the cart before the horse. I think we might be better off

forming and shaping the heart and mind and soul prior to anything else. Let's get that formed.

Let's get that. Let's get that shaped.

Let's get that done. And then we can focus on the transferable, you know, labor-ready market skills.

I mean, how about that? How about we don't try to do them simultaneously? How about we prioritize them?

And then once we've got them prioritize,

once we feel like the soul is shaped, then let's go into

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