In an attempt to appear hip,
educators in high school and college are not only dressing down, they are teaching unconventional
subjects that are informed by popular culture. This paper argues that elements of popular culture should only be inserted into school curricula when they directly enhance learning or when
students can better understand core philosophies within a familiar context. The paper further argues that
educators should be teaching what they know to the best of their ability, thereby exposing students to ideas they might not have reached on their own.