Smith explores the ideas of Irving Kristol and Robert Bork on culture. He begins with a discussion of the anti-jazz crusade of the 1920s.
Smith tells the story of how a disagreement with Roy Childs over the ideas of Irving Kristol resulted in a serious argument.
George H. Smith begins his series on neoconservatism by exploring some of its fundamental differences with libertarianism.
Smith explores Thomas Jefferson’s belief in the value of history, and his plan for public universities.
George H. Smith concludes this series with a close look at Herbert Spencer’s views on charity and the poor.
Smith continues his discussion of Herbert Spencer and William Graham Sumner, explaining how they explicitly repudiated the ideas associated with social Darwinism.
George H. Smith interrupts his series on education with a timely discussion of social Darwinism.
Smith discusses Jefferson’s ideas about education and his plan for a decentralized system of public schools.
George H. Smith explores the Voluntaryist critique of those who support free trade in religion and commerce but advocate state interference in education.
Smith explores some more Voluntaryist arguments against state education.
The Chinese economist and intellectual and social entrepreneur Mao Yushi explains the role that markets play in bringing about concord and cooperation.
Smith turns to the philosophy of Voluntaryism, discussing how its proponents fought against state control of education in the nineteenth century.
Smith begins his series on the critics of state education with a discussion of Joseph Priestley, the Englishman who discovered oxygen.
George H. Smith continues his examination of the intellectual roots of state education by turning to the views of Plato’s most famous student.
Blanks argues that there is no good libertarian reason to support the South’s secession prior to the Civil War.
Lester introduces the Popperian theory of “critical rationalism,” which holds that all knowledge is ultimately only fallible theory.
History’s first great philosopher wasn’t a fan of educational freedom.
George H. Smith discusses how the educational system of Sparta influenced later advocates of state education.