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Two Princeton University professors and a former professor at the Princeton Theological Seminary were awarded grants from the National Endowment for the Humanities (NEH) in July. The new $41.4 million wave of humanities funding follows a legal battle regarding the future of federal support for the humanities.
Faith in higher education continues to plummet, and the American Association of University Professors (AAUP)—the nation’s leading organization representing faculty interests and a longstanding voice on academic freedom and university governance—has decided to train its guns on the growing movement to establish civic education centers at public universities. The AAUP’s objections amount to a single, unlovely demand: we get to decide what students learn, and nobody else gets a vote.
Six days after the report went online, the AAA fired back with a full-throated defense. “Anthropologists welcome rigorous critique of the discipline,” wrote its president, Carolyn M. Rouse. “What we cannot accept is a sweeping verdict about anthropology’s intellectual culture, scholarly practices, and professional norms built on selective evidence and issued without consultation.
A federal judge ruled last month that the National Endowment for the Humanities’ (NEH) termination of more than 1,400 grants in April 2025 had violated the Constitution on several counts. Princeton researchers await the effects of the verdict, which ordered that the NEH must rescind its termination notices.
A solid marriage lasts until…finances do us part?The marriage and family planning landscape are changing, partly due to the financial costs of raising children. At a discussion hosted by the James Madison Program in early March of 2026 titledMarriage, Kids, and the State: Can Government Help?, panelists informed attendees that research from the Institute for Family Studies finds that the U.S. birth rate sits at a low 1.6 births per woman, marriage and fertility rates are linked, and the median age of marriage is increasing for those who don’t opt out altogether.
As I complete my undergraduate studies at Princeton University, I find myself reflecting on the purpose of education. This article aims to articulate my understanding of education in an abstract sense and to advance a normative argument grounded in the classical tradition. I address more concrete implications of the historical vocation of education in greater depth in my essay published last October by PFS,The Ideal of the University.
