Sustaining a heritage of wisdom

Related reading and listening

• Goodness, truth, and conscience — David Crawford examines Karol Wojtyła’s thought on the relationship between conscience and truth. (37 minutes)
• Virgil and purposeful history — In this lecture from June 2019, classical educator Louis Markos examines Book II of The Aeneid to argue that Virgil had an eschatological view of history. (68 minutes)
• When language is weaponized — FROM VOL. 52 Jeffrey Meyers explains George Orwell‘s understanding of how language can be used as a weapon in totalitarian movements and regimes. (10 minutes)
• Multi-leveled language and active spiritual engagement — FROM VOL. 95 Eugene Peterson talks about how Jesus spent most of his time speaking normally and conversationally, and how the Spirit infused this normal speech. (14 minutes)
• 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)
• 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)
• Literature for wisdom, not propaganda — FROM VOL. 23 Daniel Ritchie provides a constructive alternative to the ideological captivity of literature and literary studies. (13 minutes)
• Apprehending the enduring things — Vigen Guroian explains how children’s literature has the capacity to birth the moral imagination in our children, affirming for them the permanent things. (53 minutes)
• Torrential winds of doctrine — Joseph Cardinal Ratzinger on the “dictatorship of relativism”
• Why liberalism tends toward absolutism — In this lecture, Michael Hanby examines what causes liberalism to become dictatorial in thought and practice. (49 minutes)
• 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)
• 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)
• 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)
• 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)
• 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)
• 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)
• 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)
• No neutral view of the cosmos — Ken Myers argues that Christians need to recover a “whole-earth discipleship” that enables them to think Christianly about all areas of life, including public life. (50 minutes)
• Flannery O’Connor and Robert Giroux — FROM VOL. 147 Biographer and priest Patrick Samway talks about the relationship between fiction writer Flannery O’Connor and the legendary editor Robert Giroux. (21 minutes)
• The artist’s commitment to truth — Fr. Damian Ference, author of Understanding the Hillbilly Thomist, explores the depths to which Flannery O’Connor was steeped in Thomistic philosophy. (18 minutes)
• Flannery O’Connor and Thomistic philosophy — Fr. Damian Ference explores the depths to which Flannery O’Connor was steeped in Thomistic philosophy, as evidenced by her reading habits, letters, prayer journal, and, of course, essays and fiction. (48 minutes)
• 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)
• 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)
• Experiencing literature in its wholeness — FROM VOL. 50Glenn Arbery uses the analogies of sports fandom and ritual to explain how a “long habituation” in learning about form in literature enables one to enter into a greater depth of experience of reality through literature. (26 minutes)
• The unintended consequences of the Reformation — FROM VOL. 114 Historian Brad Gregory discusses the unintended consequences of the Reformation, consequences which continue to trouble us. (26 minutes)
• 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)
• A fresh and refreshing imagination — FROM VOL. 111Biographer Ian Ker explains why G. K. Chesterton deserves wider recognition as a significant literary critic. (24 minutes)
• Christian education and pagan literature — Kyle Hughes on learning from Basil of Caesarea about the curricular choices for Christian educators
• Mars Hill Audio Journal, Volume 160 — FEATURED GUESTS: Jessica Hooten Wilson, Kyle Hughes, Gil Bailie, D. C. Schindler, Paul Tyson, and Holly Ordway
• Teaching for wonderfulness — Stratford Caldecott on why education is about how we become more human, and therefore more free
• 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)
• 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
• The university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
• Justice and truth — Joseph Ratzinger: “Plato’s philosophy is utterly misconceived when he is presented as an individualistic, dualistic thinker who negates what is earthly and advocates a flight into the beyond.”
• 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)
• 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)
• Books, beliefs, and loving conversations — Holly Ordway talks about the need for “intellectual hospitality” when we encounter books (or people) whose beliefs are very different from our own. (19 minutes)
• Mars Hill Audio Journal, Volume 157 — FEATURED GUESTS: Allan C. Carlson, Matthew Stewart, Steven Knepper, Holly Ordway, Norm Klassen, and Norman Wirzba
• Sources of wisdom (and of doubt) — Roger Lundin shares what he has appreciated about Mars Hill Audio conversations, and he discusses what makes Christian belief so implausible to non-believers. (32 minutes)
• Faulkner’s tragic vision — Alan Jacobs describes how William Faulkner’s fiction explored the tragedy of living with a legacy of evil acts. (26 minutes)
• 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)
• Is irrational freedom truly freedom? — Joseph Cardinal Ratzinger argues that freedom must be understood in the context of interplay of reason and the will
• Is religious belief really true? — Joseph Cardinal Ratzinger asks if Christian faith is just lovely subjective consolation, a kind of make-believe world side by side with the real world
• Teachers and Learners — Ian Ker shares John Henry Newman’s ideals of learning, and Mark Schwehn discusses the virtues of good teachers. (27 minutes)
• Communion of saints — Jessica Hooten Wilson asserts that reading stories of holiness in the lives of “literary saints” helps to cultivate Christian character in us. (25 minutes)
• The consequential witness of St. Patrick — Thomas Cahill describes how the least likely saviors of Western heritage, the Irish, copied all of classical and Christian literature while barbarians rampaged through the rest of Europe. (16 minutes)
• 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
• Art and the truth of things — Joseph Nicolello explains the origins and themes of his imaginary dialogue between Jacques Maritain and Flannery O’Connor. (28 minutes)
• Mars Hill Audio Journal, Volume 153 — FEATURED GUESTS: Charles C. Camosy, O. Carter Snead, Matt Feeney, Margarita A. Mooney, Louis Markos, and Alan Jacobs
• Visionary education — Josef Pieper on the mistake of confusing education with mere training