{"id":755,"date":"2025-05-08T16:00:39","date_gmt":"2025-05-08T16:00:39","guid":{"rendered":"https:\/\/classicalchristian.org\/classis\/?p=755"},"modified":"2025-06-06T20:55:01","modified_gmt":"2025-06-06T20:55:01","slug":"todays-classical-education-is-worth-pursuing-even-if-its-not-precisely-recreating-the-past","status":"publish","type":"post","link":"https:\/\/classicalchristian.org\/classis\/todays-classical-education-is-worth-pursuing-even-if-its-not-precisely-recreating-the-past\/","title":{"rendered":"Today’s Classical Education is Worth Pursuing Even if it’s not Precisely Recreating the Past"},"content":{"rendered":"

[et_pb_section fb_built=”1″ _builder_version=”4.27.4″ hover_enabled=”0″ global_colors_info=”{}” theme_builder_area=”post_content” background_enable_image=”off” sticky_enabled=”0″][et_pb_row _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}” theme_builder_area=”post_content”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||” theme_builder_area=”post_content”][et_pb_text _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}” theme_builder_area=”post_content”]This article first appeared at The Federalist<\/a> and is reprinted by permission.<\/p>\n

Republished in Classis
\n<\/em>Volume XXVI, no. 2<\/p>\n

\n


\nClassical education is not at the mercy of our culture. Instead, it has the potential to shape a new culture that is anchored in reality.
\n<\/em><\/p>\n

\n

In 1981, David Hicks wrote one of the defining works of the classical Christian education renewal: Norms and Nobility. Recently, Hicks made an argument in line with Shawn Barnett\u2019s recent article<\/a> in The Federalist\u00a0about classical education: Yes, these kinds of schools are better. Yes, it holds great promise. But it\u2019s never going to rise again. It cannot be recreated. It\u2019s dead because our culture can no longer comprehend it.<\/p>\n

Both men take slightly different tacks. Also, respectfully, both Hicks and Barnett miss the point: Classical education is not at the mercy of our culture. Instead, it has the potential to shape a new culture that is anchored in reality.<\/p>\n

Barnett cites the Association of Christian Classical Schools\u2019 website as promoting a modern form of pseudo-classical education. With website page views and bounce rates measured in fractions of a second, we hope to be forgiven for some simplification on our website. Barnett makes valid points\u2014Latin and Greek were once studied more. John Milton Gregory and Dorothy Sayers were influenced by modernity. Even C.S. Lewis was a product of nineteenth-century Anglo-classical education.<\/p>\n

But if we read one of C.S. Lewis\u2019s lesser-known works, The Discarded Image<\/em>, we can find the real source of classical Christian education\u2019s strength: the belief that we can only understand our universe with God as the grand unifier. The medievals may not have gotten the solar system right, but they understood better than we do what it means to be human in light of the divine.<\/p>\n

He is the image of the invisible God, the firstborn of all creation. For by him all things were created, in heaven and on earth, visible and invisible, whether thrones or dominions or rulers or authorities\u2014all things were created through him and for him. And he is before all things, and in him all things hold together (Colossians 1:15\u201317).<\/p><\/blockquote>\n

The engine of classical education is not Latin or Greek, or even Mortimer Adler\u2019s \u201cGreat Ideas.\u201d It begins with one idea\u2014what the Greeks called \u201ctelos,\u201d or an ultimate purpose. From this educational purpose flows a river of culture that carves its own path, even through the shifting sands of modernity<\/p>\n

Our goal at the ACCS is to get this telos right, even if the journey is incremental. As with every journey, two things are needed: a destination, and a path. Our path began with Sayers\u2019 observations about the medieval trivium. And we claim the landmarks Gregory put down. We revere Latin and Greek, great literature, mathematics, and natural philosophy. But none of these things are the telos of education\u2014they are simply cairns along the trail.<\/p>\n

The purpose of classical education is to cultivate truth, goodness, and beauty in the souls of our students. These have been called \u201ctranscendental\u201d because they transcend us. In an age where young people are taught they can be anything they want to be, that they decide what is true for them, good for them, and beautiful for them, reality is illusive. They try to enjoy their freedom while living as prisoners to their insular perspective.<\/p>\n

Finally, brothers, whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is commendable, if there is any excellence, if there is anything worthy of praise, think about these things (Philippians 4:8).<\/p><\/blockquote>\n

The medieval liberal arts, the original name for classical education, liberate the student by bringing him or her closer to reality. This posture toward the divinely ordained world liberates the soul to seek its ultimate purpose. Thus the saying by Epictetus goes, \u201cOnly the [classically] educated are free.\u201d<\/p>\n

As to the amount of Greek we teach, or the right books to read, we at ACCS follow a path marked by a millennia or two of practice. We could follow Barnett\u2019s prescribed trail to the Germanic schools, but there we would find influences like Comenius, the seventeenth-century \u201cfather of modern education.\u201d He had some good ideas, and some bad ones.<\/p>\n

We could traverse back to the father of scholastics with Anselm in the eleventh century. But then we might miss out on earlier lessons from the doctor of Christianity\u2014Augustine in the fourth century. In the end, the telos, or destination, defines classical education, not the amount of Latin we teach.<\/p>\n

Soon-released research by ACCS shows a big difference in how classically educated alumni think about our world. We may not be doing everything every classical school in the past has ever done, but we invite others to join us in the journey toward an important and timeless destination.<\/p>\n

 <\/p>\n

Featured image\u00a0by Priscilla Fraire<\/a> on Unsplash<\/a><\/em>
\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"

This article first appeared at The Federalist and is reprinted by permission. Republished in Classis Volume XXVI, no. 2 Classical education is not at the mercy of our culture. Instead, it has the potential to shape a new culture that is anchored in reality. In 1981, David Hicks wrote one of the defining works of […]<\/p>\n","protected":false},"author":12,"featured_media":843,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"

This article first appeared at The Federalist<\/a> and is reprinted by permission.<\/p>

Republished in Classis
<\/em>Volume XXVI, no. 2<\/p>


Classical education is not at the mercy of our culture. Instead, it has the potential to shape a new culture that is anchored in reality.
<\/em><\/p>

In 1981, David Hicks wrote one of the defining works of the classical Christian education renewal: Norms and Nobility. Recently, Hicks made an argument in line with Shawn Barnett\u2019s recent article<\/a> in The Federalist\u00a0about classical education: Yes, these kinds of schools are better. Yes, it holds great promise. But it\u2019s never going to rise again. It cannot be recreated. It\u2019s dead because our culture can no longer comprehend it.<\/p>

Both men take slightly different tacks. Also, respectfully, both Hicks and Barnett miss the point: Classical education is not at the mercy of our culture. Instead, it has the potential to shape a new culture that is anchored in reality.<\/p>

Barnett cites the Association of Christian Classical Schools\u2019 website as promoting a modern form of pseudo-classical education. With website page views and bounce rates measured in fractions of a second, we hope to be forgiven for some simplification on our website. Barnett makes valid points\u2014Latin and Greek were once studied more. John Milton Gregory and Dorothy Sayers were influenced by modernity. Even C.S. Lewis was a product of nineteenth-century Anglo-classical education.<\/p>

But if we read one of C.S. Lewis\u2019s lesser-known works, The Discarded Image<\/em>, we can find the real source of classical Christian education\u2019s strength: the belief that we can only understand our universe with God as the grand unifier. The medievals may not have gotten the solar system right, but they understood better than we do what it means to be human in light of the divine.<\/p>

He is the image of the invisible God, the firstborn of all creation. For by him all things were created, in heaven and on earth, visible and invisible, whether thrones or dominions or rulers or authorities\u2014all things were created through him and for him. And he is before all things, and in him all things hold together (Colossians 1:15\u201317).<\/p><\/blockquote>

The engine of classical education is not Latin or Greek, or even Mortimer Adler\u2019s \u201cGreat Ideas.\u201d It begins with one idea\u2014what the Greeks called \u201ctelos,\u201d or an ultimate purpose. From this educational purpose flows a river of culture that carves its own path, even through the shifting sands of modernity<\/p>

Our goal at the ACCS is to get this telos right, even if the journey is incremental. As with every journey, two things are needed: a destination, and a path. Our path began with Sayers\u2019 observations about the medieval trivium. And we claim the landmarks Gregory put down. We revere Latin and Greek, great literature, mathematics, and natural philosophy. But none of these things are the telos of education\u2014they are simply cairns along the trail.<\/p>

The purpose of classical education is to cultivate truth, goodness, and beauty in the souls of our students. These have been called \u201ctranscendental\u201d because they transcend us. In an age where young people are taught they can be anything they want to be, that they decide what is true for them, good for them, and beautiful for them, reality is illusive. They try to enjoy their freedom while living as prisoners to their insular perspective.<\/p>

Finally, brothers, whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is commendable, if there is any excellence, if there is anything worthy of praise, think about these things (Philippians 4:8).<\/p><\/blockquote>

The medieval liberal arts, the original name for classical education, liberate the student by bringing him or her closer to reality. This posture toward the divinely ordained world liberates the soul to seek its ultimate purpose. Thus the saying by Epictetus goes, \u201cOnly the [classically] educated are free.\u201d<\/p>

As to the amount of Greek we teach, or the right books to read, we at ACCS follow a path marked by a millennia or two of practice. We could follow Barnett\u2019s prescribed trail to the Germanic schools, but there we would find influences like Comenius, the seventeenth-century \u201cfather of modern education.\u201d He had some good ideas, and some bad ones.<\/p>

We could traverse back to the father of scholastics with Anselm in the eleventh century. But then we might miss out on earlier lessons from the doctor of Christianity\u2014Augustine in the fourth century. In the end, the telos, or destination, defines classical education, not the amount of Latin we teach.<\/p>

Soon-released research by ACCS shows a big difference in how classically educated alumni think about our world. We may not be doing everything every classical school in the past has ever done, but we invite others to join us in the journey toward an important and timeless destination.<\/p>

\u00a0<\/p>

Featured image\u00a0by Priscilla Fraire<\/a> on Unsplash<\/a><\/em><\/p>","_et_gb_content_width":"","footnotes":""},"categories":[10,9],"tags":[31,32],"class_list":["post-755","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-article","category-classis","tag-classical-education","tag-david-hicks"],"yoast_head":"\nToday's Classical Education is Worth Pursuing Even if it's not Precisely Recreating the Past - Classis<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/classicalchristian.org\/classis\/todays-classical-education-is-worth-pursuing-even-if-its-not-precisely-recreating-the-past\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Today's Classical Education is Worth Pursuing Even if it's not Precisely Recreating the Past - Classis\" \/>\n<meta property=\"og:description\" content=\"This article first appeared at The Federalist and is reprinted by permission. 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Republished in Classis Volume XXVI, no. 2 Classical education is not at the mercy of our culture. Instead, it has the potential to shape a new culture that is anchored in reality. 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