It is my judgement that the biggest problem with education has nothing to do with schools. Given this, hiring better teachers, training them another way, building better buildings, offering other courses, reforming teachers’ unions—I do not believe that any of these things get to the root of the problem. I’m not saying we shouldn’t try …
It is easy to talk about education in the abstract, but we are concrete people with limited time and resources. These limitations require us to ask: what should students learn? I think it is important to begin by noting that there is a lot that one should learn, more in fact than anyone can learn …
Some Thoughts on Education (4) – What should students learn? Read More »
The goal of education isn’t a student that is able to do certain types of things, but a student who has become a certain type of person. This begs the question: how do we actually do this? First, we need to recognize that people are created with a certain end in mind. We can distinguish …
Some Thoughts on Education (3) – How do we do this? Read More »
If we define the chief end of education, as I have, as the formation of the soul and if we define secular not as something anti-religious, but rather simply as something done without reference to God, then secular education is a contradiction in terms. It is not just the content of what is being taught …
Some Thoughts on Education (2) – What about Secular Education? Read More »
It is a common habit to talk about (or, what is even less pardonable, to argue about) things without defining them. Before discussing various facets of education we must first define that education is. Our English word education comes from two Latin words that mean “to lead out of”. This begs the question: to lead …
Some Thoughts on Education (1) – What Is Education? Read More »
“Levin had been married three months. He was happy, but in quite a different way from what he expected. . . . He was happy, having embarked on family life he saw every step that it was not at all what he anticipated. Every step he took he felt as a man would feel who, …
Life is never what we expect, but it can be good. Read More »
The second philosophical problem with MMSD’s curriculum is that it assumes a moral course of action without proving or even arguing on behalf of it. Throughout the curriculum students are time and again taught that they need to “support” and be “allies” of those with non-normative sexualities. It is not my purpose here to argue …
There are three fundamental ways of understanding reality. The first view teaches that everything physical is a reflection of a deeper spiritual reality. For example, we find a rose or a sunset beautiful because it reflects beauty found in God. The second view teaches that there is a common reality found in like things. For …
MMSD Gender and Sexuality Curriculum (2) – Metaphysics Read More »
Many of you have probably heard about Florida’s “Don’t Say Gay” bill that legislates that instruction regarding “sexual orientation or gender identity may not occur in kindergarten through grade 3 or in a manner that is not age-appropriate or developmentally appropriate for students in accordance with state standards.” Given the amount of discussion around this …
MMSD Gender and Sexuality Curriculum (1) – Psychological Development Read More »
Striving Joyfully is a tall order, but it is why Charis exists. The world is deforming our children. Many people believe that virtue is an outdated technology; we don’t need virtue, only “life hacks.” Others hold that a series of temporary, passionate romances are of greater value than a covenantal, comprehensive, and lifelong commitment built …
Striving Joyfully (6) – Charis as a Counter-Culture Read More »
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