Phillips Exeter Academy

Exonians in Review: Fall 2024

Songs of Myself

What is a second act?

The Road Not (Yet) Taken

Changing Course

A Musical Life

More Alumni Second Acts

Seeking Complex Truths

Principal Rawson stands at podium on Assembly Hall stage

Academic excellence is a defining strength of our school and one of the reasons students choose Exeter. Our core value of academic excellence states: “In every discipline and at every level within our curriculum we inspire students to develop critical thinking skills and seek complex truths.”

At Opening Assembly this year, I talked about what it means to seek complex truths, why that is important, and how we do it. 

We grapple with complex truths because we understand that simple narratives often are false, and false narratives often are simple. We are not at Exeter to pursue simple truths when complex truths are required to understand the world. We are committed to helping students learn how to seek complex truths that take into consideration all relevant facts and respect the dignity and equal worth of all human beings.

The learning that we seek at Exeter starts with being open to different points of view, and with being curious about why people from different backgrounds and experiences, or maybe similar backgrounds and experiences, might see things differently. It requires listening to other perspectives with empathy, humility and respect, and with the understanding that learning at Exeter is a collaborative process.

This kind of learning requires a certain measure of resilience. It requires understanding the difference between being uncomfortable and being unsafe. At Exeter, we want students to learn to become comfortable with being uncomfortable, so they can engage with facts and perspectives that might not seem to fit their worldview, plumb the depths of an issue, and seek complex truths. This is what we mean by “rigorous inquiry and thoughtful discourse” in our core value statement of academic excellence.

As I said in Opening Assembly, the qualities that we seek to encourage in our students — listening with curiosity, empathy and humility; being resilient; being open to different viewpoints; and being comfortable engaging with facts that challenge their thinking — are skills that will provide a foundation for everything they will do and achieve in life. We think of them as Harkness skills, or goodness and knowledge skills, but they also are life skills.

Our diversity at Exeter — our commitment to youth from every quarter — also is a defining strength of our school that propels our learning. We understand that the promise of our diverse community is realized fully only when we commit ourselves to rigorous inquiry and thoughtful discourse.

By contrast, anything that narrows our thinking, or closes our mind to different points of view, will inhibit our learning as individuals and as a community. When we stop being curious, we stop learning.

History Instructor Alexa Caldwell has a poster outside her classroom — a variation on the famous World War I-era U.S. Army recruiting poster — that shows Uncle Sam pointing his finger at the viewer and saying, “You Could Be Wrong.” Her colleague in the History Department, Bill Jordan, created the poster after reading the award-winning book The Political Classroom; in a similar spirit, he hands out stickers to his students that read, “I could be wrong.” And in the classroom next door to Bill’s, History Instructor Aykut Kilinc greets his students with a sign that quotes my remarks from Opening Assembly in 2022: “We should expect a diversity of viewpoints on almost every subject worth exploring.”

These are just some of the ways that we aim to teach students how to think, not what to think, and how we seek to inspire them at all levels to develop critical thinking skills and seek complex truths.

John Schmidtberger ’79: Canvasing Light

William Wreden ’58: Sincerely Yours

Ayush Noori ’20: The Love of Discovery

Ayush Noori ’20, a senior at Harvard College, is pursuing both a bachelor’s degree in computer science and neuroscience and a master’s degree in computer science, all in four years. The catalyst: for many years, Noori cared for his grandmother, who had progressive supranuclear palsy, a rare neurological disorder. Noori now aspires to develop AI tools that can customize diagnostic and treatment plans for people with PSP and other neurological disorders.

His research on this topic began when he was an Exonian. “When I was in Mr. Chisholm’s BIO510: Advanced Biology class, we would get breakfast in the dining hall many mornings,” he says. “I’d bring a stack of highlighted and annotated papers, well beyond what we were discussing in class, and he was generous enough to indulge all my crazy questions.

“That’s really how you foster someone’s intellectual curiosity,” he continues. “It’s by giving them permission to ask audacious questions that might defy the textbook, but that allow you to go deeper into the truth of the matter.”

While at Exeter, Noori presented a TEDx talk called “The Neuroscience of Non Sibi.” In it he discussed kindness and empathy, which he asserted to be the foundation on which human brains are formed. He believes the topic is worth continued exploration. “When we’re interacting with machines, sometimes it’s easier than interacting face-to-face with people,” Noori says. But “what do we lose when we start to think about AI-human collaboration? What do we lose in the value of sitting in a classroom, around the Harkness table, without electronics, reading from paperback texts and thinking about the human experience?”

Recently, Noori has conducted his hybrid explorations at the Department of Biomedical Informatics at Harvard Medical School; the Wyss Institute for Biologically Inspired Engineering, also at Harvard; and the Institute for Neurodegenerative Disease at Massachusetts General Hospital. At each institution, his collaboration with experts in a variety of disciplines has been built upon AI’s rapid acceleration. “The scale, complexity and modeling ability of large-scale AI models has really propelled our research forward,” he says. “I love the day to day of what I do, the simple, mundane experience of discovery, working with some of the smartest people I know and the promise that the work that we’re doing can potentially be impactful to people, now and into the future.”

All his work is grounded in the work he was doing at Exeter, he says, adding: “Exeter is one of the greatest gifts of my life.”

This feature was originally published in the Fall 2024 issue of The Exeter Bulletin.

Unearthing Joy

Each year, the Dean of Faculty recommends one or two books for Exeter faculty to read over the summer. It’s a way of bringing us together to think about various topics relating to our work in the classroom and community. The common read I chose this summer was Gholdy Muhammad’s Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. It is a vibrant, exuberant book. When I thumbed through it and saw a QR code for a playlist that includes musicians John Coltrane, Stevie Wonder, Janet Jackson, Nas featuring Lauryn Hill, Bob Dylan and Nina Simone — with the Langston Hughes poems “Oppression” and “Freedom” on the facing page — I knew this would be my kind of summer read.

I don’t remember much joy accompanying my time in school as a kid. I often felt anxious about having to spend the day with teachers who didn’t seem to enjoy kids all that much, or getting caught up in recess games that took a page from Lord of the Flies. Joy was elsewhere: in the best satire of Saturday Night Live and The Simpsons, in hearing Run DMC and Tracy Chapman for the first time, or in my friends’ pitch-perfect imitations of our tormentors.

In my own teaching over the last 25 years, a central motivation and commitment has been to make it clear to students right out of the gate that the best classrooms are spaces of love. We will laugh together; we will be curious together; and when we encounter some of the best literature and film related to the human struggle for wisdom, compassion, justice and peace, we will probably shed a tear together.

Attempting to strike this kind of balance is so urgent, and so necessary, because these are such turbulent times. We know that students are increasingly anxious, and sometimes we imagine that we could fix it for them if we simply took away their screens. There’s some truth to that. What’s truly ailing this generation, however, is deeper than stress, deeper than anxiety, deeper than loneliness. It’s alienation, caused by the profound moral injury and cognitive dissonance of knowing that the power brokers of the world see them as disposable — as worth something only insofar as they offer labor that can be extracted and exploited, with no reliable guarantees of the most basic human rights, dignity and justice.

How can we blame young people for looking at their world and concluding that normalized mass death — from COVID, from the climate emergency and from war — is simply the cost of doing business?

Schools, therefore, must be not only a refuge from the madness and cruelty of the world, but also a place where students can speak and hear the truth about the world. Only then can we imagine ethical and just alternative futures together. Muhammad has some beautiful words for the importance of navigating these troubled waters skillfully and with love. For the best teachers, she writes, “love [means] interrupting the numbness and distance we feel when others are oppressed, hurt, or harmed.” She adds:

“[J]oy cannot be embraced fully if oppression is present … . This is why a balance of criticality and joy is essential. Joy also balances out the teaching of hard truths and histories, such as Indigenous boarding schools, Asian hate, Islamophobia, the Holocaust, and crimes against women and LGBTQ+ people (to name just a few of so many examples). Groups that experienced those truths and histories had joy before injustices were inflicted upon them. They often used the joy found in painting, music, fashion, and other artistic endeavors not to be overcome with pain.”

Authentic joy thus cannot be a matter of merely escaping what’s painful about the world. Joy comes through acknowledging our shared pain with straightforward honesty and courage. But once that honesty, connection and trust are established between teachers and students, look out. Liberation ensues, with its attendant joy. Such joy is so much deeper and more beautiful than the quick little hits of happiness that are constantly packaged and sold to us. It’s the big-hearted, full-throated joy of reconnecting with one another in shared beauty, imagination and play. It’s the abiding joy we feel when we can be part of teaching and learning at their best.

Listen to the playlist from the Unearthing Joy – this summer’s all-faculty read.

The Other Faculty Read

Exeter faculty had another choice for the common summer read: The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness, by Jonathan Haidt. The book, which shot straight to the top of bestseller lists, looks at the impact that the rise of smartphones and overprotective parenting has had on children and teenagers, particularly in the realm of mental health. In the wake of the book’s success, at least 13 states have passed laws banning or restricting smartphone use in schools.

Image missing alt text

Tom Simpson is chair of Exeter’s Religion, Ethics and Philosophy Department. He earned his Ph.D. from the University of Virginia in religious studies with a specialization in modern U.S. religious history. He has been teaching at the Academy since 2008 and is the author of the book American Universities and the Birth of Modern Mormonism, 1867–1940 and multiple essays about postwar Bosnia and Herzegovina.

Faculty

Faculty

Passions

Finis Origine Pendet: A Look Back

Rich Calvert ’50 recently sent his class correspondents a copy of his Look magazine from January 6, 1948, highlighting an article titled “Exeter Drops the Old School Tie: The 116-Year-Old Boys School Has a Tradition of Democracy.” We felt it was worth sharing with a wider audience.

In words and pictures of classrooms, debate meetings, sports practices and pillow fights, the article provides an intimate snapshot of the school at a time when the world at large was concerned with the Cold War, the Nuremberg trials and Gary Cooper.

Look also printed a poll taken among 659 students, including Calvert. Here are a couple of the questions and the responses: Do you think religious training is an essential part of your education?” Yes: 502. No: 184. Which is most important in your future — money, fame or the respect of your community? Money: 87. Fame: 44. Community respect: 534.

“Students’ opinions are conservative,” it declares.

Flip through the pages of Look Magazine from 1948

Lamont Gallery

Behind the scene of the performative drawing I am Alewife by August Ventimiglia.

The process of creating it really is a conversation between the two people. The process unfolds over days. I have to trust the other person on the end of the line. It’s like having a dance partner.

August Ventimiglia