Why Leave the U.S. to Teach CCE in Africa

Why would a successful classical educator leave a school in America to move to Africa? How do you know if you are called by God to serve as a missionary?

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What’s So Liberal about the Liberal Arts?

In the middle of the phrase “liberal arts education” is the important word “liberal”. But how are these arts liberal? Some say it is that these arts are liberating; they free men and women who study them.

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Teaching Christian Rhetoric with St. Augustine

Given that Rhetoric itself is a disputed term-variously defined by different practitioners, theorists, and philosophers in different time periods--adding the adjective Christian to the word Rhetoric only serves to further muddy the waters.

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How CCE is Impacting University Students in Zambia

Since the African Christian University (ACU) is the only university in the country offering classical Christian education, it serves as a case study viewing the impact that CCE has on Zambian university students.

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The Love of Learning with Margarita A. Mooney

Through examples of people who have pursued excellence through liberal arts education, this book explores the key ideas and thinkers who shape the way we think about and practice education. The chapters of the book emerged from webinar dialogues between Margarita A. Mooney and the contributors about why and how they practice the liberal arts tradition of teaching. The enriching conversations in The Love of Learning show how the liberal arts tradition of learning can make each of us more fully human — and our culture more humane.

Margarita A. Mooney

Margarita Mooney Suarez is associate professor of congregational studies in the Department of Practical Theology at Princeton Theological Seminary. She earned her MA and PhD in sociology from Princeton University, and her BA in psychology at Yale University. She has also been on the faculty of Yale University, Princeton University, the University of North Carolina at Chapel Hill and Pepperdine University. At Princeton Theological Seminary, she teaches classes on philosophy of social science, Christianity and the liberals arts tradition, aesthetics, research methods for congregational leaders, intentional communities, and sociology of religion. Her research has received approximately $3 million in funding from the John Templeton Foundation.

Professor Mooney Suarez’s most recent book with Cluny Media, The Love of Learning: Seven Dialogues on the Liberal Arts (2021), grew out of her decades of experience as a teacher and scholar. Her book Faith Makes Us Live: Surviving and Thriving in the Haitian Diaspora (University of California Press, 2009) demonstrated how religious communities support the successful adaptation of Haitian immigrants in the U.S., Canada and France, and she’s the co-author (with Camille Z. Charles, Mary S. Fischer, and Douglas S. Massey) of Taming the River: Negotiating the Academic, Financial, and Social Currents in Selective Colleges and Universities (Princeton University Press, 2009).

In addition to her scholarly books and articles, Professor Mooney Suarez has written for publications that reach wide audiences both inside and outside academia such as Real Clear Policy, Scientific American, The Chronicle of Higher Education, The Miami Herald, Plough Magazine, America Magazine, First Things, Hedgehog Review, Public Discourse, Church Life Journal, and the National Catholic Register. Professor Mooney Suarez is a frequent speaker to women’s organizations, think tanks, schools, church groups, and a variety of other nonprofits, as well as businesses about faith and values. Her research has been cited by David Brooks in the New York Times, and she has been interviewed by organizations such as Duke Divinity School and the Institute for Humane Studies.

Professor Mooney Suarez founded Scala Foundation in 2016 and continues to serve as Scala’s executive director. Scala’s mission is to infuse meaning and purpose into American education by restoring a classical liberal arts education. At Scala’s conferences, reading groups, seminars, webinars, student trips, intellectual retreats, and intensive summer program, Scala equips students, writers, artists, intellectuals, and teachers with the ideas and networks needed to revitalize culture.

Covid Best Practices

There are still many challenges to overcome and issues to consider as we slowly climb our way out of the pandemic. In addition to reflecting on the lessons Covid has taught us from an educational perspective, several other social issues have emerged as well that need attention in our schools and communities. So, how should classical Christian educators respond? How do we wisely navigate these issues and stay faithful to our mission?

Join our panel of heads of school from across the country as they discuss and share wisdom and insight, plus the lessons they’ve learned over the past few months. Hear about what policies and practices worked and which ones didn’t.

Eric Cook

Eric Cook is from Lexington, Kentucky, but worked in schools in Ohio and Virginia before joining Covenant Classical School in 2009. Eric earned a bachelor’s degree in Secondary Social Studies Education from Transylvania University, and a master’s degree in Instructional Leadership from Northern Kentucky University. He has taught history, political science, psychology and philosophy in public schools, and served as an assistant principal for several years. In 2006, Eric felt called to join the classical Christian school movement and became the Middle and Upper School Head at Faith Christian School in Roanoke, Virginia. In addition to his leadership roles, Eric taught apologetics, theology, philosophy of religion, and served as thesis director. He is also the President of the Society for Classical Learning.

Katharine Savage

Katharine Savage is the founder and Head of Philadelphia Classical School and is grateful to have worked alongside colleagues in the classical Christian school movement for almost ten years. She leads the ACCS Northeast regional cohort of schools and has written for the Classical Difference magazine. Prior to founding PCS, she was the energetic "starter" - starting other community based endeavors, leading parenting seminars, writing church curriculum, and being a wife and mom to three children. She and her husband Brian have been serving in the city of Philadelphia, PA for twenty years. She loves rereading old books and watching ballet performances.

Peter Hansen

Peter Hansen joined Trinity Christian Academy as its Head of School in July of 2020. Originally born and raised in California, Mr. Hansen moved to Texas in high school where he graduated from a classical Christian school and met his future wife, Lisa. He graduated from Hillsdale College with a Bachelor’s degree in philosophy and theology and then went on to earn his Master’s degree in liberal arts from St. John’s College in Annapolis, Maryland. Mr. Hansen has taught history, philosophy, apologetics, political science, logic, rhetoric, senior thesis, Bible, Latin, and literature in prominent classical Christian schools throughout the nation including Regents School of Austin, Rockbridge Academy, and Annapolis Christian Academy. He also served as the Head of School for Annapolis Christian Academy for twelve years and Lancaster County Christian School for two years prior to his tenure at TCA. Mr. Hansen is married to Lisa and they have four teenage children, three of whom attend TCA while his oldest attends the University of Kentucky. In his free time, Mr. Hansen enjoys spending time with his family, watching movies, eating at good restaurants, visiting coffee shops, and staying active through golf, soccer, playing drums, snowboarding, and surfing.

Eric DeVries

Eric was born in Oklahoma, but spent most of his childhood in Spokane, Washington. He graduated from Whitworth University where he met his lovely wife, Jen. Eric and Jen have been happily married for 22 years. They have 5 children, spanning from a senior in high school down to a first grader! He began working at The River Academy in Wenatchee Washington in 2004 as a teacher. In 2008 he was promoted to Head of School where he continues to serve today. Eric is working on his Masters in Christian Leadership with a focus on Classical Schools from Gordon College. When he is not immersed in classical education, he and his family enjoy the outdoors. They love taking advantage of the hiking, mountain biking, and snow skiing that the Wenatchee Valley has to offer.

How to Achieve Schole Amidst the Chaos of Culture

Ironically the Greek word scholé is the root of our word “school”. Scholé as articulated by Aristotle and then adapted and transformed by the early church, means something like undistracted time to study the things most worthwhile (usually with good friends, usually in a lovely place, usually with good food and drink). In this presentation, we will consider how scholé is related to contemplative and restful learning that complements the active learning that is also part of education. We will also consider the practical ways we can bring restful learning or scholé back into our schools. 

Click here to download handout.

Chris Perrin

Christopher Perrin, MDiv, PhD, is CEO with Classical Academic Press, and a national leader, author, and speaker for the renewal of classical education. He is the author of An Introduction to Classical Education: A Guide for Parents, Greek for Children Primer A, and co-author of the Latin for Children series. He serves as a consultant to classical Christian schools, and to schools converting to the classical model. He is the director of the Alcuin Fellowship, former co-chair of the Society for Classical Learning, and an adjunct professor with the honor's program at Messiah College. Chris previously served for ten years as a headmaster of a classical Christian school in Harrisburg, PA

Developing The Executive Team: A Leadership Training Program

Every School Head bears the heavy weight of responsibility, but an effective, unified, executive leadership team not only lessens that burden, enhances the effectiveness of the top leader and extends his/her tenure, but also paves the path for sustained growth and mission accomplishment.

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How to Create a Mission-Aligned Student Culture in a Collaborative Model Upper School

If culture eats strategy for breakfast, then what are some strategic initiatives we can devise for consumption that will replicate within our student bodies (their culture) the altruistic elements and distinctives of our classical, Christian, collaborative (CCC) schools?

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