The Education of the Public Intellectual

The Public Intellectual is a vague term that leaves open vast room for interpretation and argument. Can Laura Schlessinger be considered a public intellectual? For that matter, is Rachel Maddow a political pundit or public personage of merit? The argument can easily be made for either individual, but the fundamental quality of a public intellectual discussion regarding either individual should be, is this the best public forums can offer? As Stephen Mack discusses in his blog, "The 'Decline of Public Intellectuals", Richard Posner's ranking and evaluation of public intellectuals stir the debate of who qualifies for the intellectual world and who does not make the cut. Conspicuously absent from his list are a range of highly regarded intellectuals, further emphasizing the ability of an argument to made for a vast collection of individuals. Therefore, no decline should be observed in the amount of public intellectuals, though it is entirely possible (and plausible) that the quality of the public intellectual has become blurred as a by-product.

Brian Crosby, an intellectual who has recently entered into public discourse, is set to combat this, whether it stands as his primary intention or is a secondary consequence. Crosby ventures into reconstruction discussions without hesitation, widely promoting himself and his views. His work envelops the fundamental necessity for what is conducive in creating a public intellectual: education.

Brian Crosby is a figure with whom every individual in America, who has ever entered into, plans to enter into, or will one day place his or her children into public education should be familiar. Crosby is a National Board Certified Teacher, with twenty years of high school teaching under his belt. He has penned two books (Smart Kids, Bad Schools: 38 Ways to Save America's Future and The $100,000 Teacher: A Teacher's Solution to America's Declining Public School System) focusing on the education system in America, with specific proposals to improve the rather broken system. In 2005, Crosby launched the American Education Association, to support reforms within education, centering on educator improvement and training. He is also saving the public intellectual.

Mack is correct in stating "Any argument for the public intellectual that, like Donatich’s, rests the assumption that common citizens are forever childlike and must be led by a class of experts is politically corrosive and historically dangerous." Citizens are, generally, youthful in their naivety and take to popular opinion leaders to lead their own path of thought. To increase public discussion on how to combat the 'childlike' state of citizens, Crosby works to engage and stimulate children before they can become childlike adults. His work to improve basic public education in America should be seen as a blessing to public intellectuals and followers alike. Without a foundational proper education, the world may be left uninhabited from significant public discourse. Effective and sweeping education policy changes, as Crosby advocates, are fundamental not only the existence of America as a primary world leader but essential to the continuation of the 'class' of public intellectuals. Though combating the decline of the quality of public intellectual is not his priority, he is effectively stimulating a discussion to protect the acclaimed title.

Mack goes on to reference Jean Bethke Elshtain, who argues that the significance of a public intellectual is to perform criticisms. Mack seems to agree with this, amending this argument to encompass "every citizen of a democracy". While there is much validity in the aptness of a public intellectual to engage in criticism of the principle and policy of ruling establishments, it is not their sole responsibility. While it is imperative for the public to undertake their social responsibilities and "prod, poke, and pester the powerful institutions that shape their lives", the expectations of public intellectuals should not cease there. Public intellectuals should venture into solution propositions, education of the public, creation of resolutions and options for the future instead of a complaint, criticism, and condemnation tirade on their chosen fields of adept capability.

It is not whether the public intellectual's criticisms are worth hearing and repeating, but whether the public intellectual is constructing more than disparaging disapprovals. Crosby's experience enables his first hand criticism, but he couples distinct judgments with actual solutions, as outlined in both his books.

           Today’s educational system is yesterday’s educational system.  Imagine if medical care today employed remedies of a century ago. “Oh, that finger hurts?  Let’s cut it off then.”  We treat people differently today, thank goodness, so why shouldn’t we educate them differently as well?

            Yet no one seems to have the foresight or fortitude to create a new vision for public schools, from the buildings that house students to the subjects taught to them to the food that is fed to them. 

            After nearly 20 years of teaching high school English and journalism, teaching over 3,000 students, mentoring dozens of new teachers, teaching university credential courses, and becoming a National Board Certified Teacher, I see what works, what’s wrong and so I have a plan."

His plan encompasses many aspects, which are varying, thoughtful, and honest. Crosby contributes to the world in which he is an intellectual further through his creation of the American Education Association. He continues to advocate for comprehensive changes within the system and has established himself as a ranking figure in America's education discourse.

Furthermore, Crosby has paved a course for the return of the public intellectual, primarily with his commitment to evaluating complex and unpopular policy issues, concurrently drafting superior alternatives. Additionally, with educational changes Crosby proposes, students who receive higher quality education stand increasingly equipped to effectively engage in society. Crosby serves as a useful figure to combat the declining public intellectual, but more importantly serves as a figure championing the development of an effective public education system in America.