Dr. Mark Schultz Argues for a Diverse Curriculum
Published: July 6, 2026.
Dr. Mark Schultz of the History Department published a pedagogy article in The Journal of American History, March, 2026. 燭he article is entitled 摂�
燬chultz believes our society is awash in lies and distortions posing as legitimate sources of information.� We urgently need to teach our students to interrogate evidence and think critically and independently.�
They do this best when they are faced with a wide range of evidence and interpretations, and the freedom to decide what arguments are most persuasive.� Even arguments that have serious weaknesses are useful, if the students are given time to dissect them.�
He proposes that curricula based on this kind of intellectual rigor may help restore public trust in institutions of higher education.� It may empower our students with the ability to listen empathetically to people who think differently than they do, to weigh new ideas, and to raise questions about those ideas, all a tone of mutual respect.� It may contribute to an enlargement of the public commons, much shrunk by partisan attacks.�
His hope is to result in a wider range of opinion with students who are freed to be their authentic selves makes teaching and learning more fun.�
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