Member Since 2009

Mark Bauerlein

Mark Bauerlein is Professor Emeritus of English at Emory University. His books include The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Tarcher/Penguin 2008) and Literary Criticism: An Autopsy (Pennsylvania, 1997). His essays have appeared in PMLA, Yale Review, Partisan Review, and Wilson Quarterly, and his commentaries and reviews have appeared in Education Week, Wall Street Journal, Washington Post, TLS, The Weekly Standard, and Chronicle of Higher Education.

Published Articles & Media

Culture Clash

Is American education racist?

Hyper Hype

Will digital learning be killed by kindness?

More Facts, Fewer Hopes

Evidence fails to sway in testing policies


Review of The Bee Eater by Richard Whitmire

Diagnosing Education Reform

Review of The Same Thing Over and Over by Frederick M. Hess

CliffsNotes Are Too Hard

There’s a story this week in the Wall Street Journal on a new initiative by reality-show producer Mark Burnett and AOL to produce funny videos based on CliffsNotes guides to literary classics.

The Brand in the Classroom

With Google so popular and trusted and beloved, can teachers reduce the idle and distracting behaviors of the service and increase the intellectual behaviors of it?

The College Board and Foreign Languages

Italian professors all across the country should salute the College Board and the advocates who pressed for reviving the course, including Dr. Margaret Cuomo, the Italian Language Foundation, and the Italian Government.

Not Just Which Books Teachers Teach, But How They Teach Them

When high school students in English class sit down to write a short paper on a book the odds are low that they will proceed to analyze the work in detail. Students typically engage in “reader-response” exercises or in a discussion of various contexts of the work, including the biography of the author, relevant social issues at the time of publication, and the ethnic identity of the characters.

The New and Old of Digital Learning

What stands out in a rendition of recent digital breakthroughs in learning is that it relies on some of the most routine progressivist assumptions about learning.

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