Second Drafts

A Dispatch from January

I have over 150 "have-to-answer" emails in my inbox, so it would seem a good time to work on the blog. (I'll just think of this as a warm-up rather than a put-off. Note: If you're waiting on an email from me, it will come today). Some items of late to mark the days:

I just finished two books, both with a financial theme: The Price of Everything, a parable of economic emergent order, by Russell Roberts, and The Third Conversion, a "novelette" by R. Scott Rodin about fundraising as ministry and not just money. The first book is a very readable text that our seniors are reading in Economics; the second is a more semi-hokey series of conversations between a seasoned fundraiser and his up-and-coming protege.

While recovering from my first kidney stone surgery, I found myself with some time to actually watch a few things on Netflix via the iPad. I'd heard of Joss Whedon's Firefly series (only one season of 15 episodes, capped off for resolution by the movie, Serenity) and enjoyed this "space western" well enough. I also had time for a few Shakespeare films (Kenneth Branaugh's Henry V and Patrick Stewart in Macbeth were excellent), which were fun and novel to watch.

There's been a lot of "launching" going on this January. A week ago, City Pres got off the ground with our first official worship service (I helped serve the Lord's Supper) and our Tuesday night CityGroup started back up; this past week, we kicked off our Veritas capital campaign and website, which we hope will come to first fruition in early March; and I've  enjoyed getting back in the classroom twice a week teaching the second semester of our senior American History course (two very different but engaging texts: A Patriot's History of the United States by Larry Schwiekart and Michaell Allen and A People's History of the United States by Howard Zinn).

Other highlights so far this month: 70-degree weather, my four capitalist daughters selling three (and counting) enormous boxes worth of chocolate for their homeschool band program, Megan clearing off and cleaning my desk (she loves me), NFL football playoffs (which is really the only time I'm interested enough to watch), the daily newspaper in my driveway, cold milk on hand, and people who call me "friend".

Okay. Guess it's time to deal with email, to which I say (in my best British accent): "Do your worst!" Thanks for reading.

Blended Model Education (in a Perfect World)

Our Veritas Online Home Day Film Festival launches today. Here's the intro video Megan, the girls, and I put together this past weekend to officially kick it off. Enjoy.

On The Finland Phenomenon

Today is a teacher in-service day, so I thought I'd spend a few minutes here processing a documentary on education that our staff just watched. The film is called The Finland Phenomenon: Inside the World's Most Surprising School System and is produced by the same man who did Two Million Minutes: The 21st-Century Solution (we watched that one at a spring in-service two years ago - my notes are here). The write-up:

The Finland Phenomenon is a documentary that features Dr. Tony Wagner, a researcher at Harvard University and author of The Global Achievement Gap. Wagner narrates and also appears in the film interviewing Finnish students of Education. The documentary's take on Finnish education is that "less is more," citing Finland's view of homework, for example. The active role of a student is also recognized as vital to Finland's success.

Teachers are highly esteemed in Finland, and only the best and brightest are encouraged to pursue and are accepted into the teaching profession. The film greatly credits teacher preparedness, ongoing on-site professional development, and teacher-to-teacher observations. "The norm," as one Finnish educator points out, "is we're going to watch each other teach all the time." Finnish teachers work together in PLCs (professional learning communities) to help students learn and achieve at high levels.

The film is only an hour long and some of my colleagues expressed a wariness of its gushing review of Finland, both as a nation and educational leader (from 2000-2009, Finland was ranked #1 in education). Part of this concern had much to do with the fact that the film presents little critique of Finland either culturally or pedagogically, nor does it seem to recognize the fact that Finland is much more homogenous than the United States and therefore much less complicated culturally, politically, and philosophically on the topic of educating kids (the film does try to compare populations to that of the U.S. state of Minnesota, but the comparison is brief and inconclusive at best). For the most part, I agreed with my colleagues' critiques, though they did not take away my appreciation for what Finland has been able to accomplish.

The fact is that Finland, particularly in the past 25 years, has really figured some things out on the educational front. And, while few of their discoveries seem little more than common sense, their commitment to functioning within and by what they've discovered (or re-discovered) is to be admired. It may seem naive, but Finland seems to be proving that education is not rocket science when an entire culture adopts a "less is more" mentality concerning it; if anything, "less is more" seems to work. Some notes:

• Parents in Finland value education much more than their foreign counterparts and the state views its students as its top natural resource.
• Teachers are taught and trained with a mentality more focused on job performance than job security. As part of this effort, newer teachers develop lesson plans in conjunction with more experienced "master" teachers, evaluating and revising, teaching (with the master teacher observing the lesson), and then briefly meeting together once more for feedback and adjustment. This happens often and with a goal of simplicity rather than complexity.
• The goal of teachers' lessons is to teach students how to think and to give them opportunity to engage with the material. The hope is that the teacher would only speak around 40% of the time and student questions, analysis, and discussion would make up the other 60% of the time.
• Finland's curricula provides tracks for academic and vocational education, and there is no perceived attitude or stigma for either but nobility for both. There is also flexibility in students being able to go back and forth throughout their schooling years as the student's interests and abilities change and grow. (For more on the America's need for more vocational training, read this Washington Post article, just published today.)
• Finland's educational system emphasizes helping all students embrace, develop, and pursue understanding through their own learning style, not sacrificing a student's love for learning on the altar of educational uniformity. There seems less of a concern for general rules and dress codes and instead a focusing of efforts and energies on the responsibilities of citizenship (interestingly, in addition to Finland's number one ranking in education, it is also considered the least corrupt nation in the world; the U.S. is something like 23rd).
• While the state sets a national core curriculum, trust and responsibility are given to local municipalities and schools to customize and shape the curriculum as each sees fit. Equality and equity in every student's educational opportunity is in the forefront of the administrations' minds; as a result, schools and classes are much smaller in Finland, with 20 often being the most in a classroom.
• Trust (rather than compliance) is the key motivator and glue that holds together the Finnish educational system. There is a much greater sense of governmental alignment and unity from the top down, teachers seems more open to evaluation and criqitue by peers, and students address teachers by their first names as a way of breaking down barriers rather than building them up.
• In a nutshell (and as summarzied in the film), the "business" of school in Finland is learning; sports or other extra-curriculars may be part of that process, but they do not supercede the academic/vocational aspects.

Personally, this film was much more inspiring to me as an educator than 2 Million Minutes as it resonated a bit more with my Midwest sensibilities. I suppose preparing students for the global marketplace is important to a degree, but sheer competition can't be the only driving force behind why and how we educate our kids, especially from a Christian perspective. Our kids are people, not products.

No, the need we face in education calls for a virtues-centered, character-shaping, culture-contributing system in which students learn a wide variety of facts, practice sorting and synthesizing those facts with truth, and are encouraged and equipped to express said synthesized factual truth in wise and winsome ways that benefit the world (and not just their personal careers).

To do anything less is to fail another generation of kids. And ask yourself this question, America: how many failed generations can we really afford?

(For another simple but good perspective on a high school education, see Seth Godin's post today entitled "What's High School For?" Again, I love the simplicity here.)

Review: Atlas Shrugged (Part 1)

Over the past several months, I've been working my way through Ayn Rand's seminal novel, Atlas Shrugged. While I'm usually a quick reader, Rand's 54-year-old, 1,088-page epic about the clash between laissez-faire capitalism and unbridled socialism has taken more time than usual to read, but not because it's poorly written; I'm a coach and it's baseball season (and books don't read themselves).

Fortunately, I'd read enough to cover the newly-released Atlas Shrugged (Part 1) movie, made for $10 million and filmed in 26 days. Megan and I saw it Sunday night and, though I confess I was skeptical as to how it would play for reasons of limited budget and potentially bad acting, my fears were relieved. This independently-produced film featured some capable actors (I liked both Taylor Schilling as Dagny Taggart and Grant Bowler as Henry Rearden), a good musical score (Elia Cmiral), and CGI that wasn't nearly as bad as I thought it'd be. In case you haven't seen it yet, here's a trailer to give you an idea of what I mean:

In a word, the film is plenty watchable as a movie, but the real reason to see it is for the storyline of the book. Conservative columnist Cal Thomas wrote a succinct summary at TownHall.com, noting its timeliness for our present-day economic situation:

"Atlas Shrugged is a novel, but its plot is anything but fiction. In it, successful businesswoman, Dagny Taggart, the head of one of the largest railroad companies in America, struggles to keep her company alive in challenging economic times. Searching for innovative ways to stay afloat, she teams with steel magnate Hank Rearden, the developer of an innovative metal alloy, thought to be the strongest metal in the world. Success seems assured. Then the federal government steps in. The government proclaims the Taggart-Rearden partnership 'unfair' to other steel producers and passes a law regulating how many businesses an individual can own. The law is euphemistically titled the 'Equalization of Opportunity' bill."

Thomas goes on to explain the significance of the book 54 years since its publication:

"Atlas Shrugged is about those who would penalize individual achievement and subsidize 'the collective.' It is the embodiment of Karl Marx's philosophy, 'From each according to his ability, to each according to his need.' To put it another way, the collective believes that if you earn $2 dollars and I make $1 dollar, you owe me 50 cents to make things 'fair.' This is redistributionist or, to paraphrase the president (Obama), 'spreading the wealth around.'"

Not one to swoon (over anything), Thomas encourages folks to go see the movie. More liberal thinker Michael Shermer, writing at The Huffington Post, also liked the film, noting that "the choice to set the film in 2016 instead of the 1950s allowed the writers to tie in current events related to the recession and bailouts -- with truck transportation and the airlines financially restricted because of excessive fuel prices and America returning to railroads as the bloodline of commerce." For the uninitiated, he also explains Rand's overarching philosophy of objectivism and her ultimate hero, John Galt:

"Who is John Galt? He is the film's principle avatar for Ayn Rand, without her all-too-human flaws. Who is Ayn Rand? She is the mind behind the philosophy of Objectivism, which she once summarized while standing on one foot:

1. Metaphysics: Objective Reality
2. Epistemology: Reason
3. Ethics: Self-interest
4. Politics: Capitalism

In Objectivism, (1) reality exists independent of human thought, (2) reason is the only viable method for understanding it, (3) people should seek personal happiness and exist for their own sake and no one should sacrifice himself for or be sacrificed by others, and (4) laissez-faire capitalism is the best political-economic system to enable the first three conditions to flourish. This combination, said Rand, allows people to "deal with one another, not as victims and executioners, nor as masters and slaves, but as traders, by free, voluntary exchange to mutual benefit."

To American ears, this sounds positively patriotic...until one looks past Objectivism's ideals into its realities. In a recent Facebook exchange, Ryan Dykhouse, a former student of mine and now a junior political science major at Olivet Nazarene University, voiced his perspective on Rand's philosophy this way:

"Ayn Rand believed that charity was immoral, that individuals are solely themselves responsible for all circumstances, and utterly promoted the prominence of the elite. Reason, the rational individual, has been utterly debunked. All individuals are products of the relationships they have with others. If you ignore the communal nature of humanity, you ignore the function of morality. The overbearing individualism of Ayn Rand's objectivism destroys the communal nature of humanity, and therefore humanity itself. Jesus promoted community and the giving of oneself to others, not the self-promoted greed of John Galt and the elitist heroes of Ayn Rand. Even within conservatism, believing that the individual is the sum of all things is dangerous...at least I believe so."

As I told Ryan, I don't disagree. I'm not an objectivist, nor someone who believes that the individual is the sum of all things. I do, however, appreciate Rand's spot-on commentary on what happens when government over-reaches in the name of the state. In light of recent history of "too big to fail" initiatives, this aspect of her writing (and of the film) is uncanny and scarily prophetic. Ed Morrisey, writing at Hot Air, gets at the timing of everything below:

"It occurred to me last night that this film wouldn’t have resonated nearly as well three years ago, or ten years ago, or perhaps not any time in the 54 years since Rand published the novel. The sense of crisis in the movie would have seemed too far from the experience of most Americans; likewise, the sense of aggressive, populist redistributionism would have looked hyperbolic and contrived. If this isn’t the perfect moment for this film, then it’s as close as I’d like to see it in my lifetime."

Unfortunately, Christianity gets pulled both ways by well-intentioned Christians who believe that either unrestrained capitalism or compulsory socialism is the economy of the Kingdom; neither is correct. John Wesley's view of a healthy capitalism was to "make as much as you can, save as much as you can, give as much as you can" - all three had to be in play for capitalism to be biblical. And an understanding of Acts 2 does not read as New Testament Marxist theory when one understands that Communism saying, "What's yours is mine," is very different from Christianity saying, "What's mine is yours."

The extremes of pure capitalism or pure socialism are both evil, and there's plenty of evidence in the world to support this claim. Whichever extreme of the economic spectrum one may favor, Atlas Shrugged - in book or movie form - should serve as a nuanced critique of both rather than a simplistic rationale for either.

Good movie. Recommended.

The Biggest Curriculum Film Stretch Contest

It's finals week, and let's be honest: teachers can only grade so much for so long before they start to get a little loopy. That said, here are the entries for a little contest my fellow colleagues and I created via email in between proctoring/grading exams (you'll notice the entries got shorter as the contest went one, presumably as tests were turned in).

THE CONTEST

In the spirit of having very little to do while kids are taking a test, I’d like to announce the first ever Biggest Curriculum Film Stretch Contest. The idea is to incorporate into your curriculum a movie that, let’s face it, has SOOOOO little to do with the topic at hand that it’s almost laughable, but there’s enough in common so that you could almost, almost make a rational argument to show it.

In other words, if you taught at a public school and had tenure and wanted to read a magazine for a week, what would you show?

I’ll start. When I was student teaching, I was asked to teach a sociology unit on aging. I had never had a sociology class. I knew nothing. I needed something to teach for the whole week. I showed Cocoon.

Beat that.

THE ENTRIES

History: In order to understand the tensions inherent in two competing superpowers leading us to the cold war, I give you...Top Gun.

English: In order to understand how to appropriately structure paragraphs and give students a reason for learning how to write, I believe it would be appropriate to show the entire first and second seasons of Murder She Wrote.

Chemistry: In order to understand the science of life, we shall embark upon an entire quarter viewing of Sex and the City.

Counseling: In order to understand multiple personality disorder in psychology, we would watch Me, Myself and Irene.

Math: For a unit on Consumer Math and Personal Finance, I would show Gossip Girl.

Physics: As an application of the mathematics behind physics, I would show the entire Battlestar Galactica series.

History: I would pick the following movies for my unit on Westward Expansion (because why make it a week when you can make it a whole semester?). In order to explain the development of railroads out west with immigrants I would show Shanghai Noon starring Jackie Chan and Owen Wilson. Have to deal with the mistreatment of Native Americans, so I would knock out Avatar and would also for sure show Pocahontas. Sticking with the Westward expansion theme, we finish it off with Wild Wild West.

Elective: All we’d do is watch Sesame Street - it has nothing to do with what I’m teaching, but it’s age appropriate and uses lot and LOTS of pictures. In the afternoon it would be Barney...if my kids aren't taking their afternoon naps already.

Western Civ: Regarding the insurrection in Iraq and Afghanistan and how to end it using teenagers with bows, arrows and .22 caliber rifles, we would watch Red Dawn.

Math: Concerning angles and vectors, we would watch Bend It Like Beckham.

Biology: Concerning stupidity and genetic disorders, we would also watch Bend It Like Beckham.

Western Civ: For a unit on what it would be like to drive across Kansas seven consecutive times, we would watch Ghandi.

Industrial Arts/Driver's Ed: BJ and the Bear.

Outdoor Education: Cliffhanger.

History: Concerning Post-Traumatic Stress Syndrome (PTSS), Rambo I & II.

Life Skills: For education in tolerance and understanding how to be more culturally sensitive, we would watch The Smurf Movie.

Ethics: In order to understand the nuances of ethical casuistry in 1980’s rural Idaho, we will immerse ourselves in the world of Napoleon Dynamite, watching the film on Monday and Tuesday, using block day to study the film’s climactic “dance of redemption,” and then choreographing our own versions for an assembly performance on Friday. (Optional weekend event: awkward junior high-esque dance in overly-streamered gymnasium).

Staff Development: For professional development for summer seminar teachers, we would watch Meatballs.

Counseling: For a look at what happens when you fail all your classes, we would watch Summer School (starring Mark Harmon).

History: For greater understanding of the long-term effects of the Treaty of Versailles, we would watch Die Hard (ticked off Germans).

Physics: For greater understanding of velocity, gravity, and combustion, we would also watch Die Hard (ticked off criminals).

Life Skills: I’d do a unit on how broken father and son relationships can be healed by aliens invading earth, a la War of the Worlds.

What say you? Any you would add? Any you've sat through as a student? Feel free to add your own curriculum suggestions as part of the online version of our contest.

Man Crushes & Bromances: The Movie

Jon Barlow and I have been online "friends" (Facebook, blog comments, etc.) for probably 4-5 years, live five minutes apart, are graduates of the same seminary, have many mutual friends in the PCA, and are involved with the same school (I'm a teacher; he's on the board). Both of us have four kids each (I have four daughters; Jon has four sons), and we both love our wives, our kids, theology, philosophy, good writing, interesting music, and well-made films. We both think pretty well in terms of pop culture, and both of us probably spend too much time online (though Jon's finishing his PhD at SLU, so I'm not sure).

The funny thing is, while there seems to be a degree of mutual respect for one another, Jon and I have never met face-to-face. I think our story would make a good movie.

Here's the thing: the thirties are a busy time - possibly the busiest, I've been told by many, for a variety of reasons (young families growing, career paths taking off/changing, etc.). For those of us guys who are more introverted and emotionally fragile (yes, I'm being serious), it can be hard to get below the surface of news, weather, and sports with other men. While I can't speak for Jon, I know I haven't had the depth of male relationships in my thirties that I had in my twenties; more breadth, yes, but depth, no.

Here's a post from Jon's blog which, after reading, I knew we could be friends:

"At church, I feel like a ghost. It is so hard to get to know people in the few milling-around minutes that are available each Sunday. Especially when you've gotta watch your four boys to be sure they aren't running around or misbehaving. At school, I feel like a ghost. What am I going to do - hang out around the office and talk theology? How is that going to ever happen? I'm least ghost-like at home in the few hours between when I get home and when the boys go to bed, and I'm least ghost like in situations where I have to be there for a set amount of time to do some task. But even at the office, I find it hard to really get into my co-workers lives and learn about them. I keep thinking how the boss needs to get this project finished so he can bill it and make payroll for me and the others.

Part of this is also just the season of life that one is in at the time. When kids are young, you can't really be hitting the nightlife, whether recreational or educational, even in a great city like St. Louis and even community involvement is very difficult. And so I think you grin and bear it and hope for a better day and just try to stay sane and healthy and do what you can. The hard parts are those quiet moments - maybe you wake up before everyone else or you're in a public restroom or walking somewhere and there's no radio, no television, no one talking, and you're just stuck with yourself and all the crap in your life is circling your brain like electrons around the core of an atom and you're bewildered and saddened. But I guess that's why they invented the cell phone, so that a game of solitaire is never too far away. Pitiful, but true."

What if Jon and I - without ever meeting - wrote a screenplay about two average, semi-interesting, clearly heterosexual guys who are married, have children, and struggle to make ends meet in their quest to educate themselves and others about God's Word and world. And yet while they know of, know about, and know electronically the other, they never meet - on purpose, it seems - even though they have every opportunity to do so geographically, vocationally, and relationally? What would be gained or lost? And do they meet in the end (and so what if they do)?

Last week, Jon posted on his Facebook page that he was in need of some new clothes because, after years of seminary and grad school, all his clothes were wearing out all at once. I happened to have pants that no longer fit me but matched his measurements, so I messaged him and told him I'd be glad to get them to him if we could figure out a drop that maintained our non-acquaintance existence (the whole thing has kind of become a joke between the two of us, but honestly, I think we're both a little afraid of what might happen if we actually meet face to face - too much friendship pressure). As he had a board meeting at school (in my room, no less), we agreed that I would leave the pants in a bag on my desk for him. The drop worked and we maintained our no-meet streak.

Think of all the humorous scenes we could play out like this in a movie. We've already been in the same room together with neither one of us realizing it until later; we've both found out after the fact that we've been at my township's local arts fair at the exact same time but our paths never crossed; we've both had people tell us (or at least I have - I won't speak for Jon) that we'd be fast friends, but for whatever reason, even when we once tried to get our families together for dinner, things didn't work out. (I'm sure we've been at other events that neither one of us knew about the other being there as well.)

But here's the best part (for the movie, at least): What if, after we get the screenplay written (separately, of course) and some independent film company picks it up and produces it, what if as part of the build-up and promotion of the film, we finally meet on opening night at some film festival somewhere, families in tow and with the joke finally over? What if the film turned into some huge commentary on the challenges of real male friendship in an extremes-preoccupied world (sports fans on one end, geeks on the other), as evidenced by the reality that terms like "man crush" and "bromance" have crept into the vernacular as guys try to describe respect and even affection for one another without being talked about with raised eyebrows? What if?

I'm just throwing it out there. Would you go see a flick like that? What other motivations, scenes, or characters might make it compelling to watch? What would you call it? And do any guys resonate with what I'm talking about, or is this a movie no one would go see? I know the idea is rough and needs refining, so here's your chance to make it better.

Life on Other Planets: Some Thoughts

A friend of mine and I sat through the movie Knowing the other night. While one of the worst movies I've watched in a while (incoherent plot, numerology silliness, Nicolas Cage once again playing Nicolas Cage), the film did serve one purpose: it got us talking about the idea of life on other planets.

Despite my X-Files affections, I tend to doubt that we have neighbors in the universe: other populated worlds aren't mentioned in the Bible, and most scientists say the odds against are just too huge otherwise. Maybe I'm your typical egocentric human, but when astronomer Carl Sagan said that if life didn't exist elsewhere in the universe it would be "an awful waste of space," I guess I feel kind of special.

At the same time, I recognize that just because the Bible doesn't record the existence of life on other planets doesn't mean there isn't. Remember: the Bible is a historical-redemptive narrative, not an all-encompassing science book. And speaking of science, there are plenty of scientists who do not share my doubts, running huge scientific initiatives and spending a boatload of money in hopes of making some kind of contact with other beings.

Despite my doubts, and certainly different from the typical evangelical Christian line, the argument for other life in the universe does seem plausible, if for no other reason than the very nature of God as Creator. But here's the question I think it all comes down to: The Scriptures attest to our fallen nature as created beings, but is that to mean all that is on the Earth or all that is in the entire universe?

The question is important because, while we have the account of God redeeming Earth through Christ, if there are indeed other beings in the universe and the universe is indeed fallen, then was there a plan of salvation for other planets as well? C.S. Lewis believed so, namely that when the Bible talks of "creation," it is in reference to the Earth and not necessarily the universe. From this perspective, the idea of other created beings without need of redemption is possible; we just don't have a record of it.

Thinking about all this is particularly interesting in light of mankind's desire to explore space. Theoretical physicist Stephen Hawking says that the only way humanity can survive is to figure out how to leave the planet; hence, the importance of the U.S. space program. This, of course, begs the question: If the Earth is the only fallen part of God's creation, what does our going out into a non-fallen universe mean? Does it matter? And what would it be like to meet other creation who are intact in their creation perfection?

This is what I understand Lewis' Space Trilogy to be about: man leaves Earth (called the Silent Planet, as it was cut off from the rest of the universe because of its evil), to colonize elsewhere in the universe (Perelandra) among beings not in need of redemption. These innocents, though not fallen themselves, are nevertheless affected by humans and Earth's evil before it is all finally resolved in the Siege of Deep Heaven against the Bent One of Earth. In other words, sinful Earthlings contaminated another part of space which, until their arrival, had not been so. Thankfully, however, good overcame evil.

I've always thought of and understood the Fall applying to all of God's universal creation; thus, I differ with Lewis' premise that creation perfection is alive and well outside the surly bonds of Earth. Having said that, however, if God so chose to redeem other inhabitants of his universal creation, I'm assuming he has both prerogative and means to accomplish his will. In my finite, self-centered self, it's just easier to think about me and Earth, especially since God gave us a record of all he has done for redemption here (not to mention that I have no plans or desire for leaving).

Still thinking on this, but I'll stop for now. Anyone have a more formed/informed thought?

(Semi-) Review: The X-Files: I Want to Believe

On Friday night, for old time's sake, Megan and I rented The X-Files: I Want to Believe, the second of two movies based on our all-time favorite television show that ran from 1993-2001 (we have all nine seasons on DVD). Being the X-Philes that we were/are, we caught the midnight show of the movie on the night it came out last July (I wanted both of us to dress up like FBI agents but Megan thought we might be the only dweebs in attendance, which was far from the case), but were disappointed by creator Chris Carter's decision not to develop the government conspiracy story arc that was so key to the weekly episodes and the first movie in 1998. The second movie worked well enough as a monster-of-the-week episode, but that was about it; I didn't even write a review.

Still (and in light of discussion on my recent LOST post), watching the movie a second time last night, I found that it played better than I remembered on the big screen, mostly because of the depth of characters Fox Mulder (played by David Duchovny) and Dana Scully (played by Gillian Anderson). Even without the government conspiracy arc, the personal transitions the characters had made over the nine seasons were still there and went beyond "type" to believable humanity. Granted, the direction wasn't as strong and the plot was plenty morbid (think Frankenstein meets organ trafficking), but the humanity of the lead characters really stood out, which made it that much more watchable.

So, if anybody's looking for a new DVD fetish with real characters that actually change and grow over time, let me recommend The X-Files. The stories are well-written, the science is fascinating, and the tension of the modern world trying to make sense of what cannot always be made sense of is a healthy one.