It’s been said that “History is bunk,” or that, as Napoleon suggested, “History is a set of lies agreed upon.” These are obviously cynical takes. But there is a serious and somewhat uncomfortable truth to consider. Ask many of the teachers and leaders, and they will tell you that history is a weak point in our schools. Most—dare we say all?—struggle with not merely how to teach history well but what history actually is and why we teach it. (And by the way, the purpose is not merely to avoid the mistakes of the past.)  

This leads us to this year’s theme for Repairing the Ruins: The Lost Art of History. As we curate the talks and proposals for this 2027 conference, we are paying special attention to two elements: one is the broader story of Western Culture and the other is the particular way in which this shows up in the classroom and in schools. 

What Kind of Proposal Should I Submit?

We welcome submissions focused on the practical and pedagogical methods in the art of teaching history, though not wishing to ignore the important theoretical grounding upon which those practices rest. Some questions to consider might be, “What is History in the first place?” and “What is the distinction between History and the other Liberal Arts?” Other questions might focus on a better understanding of various curricula, knowing that there are always limitations and weaknesses to account for even in some of the best curricula. What is the history of teaching math? What is the history of science? If a school has an integrated Humanities approach and is rooted in primary sources, this is another challenge. What distinguishes the teaching of Literature from the teaching of History? Is it that Herodotus was a “historian” and that Hesiod was a “poet”? These are just a few of the concerns we might wish to tackle.

As usual, we would love to promote practical ways of improving the academic culture in classrooms of all ages and types. Broadly speaking, we want to return to those principles and methods that reestablish a more faithful paideia in our schools—whether those are conventional 5-day programs or collaborative models. As usual, we welcome submissions that speak to all aspects of the classical Christian school:

• The principles and practices of classical teaching (multum non multa, repetitio mater memoriae, liturgies that elevate and instruct, etc.)
• Specific curricular instruction (how to teach Grammar by way of Latin, Singapore Math, teaching Euclid dialectically, progymnasmata for grades 6-8, etc.)
• Modes and motifs (why storytelling and narration matter, etc.)
• Classical methods (how fairytales provide the Grammar for biblical meaning, etc.)
• Business support and organizational excellence (tools for accounting and finance, hacks for school growth and fundraising, best practices in school communication, etc.)

We would also love to have presentations related to culture building within your school—from good athletic programs to successful approaches to dances and formal protocol events, to house systems hacks, to campus security, to instructional models that are better tailored to the needs of students.