Andrew Kern Nov 30, 2015

Christian education must be oriented to the Truth, as I argued in my previous post. Christ is the self-proclaimed Way, Truth, and Life. He is the Logos of John 1, the Wisdom of God, the Radiance of the Father's Glory, and the Only-Begotten Son of God. 

And, Wonder of wonders, He is the Incarnate Word. 

Category:
Andrew Kern Nov 24, 2015

Our Lord, Jesus Christ is not a specialist. He did not come to earth to do one project or to solve one problem and then go back to heaven. 

Christ is, as the Apostles John, Paul, and Peter all repeatedly assert and assume, the One in whom all things are held together. He is the Logos. 

It is not possible to express in a blog, a book, or an article all that St. John expresses in that word Logos, with which he opens his gospel and by which he identifies his beloved teacher. Perhaps words from St. Paul's epistles might help:

Category:
Andrew Kern Nov 9, 2015

The hardest thing about being a classical teacher is that, since you are always oriented toward wisdom and virtue, you cannot be overly interested in mere "academic performance" even though that is what children are supposed to excel in. 

Let me rephrase the problem: the hardest thing about being a classical teacher is that everything you do is so interesting, nourishing, and effective, but everybody wants you to do things that are uninteresting, often unhealthy, and ineffective. 

Category:
Andrew Kern Aug 10, 2015

On July 18th I stopped contemplating Harmony with about 250 colleagues, friends, and kindred spirits. On the 22nd, I drove up to the University of Kentucky for a week of Latin immersion, and from August 3-7 I was immersed even more deeply into the love of truth-seeking that is the CiRCE Apprenticeship. 

After each, I was physically exhausted and intellectually and spiritually nourished, stimulated, and aroused. Dozens of blog posts asked me to write them. Dozens of ideas raced around the spaces of the hollow caverns of my skull. Frustration and joy contended for my chest. 

Category:
Andrew Kern Jul 20, 2015

Aristotle once wrote that “It is the mark of an educated man to look for precision in each class of things just so far as the nature of the subject admits.”

This is one of the most important principles of thought ever expressed - and one that has been almost universally neglected in our day, especially by those who oversee the ways we teach our children how to think.

We look for scientific precision when we study literature, for artistic judgment in math and spelling. When we assess, we look for statistical variation of immeasurable matters.

Category:
Andrew Kern Jul 15, 2015

At the very first conference, in July 2002, Dr. Charles Reed presented a wonderful talk that he called "Reading as if for life," a title drawn from Dickens' David Copperfield. 

Today, July 15, 2015, Rod Dreher showed us what it means to read as if for life. He reflected through the day on the meaning of the title of his recent book How Dante Can Save Your Life. 

If you weren't here, I'm sorry you missed it. I'll write one or two things that impressed me, then ask others to add their insights. First, this:

Category:
Winston Brady Apr 14, 2015

The SAT, the test dreaded by many high school students as the three most significant hours of their lives, will change again in the spring of 2016. The essay adopted in 2006 will now be made optional, while College Board president David Coleman told NPR that these other new changes will assess students on “the learning [they] do over years each day,” rather than test-taking strategies that do not demonstrate viable intellectual abilities.

Category:
Andrew Kern Jul 3, 2014

A Few Axioms

 

We imitate: It would be sensible to ignore the pride that strives to transcend that. 

We are an imitation: It would be good to embrace the Glory that comes with that. 

We are imitated: It would be wise to embrace the responsibility that comes with that. 

It is our wisdom and glory sensibly to humble ourselves by choosing responsibly who and what we imitate and by doing it well, for we become what we behold.

Category:
Andrew Kern May 8, 2014

The Logos enables us to move across what we have come to call "subjects", arts, disciplines, and sciences without losing our bearings. In other words, it, and it alone, allows for an actually integrated curriculum. 

Every art, science, or artifact has its own logos that makes it what it is. This is, perhaps, easier to see in the sciences, since some of them actually end with a variation on logos, such as biology, cosmology, etc. 

Category:
Andrew Kern Sep 27, 2013

The heart of the difference between classical and conventional education is not in curriculum or teaching methods, though those are effected. The heart of the issue is in goals and beliefs. Our practices often entangle us so much that we can't get back to the things that matter most. 

The biggest difference is theological. Conventional education is ultimately nihilistic, believing that we live in a great meaningless vacuum. Classical education, Christian or philosophical, rests on the foundation of Being. Everything, quite literally follows from this. 

Category:

Pages