Jason Barney

Jason Barney serves as the Academic Dean at Clapham School, a classical Christian school in Wheaton, IL. In 2012 he was awarded the Henry Salvatori Prize for Excellence in Teaching from Hillsdale College ( He completed his MA in biblical exegesis at Wheaton College, where he received The Tenney Award in New Testament Studies. Jason blogs regularly on ancient wisdom for the modern era at

Jason Barney Dec 9, 2019

In my previous two articles I discussed narration as a tool of learning and as embodying the classical principle of self-education. I bemoaned the departure from this principle in much of modern education. At the same time, it’s worth recognizing the value of modern research in neuroscience and cognitive psychology, especially where it is confirming the validity of traditional educational practices like narration.

Jason Barney Dec 2, 2019

In my last article, I submitted Charlotte Mason’s practice of narration for consideration as another lost tool of learning. My main contention in its favor followed Charlotte Mason’s claim that narration is a natural gift of children as persons made in the image of our storytelling God.

For those coming late to the party, narration is a simple and elegant teaching tool containing two parts:

Jason Barney Nov 25, 2019

The concept of a tool of learning will be familiar to many from Dorothy Sayers’ famous essay “The Lost Tools of Learning.” The underlying idea is derived from the medieval conception of the liberal arts as rational skills or practices that enable a person to fashion knowledge. Just as a skillful carpenter can use the tools of his trade to produce a beautiful and serviceable chair, so the master of the liberal arts can produce new knowledge by means of those arts.

Jason Barney Feb 5, 2015

In my previous post I noted some of the problems with technicism in conventional educaiton. In this post I'd like to touch on some of the problems with scientism in conventional education. 

Jason Barney Jan 9, 2015

Technicism is not simply an over-fascination with technology as a means of stimulating learning out of students, though that problem plagues conventional education as well. Instead, technicism refers to a broader ideological approach to education that has become captivated by quantitative measurements and the economic evaluation of success. In technicism education has been reduced to something that can be measured in numbers alone. Teachers are made into technicians, who simply pull the levers and push the buttons assigned to them by the ruling technocrats.