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David McCullough was a Pulitzer Prize-winning historian known for helping broad audiences understand American history. In a 1991 address delivered at the National Preservation Conference and later published in the book History Matters, McCullough reflected on how societies preserve what matters over time. In doing so, he emphasized the importance of cultivating imagination, originality, spontaneity, and responsible risk-taking as part of the civic traditions that endure across generations (McCullough, 2023, p. 13).

Education was not the primary focus of his address, nor did he offer guidance for schools. Instead, he referenced education as one example of how societies shape habits of mind. McCullough observed that formal education often succeeds at transmitting information and rewarding correctness. He cautioned that when imagination and originality are treated as secondary, students may have fewer opportunities to think independently, take intellectual risks, or engage creatively with ideas, capacities he associated with a healthy civic culture (McCullough, 2023, p. 13).

Why This Perspective Is Relevant for Military-Connected Students

Military-connected students frequently experience changes in schools, peer groups, and instructional environments. Schools often respond by emphasizing structure, consistency, and predictability. These approaches can support student well-being and provide a sense of stability.

McCullough’s observations suggest that stability is most effective when it also allows space for imagination and thoughtful risk-taking. Classrooms and schools that support originality, revision, and engagement with ideas help students move beyond mere correctness toward a deeper understanding. For students who experience frequent transitions, predictable structures combined with opportunities for intellectual risk-taking can support the development of the capacities he associated with healthy civic culture while also supporting student well-being.

What Rewarding Risk-Taking Looks Like in Schools

McCullough did not associate risk-taking with disorder or lowered expectations. He described risk as an intellectual act: the willingness to imagine, think independently, and engage with uncertainty. In schools, rewarding risk-taking means creating conditions where students are encouraged to explore ideas, attempt original thinking, and revise understanding within clear and stable expectations.

Practices Aligned with McCullough’s Observations

The practices below reflect McCullough’s emphasis on imagination, originality, and responsible risk-taking, but in structured environments that are beneficial to student well-being.

Maintain Structure That Supports Responsible Engagement

McCullough viewed imagination and responsibility as compatible with stable systems. One way to do this is to Maximize Structure and Predictability by establishing clear routines and consistent expectations that reduce uncertainty and cognitive load. When students know what to expect during openings, transitions, and closures, they are better able to focus attention, engage with tasks, and participate appropriately. This stability does not direct thinking, but it creates conditions in which students can engage more fully and confidently with learning.

Build School-Level Readiness to Support Military-Connected Students

McCullough’s preservation message emphasized shared responsibility across institutions rather than reliance on individual actors. You can build Readiness to Support Military-Connected Students by helping your school build a common understanding, consistent training, and coordinate supports for military-connected students. By improving awareness of military culture, transitions, and available resources, this approach strengthens system-level readiness, so support is embedded across the school and not dependent on individual classrooms or personnel.

Emphasize Explanation, Not Just Correctness

McCullough emphasized understanding and judgment over simple correctness. Setting Objectives and Providing Feedback supports this by clarifying success criteria, engaging students in monitoring progress, and providing formative feedback that focuses on thinking, process, and next steps rather than evaluation. This approach encourages reflection, revision, and responsible intellectual risk-taking within a structured learning environment.

Build Revision and Reflection Into Learning

McCullough emphasized imagination and originality as qualities of engaged, independent thinking rather than products of information transmission. Summarizing and Notetaking supports this by requiring students to actively reorganize, connect, and refine ideas as they learn. By emphasizing organization, revision, and the use of students’ own words, this approach encourages deeper processing of information rather than treating learning as complete after initial exposure.

Support Spontaneous Engagement Within Structure

McCullough referenced spontaneity as part of original and engaged thinking. Providing Multiple Opportunities to Respond creates structured ways for students to engage with content through discussion and peer interaction. By increasing opportunities to respond and allowing students to process ideas collaboratively before answering publicly, this approach reduces performance pressure and encourages participation and idea testing within a predictable environment.

Final Takeaway

McCullough’s address was a reflection on whether societies make room for imagination, originality, and the willingness to take thoughtful risks to preserve what matters. Applied to schools serving military-connected students, his observations reinforce the value of combining structure with opportunities for independent thinking, creative engagement, and revision. These conditions promote academic engagement, well-being, and civic responsibility while honoring the unique experiences military-connected students bring with them.