What I mean by the common good is that we understand we're all part of something bigger than ourselves, that we live in societies together and must help take care of one another because you never know when you're going to need to be taken care of by others. And it's not enough to say that your family or your church is going to take care of you. Societies are collective entities, we're meant to be connected to one another; the function of government is to administer that connection.

We've increasingly lost that sense of community, of the notion that there is something we contribute to and benefit from that is called the common good.

What I mean by the common good is that we understand we're all part of something bigger than ourselves, that we live in societies together and must help take care of one another because you never know when you're going to need to be taken care of by others. And it's not enough to say that your family or your church is going to take care of you. Societies are collective entities, we're meant to be connected to one another; the function of government is to administer that connection.

I think there is a disrespect for the mind that Trump, for example, exemplifies. His is a kind of strategic thinking that's more about shrewdness than about intellect. His attack on "elites" is meant to rally his base to rebel against the powers that be - in Washington especially. I don't think he cares much about higher education per se; he just wants to demonstrate that learning isn't necessary for business or government. He wants to elevate mediocrity to a heroic virtue.

Those who expect moments of change to be comfortable and free of conflict have not learned their history.

There's actually a wonderful quote from Stanley Fish, who is sometimes very polemical and with whom I don't always agree. He writes, "Freedom of speech is not an academic value. Accuracy of speech is an academic value; completeness of speech is an academic value; relevance of speech is an academic value. Each of these is directly related to the goal of academic inquiry: getting a matter of fact right."

If the students don't want to learn about evolution, they shouldn't be in the course. A biology course that teaches creationism is not a science course, it's a religion course. So the students demanding that creationism be given credence in that course are out of line and are denying the academic freedom of the professor. They are calling into question the scientific basis of the material that's being presented. And students are not in a position to do that.