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Brennan Dignan

he/him
As a college counselor at a progressive international school in Hong Kong, Brennan's work attempts to infuse the post-graduation planning process with meaning and purpose as defined by the individual.

The Runaway Bunny-Allegory for Ego

May 8, 2020

I am going to spend the remainder of this (whatever this is) post on a different level of analysis: deconstructing the ego and why it’s so important in our work as progressive educators
A cyberpunk bunny.

Loving Care

January 23, 2020

It was about six months ago that I was introduced to Wendell Berry’s writing through a reference in a Michael Pollan book. In this book, Pollan points to Berry’s concept of eating as an agricultural act. There was something about this concept that sparked in me a desire to learn more.
A man working on a futuristic farm.

As They Say in Arkansas

October 30, 2019

Deeply embedded and out of site, it operates in the shadows pointing its big fat finger at the student. I would express it somewhat imperfectly like this: the system is fine, deal with it.
A watercolor canyon in Arkansas.

To Have, Not Be Had

July 31, 2019

...the thrust of what I wanted to speak to in this post: Robert Kegan’s developmental theory and its potential relevance to the crazy world of the college search and selection process.
An immense library.

The Cult of What

March 26, 2019

I think I should disclose from the outset that I do not believe this is a college problem. It’s bigger than that. This is a problem generated by the Cult of What. Let me start there.
A person standing out in a crowd.

Tracing Letters

March 8, 2019

In many ways, the college application highlights much of what is wrong with our current approach to education.
Abstract square pattern.

The College Process & Progressive Ed: What’s Wrong

February 13, 2019

...which are meant to increase the likelihood that a student will be admitted to the school of their choice. So, what does this have to do with progressive education? As it stands today, very little.
An empty corridor.

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And I think another thing, in terms of academics in the classroom, the value of going into a class and walking out of it, maybe tired, like, "Oh, that was a lot of work." But feeling like you really took something from it, like an accomplishment, like you literally just built something in your brain, like a new piece of knowledge, it's like, "Oh, yes." It's satisfying. It's an achievement.

Owen

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