Apr112017
Book excerpt

“The idea of an integrated education, based on the unity of knowledge grounded in truth, must be regained. It serves to counteract the tendency, so evident in contemporary society, toward a fragmentation of knowledge. With the massive growth in information and technology there comes the temptation to detach reason from the pursuit of truth. Sundered from the fundamental human orientation toward truth, however, reason begins to lose direction: it withers, either under the guise of modesty, resting content with the merely partial or provisional, or under the guise of certainty, insisting on capitulation to the demands of those who indiscriminately give equal value to practically everything. The relativism that ensues provides a dense camouflage behind which new threats to the autonomy of academic institutions can lurk. While the period of interference from political totalitarianism has passed, is it not the case that frequently, across the globe, the exercise of reason and academic research are — subtly or not so subtly — constrained to bow to the pressures of ideological interest groups and the lure of short-term utilitarian or pragmatic goals? What will happen if our culture builds itself only on fashionable arguments, with little reference to a genuine historical intellectual tradition, or on the viewpoints that are most vociferously promoted and most heavily funded? What will happen if, in its anxiety to preserve a radical secularism, it detaches itself from its life-giving roots? Our societies will not become more reasonable or tolerant or adaptable, but rather more brittle and less inclusive, and they will increasingly struggle to recognize what is true, noble, and good.”

— from Benedict XVI, “Address to Members of the Academic Community,” Prague, September 27, 2009, in A Reason Open to God: On Universities, Education, and Culture (Catholic University of America Press, 2013)

 

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  1. Torrential winds of doctrine — Joseph Cardinal Ratzinger on the “dictatorship of relativism”
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Links to posts and programs featuring Oliver O'Donovan:

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    FROM VOL. 50
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    FROM VOL. 101
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  • 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)
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    FROM VOL. 61
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    FROM VOL. 84
    Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes)
  • 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)
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    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 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 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)
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    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)
  • 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)
  • 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 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)
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  • Mars Hill Audio Journal, Volume 151 — FEATURED GUESTS: Richard Stivers, Holly Ordway, Robin Phillips, Scott Newstok, Junius Johnson, and Peter Mercer-Taylor
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  • Mars Hill Audio Journal, Volume 116 — FEATURED GUESTS: Stratford Caldecott, Fred Bahnson, Eric O. Jacobsen, J. Budziszewski, Brian Brock, and Allen Verhey
  • Mars Hill Audio Journal, Volume 102 — FEATURED GUESTS: Daniel M. Bell, Jr., Lew Daly, Adam K. Webb, Stratford Caldecott, James Matthew Wilson, and Thomas Hibbs
  • Mars Hill Audio Journal, Volume 101 — FEATURED GUESTS: James Davison Hunter, Paul Spears, Steven Loomis, James K. A. Smith, Thomas Long, and William T. Cavanaugh
  • Louise Cowan: “The Necessity of the Classics” — Louise Cowan insists that what we label the classics “have become classics because they elicit greatness of soul,” and that such aspiration can only be informed by such works. (35 minutes)
  • Learning to love the truth — Fr. Francis Bethel talks about his book John Senior and the Restoration of Realism. (17 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • Culture in trinitarian perspective — An article by theologian Tracey Rowland titled “Joseph Ratzinger’s Trinitarian Theology of Culture” summarizes the ramifications of Ratzinger's confidence that a recognition of the Trinity is the foundation of any reliable and faithful account of the relationship between faith and culture. (65 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)
  • 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)

Links to posts and programs featuring Barry Hankins:

  • 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)
  • 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)
  • 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 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 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 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 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)
  • 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)
  • 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 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 68 — FEATURED GUESTS: Murray Milner, Jr., Steven C. Vryhof, Douglas J. Schuurman, Robert Gagnon, Richard Stivers, and Quentin Schultze
  • Mars Hill Audio Journal, Volume 20 — FEATURED GUESTS: Elizabeth Fox-Genovese, Robert D. Richardson, Jr., Roger Lundin, Wilfred McClay, Andrew A. Tadie, Robert Jenson, Ted Prescott, and Ted Libbey
  • Mars Hill Audio Journal, Volume 160 — FEATURED GUESTS: Jessica Hooten Wilson, Kyle Hughes, Gil Bailie, D. C. Schindler, Paul Tyson, and Holly Ordway
  • Mars Hill Audio Journal, Volume 153 — FEATURED GUESTS: Charles C. Camosy, O. Carter Snead, Matt Feeney, Margarita A. Mooney, Louis Markos, and Alan Jacobs
  • Mars Hill Audio Journal, Volume 151 — FEATURED GUESTS: Richard Stivers, Holly Ordway, Robin Phillips, Scott Newstok, Junius Johnson, and Peter Mercer-Taylor
  • 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
  • Mars Hill Audio Journal, Volume 145 — FEATURED GUESTS: David I. Smith, Bruce Hindmarsh, Jason Baxter, John Fea, Laurie Gagne, and Matthew O’Donovan 
  • Mars Hill Audio Journal, Volume 132 — FEATURED GUESTS: David I. Smith, Susan Felch, D. C. Schindler, Malcolm Guite, and J. A. C. Redford
  • Mars Hill Audio Journal, Volume 116 — FEATURED GUESTS: Stratford Caldecott, Fred Bahnson, Eric O. Jacobsen, J. Budziszewski, Brian Brock, and Allen Verhey
  • Mars Hill Audio Journal, Volume 102 — FEATURED GUESTS: Daniel M. Bell, Jr., Lew Daly, Adam K. Webb, Stratford Caldecott, James Matthew Wilson, and Thomas Hibbs
  • Mars Hill Audio Journal, Volume 101 — FEATURED GUESTS: James Davison Hunter, Paul Spears, Steven Loomis, James K. A. Smith, Thomas Long, and William T. Cavanaugh
  • Louise Cowan: “The Necessity of the Classics” — Louise Cowan insists that what we label the classics “have become classics because they elicit greatness of soul,” and that such aspiration can only be informed by such works. (35 minutes)
  • Learning to love the truth — Fr. Francis Bethel talks about his book John Senior and the Restoration of Realism. (17 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • Culture in trinitarian perspective — An article by theologian Tracey Rowland titled “Joseph Ratzinger’s Trinitarian Theology of Culture” summarizes the ramifications of Ratzinger's confidence that a recognition of the Trinity is the foundation of any reliable and faithful account of the relationship between faith and culture. (65 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)
  • 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)

Links to posts and programs featuring Quentin Schultze:

  • 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)
  • 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)
  • 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 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 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 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 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)
  • 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)
  • 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 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 68 — FEATURED GUESTS: Murray Milner, Jr., Steven C. Vryhof, Douglas J. Schuurman, Robert Gagnon, Richard Stivers, and Quentin Schultze
  • Mars Hill Audio Journal, Volume 20 — FEATURED GUESTS: Elizabeth Fox-Genovese, Robert D. Richardson, Jr., Roger Lundin, Wilfred McClay, Andrew A. Tadie, Robert Jenson, Ted Prescott, and Ted Libbey
  • Mars Hill Audio Journal, Volume 160 — FEATURED GUESTS: Jessica Hooten Wilson, Kyle Hughes, Gil Bailie, D. C. Schindler, Paul Tyson, and Holly Ordway
  • Mars Hill Audio Journal, Volume 153 — FEATURED GUESTS: Charles C. Camosy, O. Carter Snead, Matt Feeney, Margarita A. Mooney, Louis Markos, and Alan Jacobs
  • Mars Hill Audio Journal, Volume 151 — FEATURED GUESTS: Richard Stivers, Holly Ordway, Robin Phillips, Scott Newstok, Junius Johnson, and Peter Mercer-Taylor
  • 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
  • Mars Hill Audio Journal, Volume 145 — FEATURED GUESTS: David I. Smith, Bruce Hindmarsh, Jason Baxter, John Fea, Laurie Gagne, and Matthew O’Donovan 
  • Mars Hill Audio Journal, Volume 132 — FEATURED GUESTS: David I. Smith, Susan Felch, D. C. Schindler, Malcolm Guite, and J. A. C. Redford
  • Mars Hill Audio Journal, Volume 116 — FEATURED GUESTS: Stratford Caldecott, Fred Bahnson, Eric O. Jacobsen, J. Budziszewski, Brian Brock, and Allen Verhey
  • Mars Hill Audio Journal, Volume 102 — FEATURED GUESTS: Daniel M. Bell, Jr., Lew Daly, Adam K. Webb, Stratford Caldecott, James Matthew Wilson, and Thomas Hibbs
  • Mars Hill Audio Journal, Volume 101 — FEATURED GUESTS: James Davison Hunter, Paul Spears, Steven Loomis, James K. A. Smith, Thomas Long, and William T. Cavanaugh
  • Louise Cowan: “The Necessity of the Classics” — Louise Cowan insists that what we label the classics “have become classics because they elicit greatness of soul,” and that such aspiration can only be informed by such works. (35 minutes)
  • Learning to love the truth — Fr. Francis Bethel talks about his book John Senior and the Restoration of Realism. (17 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • Culture in trinitarian perspective — An article by theologian Tracey Rowland titled “Joseph Ratzinger’s Trinitarian Theology of Culture” summarizes the ramifications of Ratzinger's confidence that a recognition of the Trinity is the foundation of any reliable and faithful account of the relationship between faith and culture. (65 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)
  • 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)

Links to posts and programs featuring Paul Walker:

  • 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)
  • 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)
  • 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 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 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 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 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)
  • 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)
  • 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 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 68 — FEATURED GUESTS: Murray Milner, Jr., Steven C. Vryhof, Douglas J. Schuurman, Robert Gagnon, Richard Stivers, and Quentin Schultze
  • Mars Hill Audio Journal, Volume 20 — FEATURED GUESTS: Elizabeth Fox-Genovese, Robert D. Richardson, Jr., Roger Lundin, Wilfred McClay, Andrew A. Tadie, Robert Jenson, Ted Prescott, and Ted Libbey
  • Mars Hill Audio Journal, Volume 160 — FEATURED GUESTS: Jessica Hooten Wilson, Kyle Hughes, Gil Bailie, D. C. Schindler, Paul Tyson, and Holly Ordway
  • Mars Hill Audio Journal, Volume 153 — FEATURED GUESTS: Charles C. Camosy, O. Carter Snead, Matt Feeney, Margarita A. Mooney, Louis Markos, and Alan Jacobs
  • Mars Hill Audio Journal, Volume 151 — FEATURED GUESTS: Richard Stivers, Holly Ordway, Robin Phillips, Scott Newstok, Junius Johnson, and Peter Mercer-Taylor
  • 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
  • Mars Hill Audio Journal, Volume 145 — FEATURED GUESTS: David I. Smith, Bruce Hindmarsh, Jason Baxter, John Fea, Laurie Gagne, and Matthew O’Donovan 
  • Mars Hill Audio Journal, Volume 132 — FEATURED GUESTS: David I. Smith, Susan Felch, D. C. Schindler, Malcolm Guite, and J. A. C. Redford
  • Mars Hill Audio Journal, Volume 116 — FEATURED GUESTS: Stratford Caldecott, Fred Bahnson, Eric O. Jacobsen, J. Budziszewski, Brian Brock, and Allen Verhey
  • Mars Hill Audio Journal, Volume 102 — FEATURED GUESTS: Daniel M. Bell, Jr., Lew Daly, Adam K. Webb, Stratford Caldecott, James Matthew Wilson, and Thomas Hibbs
  • Mars Hill Audio Journal, Volume 101 — FEATURED GUESTS: James Davison Hunter, Paul Spears, Steven Loomis, James K. A. Smith, Thomas Long, and William T. Cavanaugh
  • Louise Cowan: “The Necessity of the Classics” — Louise Cowan insists that what we label the classics “have become classics because they elicit greatness of soul,” and that such aspiration can only be informed by such works. (35 minutes)
  • Learning to love the truth — Fr. Francis Bethel talks about his book John Senior and the Restoration of Realism. (17 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • Culture in trinitarian perspective — An article by theologian Tracey Rowland titled “Joseph Ratzinger’s Trinitarian Theology of Culture” summarizes the ramifications of Ratzinger's confidence that a recognition of the Trinity is the foundation of any reliable and faithful account of the relationship between faith and culture. (65 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)
  • 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)

Links to posts and programs featuring Jason Peters:

  • 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)
  • 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)
  • 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 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 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 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 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)
  • 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)
  • 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 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 68 — FEATURED GUESTS: Murray Milner, Jr., Steven C. Vryhof, Douglas J. Schuurman, Robert Gagnon, Richard Stivers, and Quentin Schultze
  • Mars Hill Audio Journal, Volume 20 — FEATURED GUESTS: Elizabeth Fox-Genovese, Robert D. Richardson, Jr., Roger Lundin, Wilfred McClay, Andrew A. Tadie, Robert Jenson, Ted Prescott, and Ted Libbey
  • Mars Hill Audio Journal, Volume 160 — FEATURED GUESTS: Jessica Hooten Wilson, Kyle Hughes, Gil Bailie, D. C. Schindler, Paul Tyson, and Holly Ordway
  • Mars Hill Audio Journal, Volume 153 — FEATURED GUESTS: Charles C. Camosy, O. Carter Snead, Matt Feeney, Margarita A. Mooney, Louis Markos, and Alan Jacobs
  • Mars Hill Audio Journal, Volume 151 — FEATURED GUESTS: Richard Stivers, Holly Ordway, Robin Phillips, Scott Newstok, Junius Johnson, and Peter Mercer-Taylor
  • 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
  • Mars Hill Audio Journal, Volume 145 — FEATURED GUESTS: David I. Smith, Bruce Hindmarsh, Jason Baxter, John Fea, Laurie Gagne, and Matthew O’Donovan 
  • Mars Hill Audio Journal, Volume 132 — FEATURED GUESTS: David I. Smith, Susan Felch, D. C. Schindler, Malcolm Guite, and J. A. C. Redford
  • Mars Hill Audio Journal, Volume 116 — FEATURED GUESTS: Stratford Caldecott, Fred Bahnson, Eric O. Jacobsen, J. Budziszewski, Brian Brock, and Allen Verhey
  • Mars Hill Audio Journal, Volume 102 — FEATURED GUESTS: Daniel M. Bell, Jr., Lew Daly, Adam K. Webb, Stratford Caldecott, James Matthew Wilson, and Thomas Hibbs
  • Mars Hill Audio Journal, Volume 101 — FEATURED GUESTS: James Davison Hunter, Paul Spears, Steven Loomis, James K. A. Smith, Thomas Long, and William T. Cavanaugh
  • Louise Cowan: “The Necessity of the Classics” — Louise Cowan insists that what we label the classics “have become classics because they elicit greatness of soul,” and that such aspiration can only be informed by such works. (35 minutes)
  • Learning to love the truth — Fr. Francis Bethel talks about his book John Senior and the Restoration of Realism. (17 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • Culture in trinitarian perspective — An article by theologian Tracey Rowland titled “Joseph Ratzinger’s Trinitarian Theology of Culture” summarizes the ramifications of Ratzinger's confidence that a recognition of the Trinity is the foundation of any reliable and faithful account of the relationship between faith and culture. (65 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)
  • 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)

Links to posts and programs featuring Alexander Lingas:

  • 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)
  • 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)
  • 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 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 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 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 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)
  • 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)
  • 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 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 68 — FEATURED GUESTS: Murray Milner, Jr., Steven C. Vryhof, Douglas J. Schuurman, Robert Gagnon, Richard Stivers, and Quentin Schultze
  • Mars Hill Audio Journal, Volume 20 — FEATURED GUESTS: Elizabeth Fox-Genovese, Robert D. Richardson, Jr., Roger Lundin, Wilfred McClay, Andrew A. Tadie, Robert Jenson, Ted Prescott, and Ted Libbey
  • Mars Hill Audio Journal, Volume 160 — FEATURED GUESTS: Jessica Hooten Wilson, Kyle Hughes, Gil Bailie, D. C. Schindler, Paul Tyson, and Holly Ordway
  • Mars Hill Audio Journal, Volume 153 — FEATURED GUESTS: Charles C. Camosy, O. Carter Snead, Matt Feeney, Margarita A. Mooney, Louis Markos, and Alan Jacobs
  • Mars Hill Audio Journal, Volume 151 — FEATURED GUESTS: Richard Stivers, Holly Ordway, Robin Phillips, Scott Newstok, Junius Johnson, and Peter Mercer-Taylor
  • 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
  • Mars Hill Audio Journal, Volume 145 — FEATURED GUESTS: David I. Smith, Bruce Hindmarsh, Jason Baxter, John Fea, Laurie Gagne, and Matthew O’Donovan 
  • Mars Hill Audio Journal, Volume 132 — FEATURED GUESTS: David I. Smith, Susan Felch, D. C. Schindler, Malcolm Guite, and J. A. C. Redford
  • Mars Hill Audio Journal, Volume 116 — FEATURED GUESTS: Stratford Caldecott, Fred Bahnson, Eric O. Jacobsen, J. Budziszewski, Brian Brock, and Allen Verhey
  • Mars Hill Audio Journal, Volume 102 — FEATURED GUESTS: Daniel M. Bell, Jr., Lew Daly, Adam K. Webb, Stratford Caldecott, James Matthew Wilson, and Thomas Hibbs
  • Mars Hill Audio Journal, Volume 101 — FEATURED GUESTS: James Davison Hunter, Paul Spears, Steven Loomis, James K. A. Smith, Thomas Long, and William T. Cavanaugh
  • Louise Cowan: “The Necessity of the Classics” — Louise Cowan insists that what we label the classics “have become classics because they elicit greatness of soul,” and that such aspiration can only be informed by such works. (35 minutes)
  • Learning to love the truth — Fr. Francis Bethel talks about his book John Senior and the Restoration of Realism. (17 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • Culture in trinitarian perspective — An article by theologian Tracey Rowland titled “Joseph Ratzinger’s Trinitarian Theology of Culture” summarizes the ramifications of Ratzinger's confidence that a recognition of the Trinity is the foundation of any reliable and faithful account of the relationship between faith and culture. (65 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)
  • 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)

Links to posts and programs featuring Fr. Damian Ference:

  • 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)
  • 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)
  • 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 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 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 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 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)
  • 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)
  • 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 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 68 — FEATURED GUESTS: Murray Milner, Jr., Steven C. Vryhof, Douglas J. Schuurman, Robert Gagnon, Richard Stivers, and Quentin Schultze
  • Mars Hill Audio Journal, Volume 20 — FEATURED GUESTS: Elizabeth Fox-Genovese, Robert D. Richardson, Jr., Roger Lundin, Wilfred McClay, Andrew A. Tadie, Robert Jenson, Ted Prescott, and Ted Libbey
  • Mars Hill Audio Journal, Volume 160 — FEATURED GUESTS: Jessica Hooten Wilson, Kyle Hughes, Gil Bailie, D. C. Schindler, Paul Tyson, and Holly Ordway
  • Mars Hill Audio Journal, Volume 153 — FEATURED GUESTS: Charles C. Camosy, O. Carter Snead, Matt Feeney, Margarita A. Mooney, Louis Markos, and Alan Jacobs
  • Mars Hill Audio Journal, Volume 151 — FEATURED GUESTS: Richard Stivers, Holly Ordway, Robin Phillips, Scott Newstok, Junius Johnson, and Peter Mercer-Taylor
  • 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
  • Mars Hill Audio Journal, Volume 145 — FEATURED GUESTS: David I. Smith, Bruce Hindmarsh, Jason Baxter, John Fea, Laurie Gagne, and Matthew O’Donovan 
  • Mars Hill Audio Journal, Volume 132 — FEATURED GUESTS: David I. Smith, Susan Felch, D. C. Schindler, Malcolm Guite, and J. A. C. Redford
  • Mars Hill Audio Journal, Volume 116 — FEATURED GUESTS: Stratford Caldecott, Fred Bahnson, Eric O. Jacobsen, J. Budziszewski, Brian Brock, and Allen Verhey
  • Mars Hill Audio Journal, Volume 102 — FEATURED GUESTS: Daniel M. Bell, Jr., Lew Daly, Adam K. Webb, Stratford Caldecott, James Matthew Wilson, and Thomas Hibbs
  • Mars Hill Audio Journal, Volume 101 — FEATURED GUESTS: James Davison Hunter, Paul Spears, Steven Loomis, James K. A. Smith, Thomas Long, and William T. Cavanaugh
  • Louise Cowan: “The Necessity of the Classics” — Louise Cowan insists that what we label the classics “have become classics because they elicit greatness of soul,” and that such aspiration can only be informed by such works. (35 minutes)
  • Learning to love the truth — Fr. Francis Bethel talks about his book John Senior and the Restoration of Realism. (17 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • Culture in trinitarian perspective — An article by theologian Tracey Rowland titled “Joseph Ratzinger’s Trinitarian Theology of Culture” summarizes the ramifications of Ratzinger's confidence that a recognition of the Trinity is the foundation of any reliable and faithful account of the relationship between faith and culture. (65 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)
  • 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)

Links to lectures and commentary by Ken Myers:

  • 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)
  • 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)
  • 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 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 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 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 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)
  • 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)
  • 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 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 68 — FEATURED GUESTS: Murray Milner, Jr., Steven C. Vryhof, Douglas J. Schuurman, Robert Gagnon, Richard Stivers, and Quentin Schultze
  • Mars Hill Audio Journal, Volume 20 — FEATURED GUESTS: Elizabeth Fox-Genovese, Robert D. Richardson, Jr., Roger Lundin, Wilfred McClay, Andrew A. Tadie, Robert Jenson, Ted Prescott, and Ted Libbey
  • Mars Hill Audio Journal, Volume 160 — FEATURED GUESTS: Jessica Hooten Wilson, Kyle Hughes, Gil Bailie, D. C. Schindler, Paul Tyson, and Holly Ordway
  • Mars Hill Audio Journal, Volume 153 — FEATURED GUESTS: Charles C. Camosy, O. Carter Snead, Matt Feeney, Margarita A. Mooney, Louis Markos, and Alan Jacobs
  • Mars Hill Audio Journal, Volume 151 — FEATURED GUESTS: Richard Stivers, Holly Ordway, Robin Phillips, Scott Newstok, Junius Johnson, and Peter Mercer-Taylor
  • 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
  • Mars Hill Audio Journal, Volume 145 — FEATURED GUESTS: David I. Smith, Bruce Hindmarsh, Jason Baxter, John Fea, Laurie Gagne, and Matthew O’Donovan 
  • Mars Hill Audio Journal, Volume 132 — FEATURED GUESTS: David I. Smith, Susan Felch, D. C. Schindler, Malcolm Guite, and J. A. C. Redford
  • Mars Hill Audio Journal, Volume 116 — FEATURED GUESTS: Stratford Caldecott, Fred Bahnson, Eric O. Jacobsen, J. Budziszewski, Brian Brock, and Allen Verhey
  • Mars Hill Audio Journal, Volume 102 — FEATURED GUESTS: Daniel M. Bell, Jr., Lew Daly, Adam K. Webb, Stratford Caldecott, James Matthew Wilson, and Thomas Hibbs
  • Mars Hill Audio Journal, Volume 101 — FEATURED GUESTS: James Davison Hunter, Paul Spears, Steven Loomis, James K. A. Smith, Thomas Long, and William T. Cavanaugh
  • Louise Cowan: “The Necessity of the Classics” — Louise Cowan insists that what we label the classics “have become classics because they elicit greatness of soul,” and that such aspiration can only be informed by such works. (35 minutes)
  • Learning to love the truth — Fr. Francis Bethel talks about his book John Senior and the Restoration of Realism. (17 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • Culture in trinitarian perspective — An article by theologian Tracey Rowland titled “Joseph Ratzinger’s Trinitarian Theology of Culture” summarizes the ramifications of Ratzinger's confidence that a recognition of the Trinity is the foundation of any reliable and faithful account of the relationship between faith and culture. (65 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)
  • 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)

Links to posts and programs featuring David Cayley:

  • 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)
  • 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)
  • 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 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 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 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 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)
  • 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)
  • 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 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 68 — FEATURED GUESTS: Murray Milner, Jr., Steven C. Vryhof, Douglas J. Schuurman, Robert Gagnon, Richard Stivers, and Quentin Schultze
  • Mars Hill Audio Journal, Volume 20 — FEATURED GUESTS: Elizabeth Fox-Genovese, Robert D. Richardson, Jr., Roger Lundin, Wilfred McClay, Andrew A. Tadie, Robert Jenson, Ted Prescott, and Ted Libbey
  • Mars Hill Audio Journal, Volume 160 — FEATURED GUESTS: Jessica Hooten Wilson, Kyle Hughes, Gil Bailie, D. C. Schindler, Paul Tyson, and Holly Ordway
  • Mars Hill Audio Journal, Volume 153 — FEATURED GUESTS: Charles C. Camosy, O. Carter Snead, Matt Feeney, Margarita A. Mooney, Louis Markos, and Alan Jacobs
  • Mars Hill Audio Journal, Volume 151 — FEATURED GUESTS: Richard Stivers, Holly Ordway, Robin Phillips, Scott Newstok, Junius Johnson, and Peter Mercer-Taylor
  • 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
  • Mars Hill Audio Journal, Volume 145 — FEATURED GUESTS: David I. Smith, Bruce Hindmarsh, Jason Baxter, John Fea, Laurie Gagne, and Matthew O’Donovan 
  • Mars Hill Audio Journal, Volume 132 — FEATURED GUESTS: David I. Smith, Susan Felch, D. C. Schindler, Malcolm Guite, and J. A. C. Redford
  • Mars Hill Audio Journal, Volume 116 — FEATURED GUESTS: Stratford Caldecott, Fred Bahnson, Eric O. Jacobsen, J. Budziszewski, Brian Brock, and Allen Verhey
  • Mars Hill Audio Journal, Volume 102 — FEATURED GUESTS: Daniel M. Bell, Jr., Lew Daly, Adam K. Webb, Stratford Caldecott, James Matthew Wilson, and Thomas Hibbs
  • Mars Hill Audio Journal, Volume 101 — FEATURED GUESTS: James Davison Hunter, Paul Spears, Steven Loomis, James K. A. Smith, Thomas Long, and William T. Cavanaugh
  • Louise Cowan: “The Necessity of the Classics” — Louise Cowan insists that what we label the classics “have become classics because they elicit greatness of soul,” and that such aspiration can only be informed by such works. (35 minutes)
  • Learning to love the truth — Fr. Francis Bethel talks about his book John Senior and the Restoration of Realism. (17 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • 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)
  • Culture in trinitarian perspective — An article by theologian Tracey Rowland titled “Joseph Ratzinger’s Trinitarian Theology of Culture” summarizes the ramifications of Ratzinger's confidence that a recognition of the Trinity is the foundation of any reliable and faithful account of the relationship between faith and culture. (65 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)
  • 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)
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