Joshua Gibbs Sep 26, 2016

Too often, the critic is apt to make St. Paul's teaching in Philippians the sine qua non of his critical credo:

Finally, brothers, whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is commendable, if there is any excellence, if there is anything worthy of praise, think about these things.

I have found, on the other hand, that the most captivating criticism drafts off the spirit of Abraham's defense of Sodom in Genesis 18:

Angelina Stanford Sep 23, 2016

There are two basic types of myths: stories of the gods and stories of heroes. Obviously, in the stories of the gods, the hero of the myth is a god or goddess. But quickly myth moves in a different direction and we find the stories of great men, the heroes of the Classical Age.

Matt Bianco Sep 21, 2016

In a previous article, “Why Do You Teach,” I wrote about teachers pursuing the good of their students. Drawing an analogy between friendship and teaching (as Aristotle did between friendship and governance), I wrote:

Joshua Gibbs Sep 21, 2016

The first time I read Edmund Burke’s Reflections on the Revolution in France, I thought it had to be one of the stupidest books written in the modern era. The rhetoric was so purple, so overbearingly ornate, the sentences so long, and the excuses for why the Glorious Revolution was nothing like the French Revolution sounded like so much special pleading.

Eight years later, and after four more reads of that great tome of conservative prejudice, the “Political views” line on my Facebook profile simply says: Edmund Burke

Joel Bezaire Sep 20, 2016

“Why do we have to know this?" This question is the bane of every math teacher's existence. It gets asked in math class more frequently than in any other subject area (Latin teachers, please form a queue if you wish to lodge a complaint against that claim). But many math teachers don't know how to the answer it.

Matt Bianco Sep 19, 2016

For the good of the other, that is the answer to our question. Or is it? What does that even mean? In his Nicomachean Ethics, Aristotle explains what friendship is. Perhaps understanding friendship might help us to understand the relationship between teacher and student, even if the relationship between a teacher and his student is not one we might typically describe as a friendship.

For Aristotle, that student of Plato and therefore Socrates, there are three kinds of friendship: a friendship of utility, a friendship of pleasure, and pure friendship.

Joshua Gibbs Sep 17, 2016

An awful lot of classic literature is concerned with “first world problems.” To illustrate this point, I’ve reduced most Jane Austen novels to a single meme:

I have also simmered Tolstoy’s “The Death of Ivan Ilyich” down to this pungent little sauce:

Lindsey Brigham Sep 17, 2016

Centuries before Bunyan’s Pilgrim was trekking towards the Celestial City, Chaucer’s motley crew were wending their way to Canterbury. Both stories draw on a premonition that’s as old as Abraham and as fresh as Kerouac—an intimation, undying through the ages, that life is a journey towards, or in search of, the holy. 

Ruth Popp Sep 16, 2016

We didn't know wonder was enlivening our home until it died. 

Angelina Stanford Sep 16, 2016

I have a very specific process when I approach a writing project.  Using the first three canons of Classical Rhetoric, I first write down every idea I have. This is the Invention stage and includes my research stage. Anything that generates an idea—something I read, a conversation I had, a thought that I contemplate, I dream I have—gets written down however it comes to me.  I don’t worry about assessing the quality of the idea or figuring out how I will use it at that point. Often one idea leads to another, and I keep writing them down.