How should we then teach?

Related reading and listening

1. What is lost with labor-saving devices — Romano Guardini on what is lost when cultural pursuits eclipse natural order
2. Technology and the kingdom of God — FROM VOL. 63 Albert Borgmann (1937–2023) believes Christians have an obligation to discuss and discern the kind of world that technology creates and encourages. (12 minutes)
3. 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)
4. Diverting language from its richest possibilities — FROM VOL. 75 Steve Talbott discusses the rich capacities of language and how technology diminishes them. (18 minutes)
5. 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)
6. 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)
7. 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)
8. 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)
9. 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)
10. 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)
11. 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)
12. 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)
13. 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)
14. 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)
15. Seeking control, in white magic and The Green Book — Alan Jacobs on C. S. Lewis’s critique of the modern pursuit of god-like control
16. 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)
17. Christian education and pagan literature — Kyle Hughes on learning from Basil of Caesarea about the curricular choices for Christian educators
18. Smith, David I. — FROM THE GUEST PAGE: Dr. David I. Smith has written widely and worked extensively with educators at all levels of education on questions of how faith relates to the practice of teaching.
19. Mars Hill Audio Journal, Volume 160 — FEATURED GUESTS: Jessica Hooten Wilson, Kyle Hughes, Gil Bailie, D. C. Schindler, Paul Tyson, and Holly Ordway
20. Teaching for wonderfulness — Stratford Caldecott on why education is about how we become more human, and therefore more free
21. 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)
22. 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
23. The university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
24. 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)
25. Life, liberty, and the defense of dignity — In a 2003 interview, Leon Kass discussed his book Life, Liberty, and the Defense of Dignity: The Challenge for Bioethics. The unifying theme in the book’s essays is the threat of dehumanization in one form or another. (36 minutes)
26. 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)
27. The surrender of culture to technology — FROM VOL. 6Neal Postman discuses the ways in which how we think about the world has been influenced by communications technology, even in its earliest forms. (11 minutes)
28. A.I., power, control, & knowledge — Ken Myers shares some paragraphs from Langdon Winner‘s seminal book, Autonomous Technology: Technics-out-of-Control as a Theme in Political Thought (1977) and from Roger Shattuck‘s Forbidden Knowledge: From Prometheus to Pornography (1996). An interview with Shattuck is also presented. (31 minutes)
29. Technology and social imaginaries — In this interview from 1999, cultural historian David Nye insists that societies have choices about how they use technologies, but that once choices are made and established, a definite momentum is established. (19 minutes)
30. Living into focus — As our lives are increasingly shaped by technologically defined ways of living, Arthur Boers discusses how we might choose focal practices that counter distraction and isolation. (32 minutes)
31. Albert Borgmann, R.I.P. — Albert Borgmann argues that, despite its promise to the contrary, technology fails to provide meaning, significance, and coherence to our lives. (47 minutes)
32. 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)
33. 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)
34. Embedded values and dreams — Felicia Wu Song on why our technologies are not neutral tools
35. Mars Hill Audio Journal, Volume 154 — FEATURED GUESTS: Felicia Wu Song, Michael Ward, Norman Wirzba, Carl Trueman, D. C. Schindler, and Kerry McCarthy
36. Teachers and Learners — Ian Ker shares John Henry Newman’s ideals of learning, and Mark Schwehn discusses the virtues of good teachers. (27 minutes)
37. Mars Hill Audio Journal, Volume 153 — FEATURED GUESTS: Charles C. Camosy, O. Carter Snead, Matt Feeney, Margarita A. Mooney, Louis Markos, and Alan Jacobs
38. Visionary education — Josef Pieper on the mistake of confusing education with mere training
39. The consoling hum of technological society — Jacques Ellul on the danger of confusing “technology” with “machines”
40. 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)
41. America (not the Church) as the New Creation — David E. Nye on one of the founding myths of America
42. Technological choices become culture — David E. Nye insists that societies do have choices about how they use technologies, but that once choices are made and established both politically and economically, a definite momentum is established. (19 minutes)
43. On the re-enchantment of education — Stratford Caldecott on teaching in light of cosmic harmony
44. Loss of significance — Steve Talbott on how technology alienates us from the world
45. 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)
46. Mars Hill Audio Journal, Volume 151 — FEATURED GUESTS: Richard Stivers, Holly Ordway, Robin Phillips, Scott Newstok, Junius Johnson, and Peter Mercer-Taylor
47. Technology as magic — Richard Stivers describes how the hyperrationality of technological societies drives many people to lives guided by instinct, emotion, superstition, and fantasy. Also included in this Feature is an interview with David Gill, who summarizes some of the key ideas in the work of Jacques Ellul, a major influence in the writings of Stivers. (24 minutes)
48. All how, no why — Langdon Winner summarizes a key theme in Jacques Ellul’s writing about technology
49. Not in tune with the world — Michael Hanby on how the “technological paradigm” flattens our thinking
50. What is at stake for us in a self-driving future? — Matthew Crawford vividly details the “personal knowledge” acquired in interaction with physical things, their mecho-systems, and the people who care for them. (16 minutes)