• The intellectual growth forum for high school students everywhere

  • Identity Politics and Campaign Strategy Re-Formation

    / Politics

    Asher Cohen ’25

    Dwight-Englewood School

    New Jersey, USA

  • Universal Equality vs. Neo-Confucian Class Structure in the Late Period of Joseon

    Magna / World History

    Stephanie Se-Aun Park ’24

    Milton Academy

    Massachusetts, USA

  • Rise of the US Dollar: Where the Greenback Meets the Black Gold

    / US History

    Jialai She ’27

    Phillips Academy Andover

    Massachusetts, USA

  • Dreams vs. Reality: A Psychoanalysis of the American Dream in The Great Gatsby and Death of a Salesman

    Magna / Literary Theory

    Colette Simon ’24

    The Pingry School

    New Jersey, USA

  • Unmasking Misogyny: Clytemnestra’s Demise in Aeschylus’ Oresteia

    / Classics

    Arailym Kairolda ’26

    International School of Astana

    Astana, Kazakhstan

  • Reclaiming Sociocultural Agency: The Resurrection of India and Africa in Postcolonial Cinema

    / Interdisciplinary:

    Film Studies, Sociology

    Shiven Jain ’25

    Indus International School Pune

    Maharashtra, India

  • Healthcare in the United States: Why Socialized Medicine Could Cure Nation

    / Public Policy

    Morgan Lopiano ’24

    St Mary’s School

    Oregon, USA

  • Mortality Moves Masses: Social Movements as Evolved Responses to Pandemics

    Magna / Interdisciplinary:

    Sociology, Psychology

    Gabriel Wolf Evers ’24

    Crossroads School for
    Arts & Sciences

    California, USA

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  • Shiven Jain

    I developed a passion for film criticism before I did for films themselves. Seeing film criticism as a self-contained art form, I began engaging not just with the discourse surrounding...

    Shiven Jain

    I developed a passion for film criticism before I did for films themselves. Seeing film criticism as a self-contained art form, I began engaging not just with the discourse surrounding...

  • Asher Cohen

    My primary academic interests are history, politics, civic engagement, and social identity. My interests in these areas stem from witnessing the lack of civic education in schools in my community...

    Asher Cohen

    My primary academic interests are history, politics, civic engagement, and social identity. My interests in these areas stem from witnessing the lack of civic education in schools in my community...

  • Morgan Lopiano

    Growing up in the medical hub of Southern Oregon, I never understood newscasters when they talked about the “healthcare crisis” in America. However, during my junior year of high school,...

    Morgan Lopiano

    Growing up in the medical hub of Southern Oregon, I never understood newscasters when they talked about the “healthcare crisis” in America. However, during my junior year of high school,...

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Featured Essay

Interdisciplinary: Literature, History

Understanding the Myth and Reality of the Lost Generation

Ava Rahman ’23 | Commonwealth School | MA, USA | Williams College

The term ‘lost generation’ evokes both the gilded decadence of the 1920s and the pulsing undercurrent of post-war disillusion, themes dominating seminal literary works of the 20th century. The writers of the lost generation were artists and intellectuals, standing on the outskirts of culture, while simultaneously creating what would become epitomes of the modern condition. For this reason, many historians argue that the lost generation is a myth. However, this claim overlooks the fact that many of the writers indeed felt ‘lost’. In truth, the term is a broad generalization that erases the complexity of the collective mood among many people, including the writers, during an age of tumult. This essay attempts to clarify the ambiguity surrounding the term Lost Generation. It begins with a documentation of the term’s origins and evolution, followed by an analysis of the autobiographies, fiction, and lives of three Lost Generation writers: Ernest Hemingway, F. Scott Fitzgerald, and T.S. Eliot. The exploration of their literary works, alongside their lives, offers an insight into understanding their worldview and whether the term ‘Lost Generation’ accurately encapsulates their sentiments. This essay further reveals nuances layered in our current understanding of the Lost Generation and shows how it is a truth in abstraction, having some resonance with the 20th century, without taking full account of the experience of American intellectuals.

  • Public Policy

    History: Greco-Roman, US, European, World

    Art History

    Literature, Literary Theory, Classics

    Philosophy

    Sociology

    Interdisciplinary I: Politics, International Relations, Environmental Studies

    Interdisciplinary II: Cultural Studies, Film and Media Studies, Musicology

    Interdisciplinary III: Anthropology, Theology, Psychology, Gender Studies

    * Contents updated periodically.

  • Embark on a scholarly journey through our disciplinary collections, exploring a wide range of subjects in the humanities and social sciences.

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  • Ramifications of Rwandan Identity

    / World History

    Adam Berg ’24

    Berkeley Carroll School

    New York, USA

    Abstract 
  • The Mind-Body Problem: A Critique of Type Identity Theory

    / Philosophy

    Clarence Chen ’24

    Harrow International School Hong Kong

    Hong Kong SAR, China

    Abstract 
  • FDR vs. the Supreme Court: The Battle for the Meaning of the American Constitution

    / US History

    Athena Kuhelj Bugaric ’24

    Commonwealth School

    Massachusetts, USA

    Abstract 
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