“It has been said countless times in this country that democracy cannot exist without education. The truth concealed in this observation is that only education can be depended on to bring men to see the hierarchy of values. That is another way of saying what has also been affirmed before, that democracy cannot exist without aristocracy. This aristocracy is a leadership which, if it is to endure, must be constantly recruited from democracy; hence it is equally true that aristocracy cannot exist without democracy. But what we have failed to provide against is the corruption of the system of recruitment by equalitarian dogma and the allurements of materialism. There is no difficulty in securing enough agreement for action on the point that education should serve the needs of the people. But all hinges on the interpretation of needs; if the primary need of man is to perfect his spiritual being and prepare for immortality, then education of the mind and the passions will take precedence over all else. The growth of materialism, however, has made this a consideration remote and even incomprehensible to the majority. Those who maintain that education should prepare one for living successfully in the world have won a practically complete victory. Now if it were possible to arrive at a sufficiently philosophical conception of success, there would still remain room for idealistic goals, and attempts have been made to do something like it by defining in philosophical language what constitutes a free man. Yet the prevailing conception is that education must be such as will enable one to acquire wealth to live on the plane of the bourgeoisie. That kind of education does not develop the aristocratic values. It neither encourages reflection nor inspires a reverence for the good.
“In other words, it is precisely because we have lost our grasp of the nature of knowledge that we have nothing to educate with for the salvation of our order. Americans certainly cannot be reproached for failing to invest adequately in the hope that education would prove a redemption. They have built numberless high schools, lavish in equipment, only to see them, under the prevailing scheme of values, turned into social centers and institutions for improving the personality, where teachers, living in fear of constituents, dare not enforce scholarship. They have built colleges on an equal scale, only to see them turned into playgrounds for grown-up children or centers of vocationalism and professionalism. Finally, they have seen pragmatists, as if in peculiar spite against the very idea of hierarchy, endeavoring to turn classes into democratic forums, where the teacher is only a moderator, and no one offends by presuming to speak with superior knowledge.
“The formula of popular education has failed democracy because democracy has rebelled at the thought of sacrifice, the sacrifice of time and material goods without which there is no training in intellectual discipline. The spoiled-child psychology, of which I shall say something later, has sought a royal road to learning. In this way, when even its institutions of learning serve primarily the ends of gross animal existence, its last recourse to order is destroyed by appetite.
“Every attempt to find a way out of these dilemmas points to a single necessity; some source of authority must be found. The only source of authority whose title is unimpeachable at all times is knowledge. But superiority in knowledge carries prerogative, which implies, of course, distinction and hierarchy. We have seen, too, that the possibility of liberty and the hope of personal improvement rest upon these, for liberty must always work in the name of right reason, which is itself a conception of the scheme of things.”
—from Richard M. Weaver, Ideas Have Consequences (University of Chicago Press, 1948)
Links to posts and programs featuring Richard DeClue:
- Submission to mathematical truth — In this lecture, Carlo Lancellotti argues that integration of the moral, cognitive, and aesthetic aspects of mathematics is needed in a robust liberal arts mathematics curriculum. (25 minutes)
- Culture as legacy — Hannah Arendt on the place of authority and tradition in education
- 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)
- Why Johnny can’t think coherently — Alasdair MacIntyre on the importance of theology in liberal arts education
- Why communities need authority — Alan Ehrenhalt argues that real community can only be sustained when three things are assumed: the goodness of limits, the necessity of authority, and the reality of personal sin. (13 minutes)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- When is civil disobedience necessary? — Douglas Farrow examines the relation between “the kings of the earth” and the law of Christ, particularly when governmental law is exercised without reference to natural or divine law. (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)
- What authorizes authority? — Victor Lee Austin: “All authority comes from God and no thing, no being, no realm is outside his dominion.”
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Thoughts about higher education — Four thoughtful academics discuss how the fact of the Incarnation should inform the ends of higher education. (16 minutes)
- The Word Made Scarce — Barry Sanders discusses teaching in the age of technology, the effects of literacy on society, and the links between illiteracy and violence. (54 minutes)
- The Vocation of Knowledge: Higher Education and the Difference Christ Makes — Mark Noll (The Future of Christian Learning), Norman Klassen & Jens Zimmermann, (The Passionate Intellect: Incarnational Humanism and the Future of University Education),and James K. A. Smith explore the nature of Christian education. (78 minutes)
- The university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Symbol of Authority — In the second of two lectures given by D. C. Schindler, he explores the nature of authority with reference to the transcendental dance of Truth, Goodness, and Beauty. (60 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 recovery of true authority for societal flourishing — Michael Hanby addresses a confusion at the heart of our current cultural crisis: a conflation of the concepts of authority and power. (52 minutes)
- The problem of authority is the problem of unbelief — John Patrick Diggins on Max Weber’s struggle to imagine social order without authority
- 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)
- The Practice of Christian Pedagogy, Volume I — David I. Smith argues that teaching is not merely the transmission of ideas. Rather, there is a formative power in classroom practices and in the culture of schools.(56 minutes)
- The Passionate Intellect: Incarnational Humanism & the Future of University Education, by Norman Klassen and Jens Zimmermann — Norman Klassen and Jens Zimmermann trace the history of higher education from its medieval roots to the present, focusing on how educational agendas have been assembled in light of shifting understandings of the nature of knowledge and the nature of human well-being. (6 hours 30 minutes)
- The meaning of the modern eclipse of authority — Augusto Del Noce on the greatest modern reversal
- 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)
- The leaning tower of gabble — Oliver O’Donovan on how authority and language connect us with reality and thus sustain community
- 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)
- 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)
- 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)
- The flickering of the American mind — Diana Senechal on problems of distraction in education
- The Decline of Formal Speech and Why It Matters — John McWhorter examines the reasons behind the decline in articulate speech and writing in the late 20th century, and the implications of this change across many areas of culture. (55 minutes)
- The Authority of the Symbol — In this lecture presented at the CiRCE Institute national conference, D. C. Schindler presents a metaphysical description of what symbols are. (54 Minutes)
- Teaching for wonderfulness — Stratford Caldecott on why education is about how we become more human, and therefore more free
- Teachers and Learners — Ian Ker shares John Henry Newman’s ideals of learning, and Mark Schwehn discusses the virtues of good teachers. (27 minutes)
- 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)
- Steward of knowledge vs. autonomous knower — FROM VOL. 66 Esther Lightcap Meek challenges the modernist view of knowledge, which prefers the figure of the autonomous knower to the figure of a steward of knowledge acquired in part from others. (15 minutes)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Renewal of authentic political authority — Brad Littlejohn builds a case for the idea that authority makes free action possible, illustrating how that occurs within the forms of political and epistemic authority, properly understood and wisely practiced. (45 minutes)
- Rehabilitating authority — Authority, argues David Koyzis, is an aspect of the image of God, exercised to fulfill human vocations. (30 minutes)
- Power to the people — Nathan O. Hatch on the DIY spirit of early American Christianity
- Politics in light of the Ascension — Oliver O’Donovan on the necessity of situating all political authority within redemptive history
- 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)
- 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)
- 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)
- On the re-enchantment of education — Stratford Caldecott on teaching in light of cosmic harmony
- 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
- Mars Hill Audio Journal, Volume 88 — FEATURED GUESTS: Diana Pavlov Glyer, Michael J. Lewis, Steve Talbott, Darryl Tippens, Everett Ferguson, Alexander Lingas, and Calvin Stapert
- Mars Hill Audio Journal, Volume 79 — FEATURED GUESTS: Carson Holloway, Peter Augustine Lawler, Hadley Arkes, Ben Witherington, III, Christopher Shannon, and Roger Lundin
- Mars Hill Audio Journal, Volume 68 — FEATURED GUESTS: Murray Milner, Jr., Steven C. Vryhof, Douglas J. Schuurman, Robert Gagnon, Richard Stivers, and Quentin Schultze
- Mars Hill Audio Journal, Volume 66 — FEATURED GUESTS: Leon Kass, Nigel Cameron, Susan Wise Bauer, Esther Lightcap Meek, John Shelton Lawrence, and Ralph Wood
Links to posts and programs featuring Brady Stiller:
- Submission to mathematical truth — In this lecture, Carlo Lancellotti argues that integration of the moral, cognitive, and aesthetic aspects of mathematics is needed in a robust liberal arts mathematics curriculum. (25 minutes)
- Culture as legacy — Hannah Arendt on the place of authority and tradition in education
- 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)
- Why Johnny can’t think coherently — Alasdair MacIntyre on the importance of theology in liberal arts education
- Why communities need authority — Alan Ehrenhalt argues that real community can only be sustained when three things are assumed: the goodness of limits, the necessity of authority, and the reality of personal sin. (13 minutes)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- When is civil disobedience necessary? — Douglas Farrow examines the relation between “the kings of the earth” and the law of Christ, particularly when governmental law is exercised without reference to natural or divine law. (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)
- What authorizes authority? — Victor Lee Austin: “All authority comes from God and no thing, no being, no realm is outside his dominion.”
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Thoughts about higher education — Four thoughtful academics discuss how the fact of the Incarnation should inform the ends of higher education. (16 minutes)
- The Word Made Scarce — Barry Sanders discusses teaching in the age of technology, the effects of literacy on society, and the links between illiteracy and violence. (54 minutes)
- The Vocation of Knowledge: Higher Education and the Difference Christ Makes — Mark Noll (The Future of Christian Learning), Norman Klassen & Jens Zimmermann, (The Passionate Intellect: Incarnational Humanism and the Future of University Education),and James K. A. Smith explore the nature of Christian education. (78 minutes)
- The university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Symbol of Authority — In the second of two lectures given by D. C. Schindler, he explores the nature of authority with reference to the transcendental dance of Truth, Goodness, and Beauty. (60 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 recovery of true authority for societal flourishing — Michael Hanby addresses a confusion at the heart of our current cultural crisis: a conflation of the concepts of authority and power. (52 minutes)
- The problem of authority is the problem of unbelief — John Patrick Diggins on Max Weber’s struggle to imagine social order without authority
- 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)
- The Practice of Christian Pedagogy, Volume I — David I. Smith argues that teaching is not merely the transmission of ideas. Rather, there is a formative power in classroom practices and in the culture of schools.(56 minutes)
- The Passionate Intellect: Incarnational Humanism & the Future of University Education, by Norman Klassen and Jens Zimmermann — Norman Klassen and Jens Zimmermann trace the history of higher education from its medieval roots to the present, focusing on how educational agendas have been assembled in light of shifting understandings of the nature of knowledge and the nature of human well-being. (6 hours 30 minutes)
- The meaning of the modern eclipse of authority — Augusto Del Noce on the greatest modern reversal
- 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)
- The leaning tower of gabble — Oliver O’Donovan on how authority and language connect us with reality and thus sustain community
- 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)
- 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)
- 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)
- The flickering of the American mind — Diana Senechal on problems of distraction in education
- The Decline of Formal Speech and Why It Matters — John McWhorter examines the reasons behind the decline in articulate speech and writing in the late 20th century, and the implications of this change across many areas of culture. (55 minutes)
- The Authority of the Symbol — In this lecture presented at the CiRCE Institute national conference, D. C. Schindler presents a metaphysical description of what symbols are. (54 Minutes)
- Teaching for wonderfulness — Stratford Caldecott on why education is about how we become more human, and therefore more free
- Teachers and Learners — Ian Ker shares John Henry Newman’s ideals of learning, and Mark Schwehn discusses the virtues of good teachers. (27 minutes)
- 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)
- Steward of knowledge vs. autonomous knower — FROM VOL. 66 Esther Lightcap Meek challenges the modernist view of knowledge, which prefers the figure of the autonomous knower to the figure of a steward of knowledge acquired in part from others. (15 minutes)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Renewal of authentic political authority — Brad Littlejohn builds a case for the idea that authority makes free action possible, illustrating how that occurs within the forms of political and epistemic authority, properly understood and wisely practiced. (45 minutes)
- Rehabilitating authority — Authority, argues David Koyzis, is an aspect of the image of God, exercised to fulfill human vocations. (30 minutes)
- Power to the people — Nathan O. Hatch on the DIY spirit of early American Christianity
- Politics in light of the Ascension — Oliver O’Donovan on the necessity of situating all political authority within redemptive history
- 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)
- 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)
- 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)
- On the re-enchantment of education — Stratford Caldecott on teaching in light of cosmic harmony
- 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
- Mars Hill Audio Journal, Volume 88 — FEATURED GUESTS: Diana Pavlov Glyer, Michael J. Lewis, Steve Talbott, Darryl Tippens, Everett Ferguson, Alexander Lingas, and Calvin Stapert
- Mars Hill Audio Journal, Volume 79 — FEATURED GUESTS: Carson Holloway, Peter Augustine Lawler, Hadley Arkes, Ben Witherington, III, Christopher Shannon, and Roger Lundin
- Mars Hill Audio Journal, Volume 68 — FEATURED GUESTS: Murray Milner, Jr., Steven C. Vryhof, Douglas J. Schuurman, Robert Gagnon, Richard Stivers, and Quentin Schultze
- Mars Hill Audio Journal, Volume 66 — FEATURED GUESTS: Leon Kass, Nigel Cameron, Susan Wise Bauer, Esther Lightcap Meek, John Shelton Lawrence, and Ralph Wood