David Hicks Aug 13, 2012

 IV. Mastery, Meaning and Mystery

David Hicks Aug 9, 2012

III. Basil and the Hexaemeron 

Now let us turn to S. Basil and his Hexaemeron. 

David Hicks Aug 6, 2012

II. Are we talking science or philosophy? 

Now, this argument will not impress the non-Christian or  “secularized Christian” for whom science, not Holy Scripture, is the final authority and for whom Nobel prize winners, not Church Fathers, offer the best answers to the cosmogonic questions.  So it is not enough for us to have a good grasp of Scripture and the way the Fathers interpret it.  We must also understand science and the built-in limitations of its methods and the knowledge it affords.

David Kern Aug 1, 2012

I have decided something this summer.

David Hicks Aug 1, 2012

I. Why Do We Care What the Fathers Think?

Andrew Kern Jun 23, 2012

The harder the reformers try, the worse they make the American school. Why can’t they get it right? Their errors are so fundamental that only a complete rebooting will help.

Conventional education is based on three principles and one application. 1. There is no truth 2. If there is Truth, you can' t know it 3. If you could know Truth, you couldn't communicate it. 4. Therefore, there is no point teaching children how to seek truth and wisdom, only power.

Andrew Seeley Apr 25, 2012
Tolkien's monogram, and Tolkien Estate trademark

Tolkien's monogram, and Tolkien Estate trademark (Photo credit: Wikipedia)

Cindy Rollins Jan 10, 2012

In 2006 I attended my first Circe Conference in Memphis, TN. It was called A Contemplation of Knowledge. I expected the conference to inspire me to work harder and to rebuke me for not trying hard enough, as most conferences do. I knew I was failing as a homeschool mom and I just needed a bit of turbo boost to fail harder. You see, for the 20 years prior to the conference I had educated my children using ideas I read in Susan Schaeffer Macaulay’s For the Children's Sake and The Original Charlotte Mason Homeschooling Series.

David M. Wright Sep 5, 2011
Andrew Kern May 14, 2011

Does your classroom begin with the assumption of conflict? Do you assume that your goals and your students' goals are working against each other.

To begin with this assumption may seem sensible and even practical, but it is also wrong. Consequently, it interferes with effective instruction.