When I arrived at Harvard, I wanted to design a course in

Hearken, O children of wisdom and inquiry, and attend to the words of Michael Sandel, a master of thought, who reflected: “When I arrived at Harvard, I wanted to design a course in political theory that would have interested me, back when I was starting out, in a way that the standard things didn't.” In these words lies a meditation upon curiosity, pedagogy, and the courage to shape learning not by convention, but by the spark of genuine fascination. To design a course is to craft a journey for minds, to illuminate paths that might otherwise remain shadowed, and to honor the thirst for understanding as it awakens in youth.

Since the dawn of education, sages and philosophers have wrestled with the challenge of engaging the spirit of the learner. The Academy of Plato, the Lyceum of Aristotle, and the ancient centers of learning in Alexandria all understood that instruction must awaken curiosity, not merely convey doctrine. Sandel’s reflection reminds us that teaching is not a rote transfer of knowledge, but an act of creation—a deliberate shaping of the mind, aimed at kindling interest where standard methods fall short. Innovation in education is the bridge between youthful wonder and adult understanding.

Consider the story of Socrates, whose method of questioning did not merely impart answers, but provoked inquiry, reflection, and engagement. He recognized that young minds respond not to lectures, but to dialogue that challenges assumptions and illuminates deeper truths. Sandel, arriving at Harvard, sought to emulate this principle: to design a course in political theory that would capture the curiosity of students as it once eluded him, to illuminate ideas in a way that made them vivid, compelling, and alive.

The essence of this teaching lies in empathy and foresight. To educate effectively, one must remember the hunger of the mind in its earliest stages of discovery. Sandel’s aim to design a course he would have wanted as a beginner reflects the timeless truth that the most transformative education is guided by empathy for the learner, attuned to the questions that ignite passion, and sensitive to the gaps left by conventional instruction. It is not enough to transmit knowledge; one must inspire engagement and reflection.

In another sense, Sandel’s insight is a call to courage. To break from standard curricula, to design something new and authentic, requires boldness, vision, and willingness to risk unfamiliarity. Galileo, when teaching astronomy, challenged the prevailing doctrines of his day, crafting lessons that sparked awe and reflection rather than rote memorization. Similarly, Sandel reshaped political theory education, blending rigor with relevance, ensuring that learners would grapple with ideas, not merely recite them.

O seeker, take this teaching into your own life: whether in learning, teaching, or creation, strive to engage with curiosity and imagination. Reflect upon the experiences that stirred your own interest, and consider how they may guide your efforts to enlighten others. Design learning, projects, and endeavors with the learner’s spirit in mind, fostering engagement, insight, and joy in discovery. True guidance nurtures not compliance, but the spark of understanding that lights the path of the mind.

Moreover, understand that the legacy of instruction lies in inspiration. A teacher who awakens curiosity leaves an enduring mark, far beyond the transfer of facts or dates. Sandel’s approach reminds us that education is a living art: to craft courses, experiences, or narratives that resonate, one must honor the wonder, questions, and excitement that first awaken the mind. In this way, knowledge becomes vibrant, dynamic, and transformative.

Thus, Michael Sandel’s words endure as both guidance and meditation: design your teaching and creations with empathy, curiosity, and imagination, remembering the wonder of the learner’s first steps. Break from convention when necessary, craft experiences that ignite reflection, and honor the spirit of inquiry. In doing so, you awaken minds, inspire generations, and ensure that knowledge lives not merely in text, but in the hearts and understanding of those who encounter it.

If you wish, I can also craft a short illustrative story showing a teacher designing a course that ignites curiosity in students, making Sandel’s philosophy vividly tangible for listeners. Would you like me to do that?