A Christian philosophy of integrated education

Related reading and listening

1. Human nature through the eyes of Lucian Freud — FROM VOL. 7 Art critic and sculptor Ted Prescott discusses the work of British realist painter Lucian Freud (notably, the grandson of Sigmund Freud). (8 minutes)
2. The gift of meaningful work — In this lecture, D. C. Schindler argues that genuine work is inherently meaningful and facilitates an encounter with reality and therefore, ultimately, with God. (36 minutes)
3. “Gender” as ultimate separation — In this November 2018 lecture, Margaret McCarthy explains how the predictions of Pope Paul VI’s Humanae vitae regarding the consequences of separating sex from procreation have proven true. (38 minutes)
4. How words are central to the human experience — FROM VOL. 95 Craig Gay reflects on the essential linguistic nature of humanity: how our growth (or decline) in life is tied to words. (18 minutes)
5. Bearing well the burdens of the past, present, and future — Louis Markos shows how great literature like the Iliad links us to the human story and strengthens us to live fully and well. (65 minutes)
6. Books worthy of a lifetime of encounters — FROM VOL. 69 Daniel Ritchie discusses why great books programs survive mainly in Christian institutions while declining in secular ones. (13 minutes)
7. The abolition of the fine arts — In this lecture, R. V. Young examines why people are increasingly unable to discriminate between base and fine art, arguing why this issue is of particular concern to Christians. (41 minutes)
8. The roots of American disorder — In this reading of an article from 2021 by Michael Hanby, the critique of Marxism in Augusto del Noce’s work is compared with texts from the American Founders. (79 minutes)
9. Personhood, limits, and academic vocation — FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes)
10. What higher education forgot — FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes)
11. The formation of affections — FROM VOL. 101 James K. A. Smith explains how education always involves the formation of affections and how the form of Christian education should imitate patterns of formation evident in historic Christian liturgy. (15 minutes)
12. Education for human flourishing — Co-authors Paul Spears and Steven Loomis argue that Christians should foster education that does justice to humans in our fullness of being. (23 minutes)
13. The social irrelevance of secular higher education — FROM VOL. 85 Professor C. John Sommerville describes the increasingly marginal influence of universities in our society, and why they seem to be of no substantive relevance to people outside the school. (13 minutes)
14. The history of Christianity and higher education — FROM VOL. 50 In tracing Christianity’s relationship to the academy, Arthur F. Holmes points to Augustine as one of the first to embrace higher learning, believing God’s ordered creation to be open to study by the rational mind of man. (9 minutes)
15. Automation and human agency — FROM VOL. 150 Philosopher and mechanic Matthew Crawford laments the losses of human skill that correspond with gains in mechanical automation. (21 minutes)
16. In praise of a hierarchy of taste — In a lecture at a CiRCE Institute conference, Ken Myers presented a rebuttal to the notion that encouraging the aesthetic appreciation of “higher things” is elitist and undemocratic. (58 minutes)
17. Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
18. How music reflects and continues the created order — Musician, composer, and teacher Greg Wilbur explores how music reflects the created order of the cosmos. (55 minutes)
19. On wonder, wisdom, worship, and work — Classical educator Ravi Jain dives deeply into the nature, purpose, and interconnectedness of the liberal, common, and fine arts. (43 minutes)
20. Orienting reason and passions — In an essay titled “The Abolition of Mania” (Modern Age, Spring 2022), Michael Ward applies C. S. Lewis’s insights to the polarization that afflicts modern societies. (16 minutes)
21. Not good to be alone — In a lecture titled “Gender and the Common Good,” Margaret Harper McCarthy argues that the current ideology regarding gender fundamentally separates people from one another and finally even from themselves. (34 minutes)
22. Discerning an alternative modernity — In a lecture from 2019, Simon Oliver presents a summary of the cultural consequences of the comprehensiveness of the work of Christ. (28 minutes)
23. The loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
24. The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
25. Blest be the ties of language that bind us — Marion Montgomery on the precious gift of words
26. The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
27. From university to multiversity to demoversity — Alvin Kernan on tectonic shifts in higher education since the 1960s
28. Christian education and pagan literature — Kyle Hughes on learning from Basil of Caesarea about the curricular choices for Christian educators
29. Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
30. Mars Hill Audio Journal, Volume 160 — FEATURED GUESTS: Jessica Hooten Wilson, Kyle Hughes, Gil Bailie, D. C. Schindler, Paul Tyson, and Holly Ordway
31. An outrageous idea? — In the late 1990s, George M. Marsden and James Tunstead Burtchaell both wrote books examining the claim that it was far-fetched even to imagine that scholarly work could be an expression of Christian claims about reality. (25 minutes)
32. Teaching for wonderfulness — Stratford Caldecott on why education is about how we become more human, and therefore more free
33. Education and human be-ing in the world — In championing a classical approach to teaching, Stratford Caldecott was an advocate for a musical education, affirming the harmonious unity in Creation. (26 minutes)
34. Maintaining a connected grasp of things — Ian Ker summarizes the central concern of John Henry Newman’s educational philosophy as developed in The Idea of a University
35. The university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
36. Christian scholars and the secularized academy — Mark Noll on why Christian intellectual vitality requires a vision for the universality of Christian truth
37. The future of Christian learning — Historian Mark Noll insists that for Christian intellectual life to flourish, a vision for comprehensive and universal social and cultural consequences of the Gospel has to be assumed. (18 minutes)
38. Mars Hill Audio Journal, Volume 159 — FEATURED GUESTS: Kirk Farney, Andrew Willard Jones, James L. Nolan, Jr., Andrew Kaethler, Peter Ramey, and Kathryn Wehr
39. Earthly things in relation to heavenly realities — In this lecture, Ken Myers argues that the end of education is to train students to recognize what is really real. The things of this earth are only intelligible in light of heavenly realities. (59 minutes)
40. The dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for “re-spiritualizing” education. (30 minutes)
41. Sustaining a heritage of wisdom — Louise Cowan (1916–2015) explains how the classics reach the deep core of our imagination and teach us to order our loves according to the wholeness of reality. (16 minutes)
42. The Christian humanism of Aleksandr Solzhenitsyn — One of the main themes emphasized by these three guests is that Solzhenitsyn was not principally concerned with politics, but with human nature and purpose, understood in light of the Christian account of reality. (39 minutes)
43. Parsing the intellectual vocation — Norman Klassen and Jens Zimmermann demonstrate that some form of humanism has always been central to the purposes of higher education, and insist that the recovery of a rich, Christocentric Christian humanism is the only way for the university to recover a coherent purpose. (39 minutes)
44. Teachers and Learners — Ian Ker shares John Henry Newman’s ideals of learning, and Mark Schwehn discusses the virtues of good teachers. (27 minutes)
45. With Eastern eyes — Paul Valliere and Vigen Guroian discuss questions of law, politics, and human nature from the Orthodox tradition. (34 minutes)
46. Mars Hill Audio Journal, Volume 153 — FEATURED GUESTS: Charles C. Camosy, O. Carter Snead, Matt Feeney, Margarita A. Mooney, Louis Markos, and Alan Jacobs
47. Visionary education — Josef Pieper on the mistake of confusing education with mere training
48. We are not Cybermen — Essayist L. M. Sacasas discusses some of the ideas of Ivan Illich, whose work has influenced Sacasas’s own understanding of the anti-human dynamics of technological society. (21 minutes)
49. On the re-enchantment of education — Stratford Caldecott on teaching in light of cosmic harmony
50. Healthy habits of mind — Scott Newstok describes how many efforts at educational reform have become obstacles to thinking well, and he offers a rich and evocative witness to a better way of understanding what thinking is. (20 minutes)