Reimagining the Common Good


What is the Meaning Behind These Categories?

These categories are intended to orient you to the substance of the article and to communicate our framework for understanding the endowments that constitute civic life. This “human ecology” model is at the core of the Thriving Cities Project, a research initiative of the Institute for Advanced Studies in Culture.


The True

The Best of 2015, Part 1

For our last two briefings of 2015, we’ll take a retrospective glance at the last year. Rather than a standard “best-of” list, we’ve chosen to highlight pieces that have stuck with us over time. This means that each...

By New City Commons Staff | Vol. 29

The True

Education as Introduction to Reality

Education is fundamentally about the achievement of humanity. The fundamental question is not what our children can accomplish, but what they learn to love.

By Robert Spaemann | Vol. 29

The True

The Problem We All Live With

A deep dive into ongoing efforts at school integration in school districts near Ferguson, Missouri and Hartford, Connecticut. 

By This American Life | Vol. 29


The True

On Disruption and the University

This week we trace the theme of disruption—a core ideological export of Silicon Valley—as it migrates into the sphere of higher education.

By Philip Lorish | Vol. 21

The True

Margaret Spellings’s Vision for Higher Education

Professor Neem discusses North Carolina’s decision to appoint a non-academic to lead the state’s public university system.

By Johann Neem | Vol. 21

The True

The Needless Complexity of Academic Writing

Clayton points to one feature of academic life that even the most strident defender of universities should admit needs reform—the inaccessibility of academic prose.  

By Victoria Clayton | Vol. 21

The True

Author Argues Colleges More Training Than Transformation

Edmundson argues that a true education is not only a set of skills but, rather, an orientation to the world that is governed by basic ideals. 

By Mark Edmundson | Vol. 21

The True

If Everything’s So Amazing, Why’s Nobody Happy?

In Edmundson’s view, education must involve formative practices that push students to reckon with their own aspirations for a certain kind of life.

By Mark Edmundson | Vol. 21


The True

On Work, Education, & Meaning

A summary of this week’s articles, which offer reflections on the nature of work, education, and meaning in the late modern world.

By Philip Lorish | Vol. 13

The True

College is Not a Commodity

As another school year begins, the former president of Cornell and the University of Iowa challenges us to understand the true value of an education.

By Hunter Rawlings | Vol. 13

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