There are some advantages to teaching online. Often instructors complain that the online format robs them of give-and-take moments with students. But given the current size of many history survey sections—50, 90, 300, even 500 people—how realistic is it to expect those real-time opportunities for conversation? Online threaded discussions are often more substantive, inclusive, and productive than the traditional classroom format.
In March 1933, the United States stood on the brink of ruin. Twenty-five percent of the population was unemployed; many people had not worked for several years. The situation was even worse in cities with major industries, where unemployment surpassed the national average.
Yet the real worry of the era cannot be captured by statistics alone.
Two Sundays ago, my congregation watched as pillars of smoke and flame spoiled the view of Pike’s Peak from our sanctuary windows. After that, our city—Colorado Springs—experienced mass evacuations that had people gathering a few possessions and heading into smoke-choked streets to hotels, shelters and other people’s homes.
In the chaotic days that followed, I sat down to prepare a sermon. I didn’t know where it would be delivered.
Liberalism in America is either dying or alive and well—depending on whom you listen to or how you define the term. The practical liberalism of FDR’s New Deal and LBJ’s Great Society has lately appeared to be moribund as a political force.
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