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.
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.
In the Fullness of Time
"In the Fullness of Time" (Gal. 4:4) describes how God prepared his world to grasp who Jesus is and to receive him as the divine savior. God used the Jewish Diaspora, hellenization spread by Alexander the Great, Roman roads, the pax Romana, and history, philosophy, and myth to prepare for Christ.
History as the Pursuit of Wisdom: A Case Study
The study of history in classical Christian schools often mirrors the model taken by our non-classical counterparts. Students read a textbook filled with a variety of facts that attempt to condense the progression of history to a few "high points" and key facts.
“I Doubt, Therefore I Believe?”: Why The History of Doubt Matters for Christian Educators in a Secular Age.
Using Lundin as a guide, this workshop will 1) briefly trace some of the intellectual challenges of the modern age; 2) read some selections that highlight doubt and faith during this time; 3) and discuss how the idea of "believing again" can help us form Christians with sturdy souls in our own secular age.
Erasmus and the Future of Education
Drawing upon Desiderius Erasmus's most important contributions to the Western canon, this workshop explores essential virtues and perspectives that college freshmen and sophomores are often lacking when they walk into his classroom.
Uncovering Milton’s Classical Pedagogy
John Milton had considerable sway in the political discourse of his day, often writing at the intersection of philosophy, theology, and public policy.
R. C. Sproul and the Revival of Classical Theism
Close-Reading across the Canon: Transitioning to Biblical Theology
Learn how to apply the literacy tools and seminar model (already honed in teaching other ancient texts) to the area of biblical studies.
Figs and Vines: Tending Humble Vocations
Those who tend fig trees like the prophet Amos have a humble vocation. When Amos is told to stop prophesying, he responds, “I’m no prophet. I’m a common herdsman, a sheep breeder. I pick sycamore figs.” In our humble positions as teachers, administrators, and learners, we are also fig-pickers, perhaps even fig-piercers if we break through the tough skin to allow maturity to come in our students.