What higher education forgot

Related reading and listening

1. 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)
2. 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)
3. 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)
4. A Christian philosophy of integrated education — FROM VOL. 61 Michael L. Peterson discusses how Christianity could inform society’s understandings of education and human nature. (8 minutes)
5. 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)
6. 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)
7. 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)
8. 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)
9. Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
10. 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)
11. 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)
12. 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)
13. 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)
14. The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
15. Blest be the ties of language that bind us — Marion Montgomery on the precious gift of words
16. 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”
17. From university to multiversity to demoversity — Alvin Kernan on tectonic shifts in higher education since the 1960s
18. Christian education and pagan literature — Kyle Hughes on learning from Basil of Caesarea about the curricular choices for Christian educators
19. Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
20. Mars Hill Audio Journal, Volume 160 — FEATURED GUESTS: Jessica Hooten Wilson, Kyle Hughes, Gil Bailie, D. C. Schindler, Paul Tyson, and Holly Ordway
21. 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)
22. Teaching for wonderfulness — Stratford Caldecott on why education is about how we become more human, and therefore more free
23. 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)
24. 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
25. The university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
26. Christian scholars and the secularized academy — Mark Noll on why Christian intellectual vitality requires a vision for the universality of Christian truth
27. 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)
28. 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)
29. 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)
30. 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)
31. Recovering natural philosophy — Science teacher Ravi Scott Jain discusses natural philosophy, the “love of wisdom in the realm of nature,” as the overarching discipline in the sciences. (21 minutes)
32. 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)
33. Teachers and Learners — Ian Ker shares John Henry Newman’s ideals of learning, and Mark Schwehn discusses the virtues of good teachers. (27 minutes)
34. Liberal arts and the importance of truth — Listen to conversations with two guests from Volume 153, Margarita Mooney and Louis Markos, on the liberal arts and the importance of truth. (26 minutes
35. Mars Hill Audio Journal, Volume 153 — FEATURED GUESTS: Charles C. Camosy, O. Carter Snead, Matt Feeney, Margarita A. Mooney, Louis Markos, and Alan Jacobs
36. Visionary education — Josef Pieper on the mistake of confusing education with mere training
37. On the re-enchantment of education — Stratford Caldecott on teaching in light of cosmic harmony
38. 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)
39. Mars Hill Audio Journal, Volume 151 — FEATURED GUESTS: Richard Stivers, Holly Ordway, Robin Phillips, Scott Newstok, Junius Johnson, and Peter Mercer-Taylor
40. Wise use of educational technologies — David I. Smith articulates the difficulties Christian schools face as they seek to use technology in a faithful way. (24 minutes)
41. Educational provocations — Steve Talbott on establishing ends for education before selecting means
42. The flickering of the American mind — Diana Senechal on problems of distraction in education
43. Mars Hill Audio Journal, Volume 150 — FEATURED GUESTS: David I. Smith, Eric O. Jacobsen, Matthew Crawford, Andrew Davison, Joseph E. Davis, and Rebecca Konyndyk DeYoung
44. How should we then teach? — Following three years of research, David I. Smith discusses what he and his colleagues learned about how educational technologies can be profitable servants and not tyrannical masters. (56 minutes)
45. The Liberal Arts tradition, II — context and extension — Kevin Clark explains how the book he co-authored defines a framework in which the Trivium and the Quadrivium are the core of a curriculum that includes piety, gymnastics, music, philosophy, and theology. (20 minutes)
46. The Liberal Arts tradition, I — science and harmony — Ravi Scott Jain discusses the place of the Quadrivium — the four mathematical arts — within the larger framework of the classical approach to education. (21 minutes)
47. Mars Hill Audio Journal, Volume 145 — FEATURED GUESTS: David I. Smith, Bruce Hindmarsh, Jason Baxter, John Fea, Laurie Gagne, and Matthew O’Donovan 
48. Mars Hill Audio Journal, Volume 142 — FEATURED GUESTS: Stanley Hauerwas, Perry L. Glanzer, Nathan F. Alleman, Jeffrey Bishop, Alan Jacobs, D. C. Schindler, and Marianne Wright
49. On Christian teaching and forming Christian minds — David I. Smith argues that teaching methods are as important as educational content in forming Christian minds. (9 minutes)
50. The Practice of Christian Pedagogy, Volume II — David I. Smith argues that more attention needs to be given to the meaning conveyed in teaching methods and assumptions about teaching.(63 minutes)