Alasdair MacIntyre of Notre Dame joins the chorus of observers who decry the fragmentation and bankruptcy of the modern university education system, in “The End of Education: The Fragmentation of the American University” in Commonweal; and asks if Catholic universities should do better. According to MacIntyre, the specialization and compartmentalization of faculties and academic disciplines, accompanied by the resulting marketplace mechanism of “individual student choice” as the form of curriculum structure, yields an incompletely, inadequately and superficially educated public — whether graduates from secular or Catholic universities. This “should matter to anyone who thinks it important what conceptions of human nature and the human condition students have arrived at by the time they enter the adult workplace — and therefore to any Catholic. For each of the academic disciplines teaches us something significant about some aspect of human nature and the human condition,” and should interact and integrate. MacIntyre then proposes a solution in the time-honored manner of indicating there “are questions that need to be answered if we are to understand who we are here and now.” From three sets of great questions — who are we materially? who are we historically and culturally? and, who are we to other cultures? — MacIntyre indicates that a “tripartite curriculum emerges” which emphasizes scientific, historical and linguistic studies.
Yet these distinct strands must interact and integrate, not stray into specialized cubbyholes. To avoid such superficiality, MacIntyre notes Cardinal Newman’s view that “it is theology that is the integrative and unifying discipline needed by any university, secular, Protestant, or Catholic. And it is in the light afforded by the Catholic faith and more especially by Catholic doctrines concerning human nature and the human condition” that “[t]heology can become an education in how to ask such questions” as are at the foundation of liberal education. The resources exist, only the will to reform is lacking. MacIntyre ends by addressing the expected question of economic and technological demand for professional specialization as a goal for education, by suggesting a 4-year program, the first 3 of which engages in a rigorous, liberal, tripartite, question-asking curriculum, with the fourth year reserved for a professional apprenticeship in preparation for the workplace. “We do not have to sacrifice training in research in order to provide our students with a liberal education, just as we do not have to fragment and deform so much of our students’ education, as we do now.”
Related reading and listening
- Books worthy of a lifetime of encounters —
FROM VOL. 69 Daniel Ritchie discusses why great books programs survive mainly in Christian institutions while declining in secular ones. (13 minutes) - Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The formation of affections —
FROM VOL. 101 James K. A. Smith explains how education always involves the formation of affections and how the form of Christian education should imitate patterns of formation evident in historic Christian liturgy. (15 minutes) - A Christian philosophy of integrated education —
FROM VOL. 61 Michael L. Peterson discusses how Christianity could inform society’s understandings of education and human nature. (8 minutes) - Education for human flourishing — Co-authors Paul Spears and Steven Loomis argue that Christians should foster education that does justice to humans in our fullness of being. (23 minutes)
- The social irrelevance of secular higher education —
FROM VOL. 85 Professor C. John Sommerville describes the increasingly marginal influence of universities in our society, and why they seem to be of no substantive relevance to people outside the school. (13 minutes) - The history of Christianity and higher education —
FROM VOL. 50 In tracing Christianity’s relationship to the academy, Arthur F. Holmes points to Augustine as one of the first to embrace higher learning, believing God’s ordered creation to be open to study by the rational mind of man. (9 minutes) - In praise of a hierarchy of taste — In a lecture at a CiRCE Institute conference, Ken Myers presented a rebuttal to the notion that encouraging the aesthetic appreciation of “higher things” is elitist and undemocratic. (58 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 minutes) - Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- How music reflects and continues the created order — Musician, composer, and teacher Greg Wilbur explores how music reflects the created order of the cosmos. (55 minutes)
- On wonder, wisdom, worship, and work — Classical educator Ravi Jain dives deeply into the nature, purpose, and interconnectedness of the liberal, common, and fine arts. (43 minutes)
- 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)
- The loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- Blest be the ties of language that bind us — Marion Montgomery on the precious gift of words
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- From university to multiversity to demoversity — Alvin Kernan on tectonic shifts in higher education since the 1960s
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- An outrageous idea? — In the late 1990s, George M. Marsden and James Tunstead Burtchaell both wrote books examining the claim that it was far-fetched even to imagine that scholarly work could be an expression of Christian claims about reality. (25 minutes)
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- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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)
- 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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- 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)
Links to posts and programs featuring Oliver O'Donovan:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- 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)
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- 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 86 — FEATURED GUESTS: Roger Lundin, Lawrence Buell, Harold K. Bush, Jr., Katherine Shaw Spaht, Steven L. Nock, Norman Klassen, and Jens Zimmermann
- Mars Hill Audio Journal, Volume 84 — FEATURED GUESTS: Harry L. Lewis, Nicholas Wolterstorff, Brendan Sweetman, James Turner Johnson, David Martin, and Edward Ericson, Jr.
- Mars Hill Audio Journal, Volume 78 — FEATURED GUESTS: Mark Bauerlein, Elisabeth Lasch-Quinn, Sam Van Eman, Thomas de Zengotita, Eugene McCarraher, and John Witte, Jr.
- Mars Hill Audio Journal, Volume 69 — FEATURED GUESTS: John McWhorter, Douglas Koopman, Daniel Ritchie, Vincent Miller, and Barrett Fisher
- 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 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 142 — FEATURED GUESTS: Stanley Hauerwas, Perry L. Glanzer, Nathan F. Alleman, Jeffrey Bishop, Alan Jacobs, D. C. Schindler, and Marianne Wright
- Mars Hill Audio Journal, Volume 140 — FEATURED GUESTS: Matthew Rubery, James A. Herrick, Jack Baker, Jeffrey Bilbro, Timothy Gloege, David Hollinger, and Barrett Fisher
- 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 105 — FEATURED GUESTS: Julian Young, Perry L. Glanzer, Kendra Creasy Dean, Brian Brock, Nicholas Carr, and Alan Jacobs
Links to posts and programs featuring Adam K. Webb:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Mark Bauerlein:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Felicia Wu Song:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Joseph E. Davis:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Thaddeus Kozinski:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Craig M. Gay:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Mark T. Mitchell:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Karen Dieleman:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Tim Clydesdale:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring J. Mark Bertrand:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Mathew Levering:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Mark G. Malvasi:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Kirk Farney:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
- What higher education forgot
- The Vocation of Knowledge: Higher Education and the Difference Christ Makes
- The social irrelevance of secular higher education
- The Passionate Intellect: Incarnational Humanism & the Future of University Education, by Norman Klassen and Jens Zimmermann
- The history of Christianity and higher education
- Parsing the intellectual vocation
- Mars Hill Audio Journal, Volume 94
- Mars Hill Audio Journal, Volume 153
- Mars Hill Audio Journal, Volume 101
- Louise Cowan: “The Necessity of the Classics”
- Education for human flourishing
- A Christian philosophy of integrated education
- Wise use of educational technologies
- When reason is detached from truth
- Visionary education
- Universities as the hosts of reciprocating speech
- Thoughts about higher education
- The Word Made Scarce
- The university and the unity of knowledge
- The Truth about Harvard
- The problem with patriotism in secular democracies
- The Practice of Christian Pedagogy, Volume II
- The Practice of Christian Pedagogy, Volume I
- The loss of hierarchy and humility in the academy
- The loss of awe, the idolatry of partial thinking
- The Liberal Arts tradition, II — context and extension
- The inevitability of escalating public animosity
- The historian’s communal role as storyteller
- The future of Christian learning
- The formation of affections
- The flickering of the American mind
- The dispiriting consequences of the commodification of knowledge
- The de(con)struction of the humanities (and of truth)
- The danger of a self-marginalizing religion
- The academy’s deconstruction of both person and community
- Teaching for wonderfulness
- Teachers and Learners
- Sustaining a heritage of wisdom
- Seeing the world from somewhere
- Scholarship’s silos and the eclipse of meaning
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents”
- Principles have to be discovered, not chosen
- Possibility junkies
- Personhood, limits, and academic vocation
- Orienting reason and passions
- On wonder, wisdom, worship, and work
- On the re-enchantment of education
- On Christian teaching and forming Christian minds
- Mars Hill Audio Journal, Volume 97
- Mars Hill Audio Journal, Volume 92
Links to posts and programs featuring Bradley J. Birzer:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Ralph C. Wood:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Paul Heintzman:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Gil Bailie:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Zygmunt Bauman:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Matthew Lee Anderson:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Mike Aquilina:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Bishop Robert Barron:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Frederick Buechner:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Jeffrey Bilbro:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring James A. Herrick:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Andrew Wilson:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Susan Cain:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Marilyn McEntyre:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Andrew Spencer:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Albert Borgmann:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Catherine Prescott:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Maggie M. Jackson:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Garret Keizer:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Andy Crouch:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Kyle Hughes:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Philip G. Ryken:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Eric Miller:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- When reason is detached from truth — Benedict XVI on what threatens true academic freedom
- Visionary education — Josef Pieper on the mistake of confusing education with mere training
- Universities as the hosts of reciprocating speech — Robert Jenson on how the Christian understanding of Truth in a personal Word shaped the Western university
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 minutes)
- The Truth about Harvard — Ross Douthat looks at the effects of postmodern academic theory on the humanities. “The retreat into irrelevance is visible all across the humanities curriculum.”
- The problem with patriotism in secular democracies — Alasdair MacIntyre on the systematic rejection of the tradition of the virtues in modern political institutions
- 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- The loss of awe, the idolatry of partial thinking — Thaddeus J. Kozinski on reading modernity’s symptoms wisely (and wonder-fully)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- The de(con)struction of the humanities (and of truth) — Historian Gertrude Himmelfarb on the skeptical tendencies of the postmodern academy
- The danger of a self-marginalizing religion — Alasdair MacIntyre on how the task of religion is to help see the secular as the sacred, the world as under God.
- The academy’s deconstruction of both person and community — Marion Montgomery on cultivating “a deportment of intellect governed by a continuing concern for the truth of things”
- 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)
- Seeing the world from somewhere — Robert Spaemann on why education can’t be “objective”
- Scholarship’s silos and the eclipse of meaning — Paul Tyson on how the modern academy avoids engagement with Reality
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Principles have to be discovered, not chosen — Alasdair MacIntyre on the problem of natural law and contemporary culture
- Possibility junkies — Voracious omnitasking, argues English professor Mark Edmundson, makes the lives of his students both highly promising and radically vulnerable to living lives that leave no room for reflection and self-knowledge.
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- Mars Hill Audio Journal, Volume 92 — FEATURED GUESTS: Jake Halpern, Stephen J. Nichols, Richard M. Gamble, Peter J. Leithart, Bill Vitek, and Craig Holdrege
Links to posts and programs featuring Landon Loftin:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- 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)
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- 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 86 — FEATURED GUESTS: Roger Lundin, Lawrence Buell, Harold K. Bush, Jr., Katherine Shaw Spaht, Steven L. Nock, Norman Klassen, and Jens Zimmermann
- Mars Hill Audio Journal, Volume 84 — FEATURED GUESTS: Harry L. Lewis, Nicholas Wolterstorff, Brendan Sweetman, James Turner Johnson, David Martin, and Edward Ericson, Jr.
- Mars Hill Audio Journal, Volume 78 — FEATURED GUESTS: Mark Bauerlein, Elisabeth Lasch-Quinn, Sam Van Eman, Thomas de Zengotita, Eugene McCarraher, and John Witte, Jr.
- Mars Hill Audio Journal, Volume 69 — FEATURED GUESTS: John McWhorter, Douglas Koopman, Daniel Ritchie, Vincent Miller, and Barrett Fisher
- 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 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 142 — FEATURED GUESTS: Stanley Hauerwas, Perry L. Glanzer, Nathan F. Alleman, Jeffrey Bishop, Alan Jacobs, D. C. Schindler, and Marianne Wright
- Mars Hill Audio Journal, Volume 140 — FEATURED GUESTS: Matthew Rubery, James A. Herrick, Jack Baker, Jeffrey Bilbro, Timothy Gloege, David Hollinger, and Barrett Fisher
- 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 105 — FEATURED GUESTS: Julian Young, Perry L. Glanzer, Kendra Creasy Dean, Brian Brock, Nicholas Carr, and Alan Jacobs
Links to posts and programs featuring Barry Hankins:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- 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)
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- 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 86 — FEATURED GUESTS: Roger Lundin, Lawrence Buell, Harold K. Bush, Jr., Katherine Shaw Spaht, Steven L. Nock, Norman Klassen, and Jens Zimmermann
- Mars Hill Audio Journal, Volume 84 — FEATURED GUESTS: Harry L. Lewis, Nicholas Wolterstorff, Brendan Sweetman, James Turner Johnson, David Martin, and Edward Ericson, Jr.
- Mars Hill Audio Journal, Volume 78 — FEATURED GUESTS: Mark Bauerlein, Elisabeth Lasch-Quinn, Sam Van Eman, Thomas de Zengotita, Eugene McCarraher, and John Witte, Jr.
- Mars Hill Audio Journal, Volume 69 — FEATURED GUESTS: John McWhorter, Douglas Koopman, Daniel Ritchie, Vincent Miller, and Barrett Fisher
- 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 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 142 — FEATURED GUESTS: Stanley Hauerwas, Perry L. Glanzer, Nathan F. Alleman, Jeffrey Bishop, Alan Jacobs, D. C. Schindler, and Marianne Wright
- Mars Hill Audio Journal, Volume 140 — FEATURED GUESTS: Matthew Rubery, James A. Herrick, Jack Baker, Jeffrey Bilbro, Timothy Gloege, David Hollinger, and Barrett Fisher
- 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 105 — FEATURED GUESTS: Julian Young, Perry L. Glanzer, Kendra Creasy Dean, Brian Brock, Nicholas Carr, and Alan Jacobs
Links to posts and programs featuring Quentin Schultze:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- 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)
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- 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 86 — FEATURED GUESTS: Roger Lundin, Lawrence Buell, Harold K. Bush, Jr., Katherine Shaw Spaht, Steven L. Nock, Norman Klassen, and Jens Zimmermann
- Mars Hill Audio Journal, Volume 84 — FEATURED GUESTS: Harry L. Lewis, Nicholas Wolterstorff, Brendan Sweetman, James Turner Johnson, David Martin, and Edward Ericson, Jr.
- Mars Hill Audio Journal, Volume 78 — FEATURED GUESTS: Mark Bauerlein, Elisabeth Lasch-Quinn, Sam Van Eman, Thomas de Zengotita, Eugene McCarraher, and John Witte, Jr.
- Mars Hill Audio Journal, Volume 69 — FEATURED GUESTS: John McWhorter, Douglas Koopman, Daniel Ritchie, Vincent Miller, and Barrett Fisher
- 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 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 142 — FEATURED GUESTS: Stanley Hauerwas, Perry L. Glanzer, Nathan F. Alleman, Jeffrey Bishop, Alan Jacobs, D. C. Schindler, and Marianne Wright
- Mars Hill Audio Journal, Volume 140 — FEATURED GUESTS: Matthew Rubery, James A. Herrick, Jack Baker, Jeffrey Bilbro, Timothy Gloege, David Hollinger, and Barrett Fisher
- 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 105 — FEATURED GUESTS: Julian Young, Perry L. Glanzer, Kendra Creasy Dean, Brian Brock, Nicholas Carr, and Alan Jacobs
Links to posts and programs featuring Paul Walker:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- 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)
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- 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 86 — FEATURED GUESTS: Roger Lundin, Lawrence Buell, Harold K. Bush, Jr., Katherine Shaw Spaht, Steven L. Nock, Norman Klassen, and Jens Zimmermann
- Mars Hill Audio Journal, Volume 84 — FEATURED GUESTS: Harry L. Lewis, Nicholas Wolterstorff, Brendan Sweetman, James Turner Johnson, David Martin, and Edward Ericson, Jr.
- Mars Hill Audio Journal, Volume 78 — FEATURED GUESTS: Mark Bauerlein, Elisabeth Lasch-Quinn, Sam Van Eman, Thomas de Zengotita, Eugene McCarraher, and John Witte, Jr.
- Mars Hill Audio Journal, Volume 69 — FEATURED GUESTS: John McWhorter, Douglas Koopman, Daniel Ritchie, Vincent Miller, and Barrett Fisher
- 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 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 142 — FEATURED GUESTS: Stanley Hauerwas, Perry L. Glanzer, Nathan F. Alleman, Jeffrey Bishop, Alan Jacobs, D. C. Schindler, and Marianne Wright
- Mars Hill Audio Journal, Volume 140 — FEATURED GUESTS: Matthew Rubery, James A. Herrick, Jack Baker, Jeffrey Bilbro, Timothy Gloege, David Hollinger, and Barrett Fisher
- 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 105 — FEATURED GUESTS: Julian Young, Perry L. Glanzer, Kendra Creasy Dean, Brian Brock, Nicholas Carr, and Alan Jacobs
Links to posts and programs featuring Jason Peters:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- 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)
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- 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 86 — FEATURED GUESTS: Roger Lundin, Lawrence Buell, Harold K. Bush, Jr., Katherine Shaw Spaht, Steven L. Nock, Norman Klassen, and Jens Zimmermann
- Mars Hill Audio Journal, Volume 84 — FEATURED GUESTS: Harry L. Lewis, Nicholas Wolterstorff, Brendan Sweetman, James Turner Johnson, David Martin, and Edward Ericson, Jr.
- Mars Hill Audio Journal, Volume 78 — FEATURED GUESTS: Mark Bauerlein, Elisabeth Lasch-Quinn, Sam Van Eman, Thomas de Zengotita, Eugene McCarraher, and John Witte, Jr.
- Mars Hill Audio Journal, Volume 69 — FEATURED GUESTS: John McWhorter, Douglas Koopman, Daniel Ritchie, Vincent Miller, and Barrett Fisher
- 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 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 142 — FEATURED GUESTS: Stanley Hauerwas, Perry L. Glanzer, Nathan F. Alleman, Jeffrey Bishop, Alan Jacobs, D. C. Schindler, and Marianne Wright
- Mars Hill Audio Journal, Volume 140 — FEATURED GUESTS: Matthew Rubery, James A. Herrick, Jack Baker, Jeffrey Bilbro, Timothy Gloege, David Hollinger, and Barrett Fisher
- 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 105 — FEATURED GUESTS: Julian Young, Perry L. Glanzer, Kendra Creasy Dean, Brian Brock, Nicholas Carr, and Alan Jacobs
Links to posts and programs featuring Alexander Lingas:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- 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)
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- 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 86 — FEATURED GUESTS: Roger Lundin, Lawrence Buell, Harold K. Bush, Jr., Katherine Shaw Spaht, Steven L. Nock, Norman Klassen, and Jens Zimmermann
- Mars Hill Audio Journal, Volume 84 — FEATURED GUESTS: Harry L. Lewis, Nicholas Wolterstorff, Brendan Sweetman, James Turner Johnson, David Martin, and Edward Ericson, Jr.
- Mars Hill Audio Journal, Volume 78 — FEATURED GUESTS: Mark Bauerlein, Elisabeth Lasch-Quinn, Sam Van Eman, Thomas de Zengotita, Eugene McCarraher, and John Witte, Jr.
- Mars Hill Audio Journal, Volume 69 — FEATURED GUESTS: John McWhorter, Douglas Koopman, Daniel Ritchie, Vincent Miller, and Barrett Fisher
- 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 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 142 — FEATURED GUESTS: Stanley Hauerwas, Perry L. Glanzer, Nathan F. Alleman, Jeffrey Bishop, Alan Jacobs, D. C. Schindler, and Marianne Wright
- Mars Hill Audio Journal, Volume 140 — FEATURED GUESTS: Matthew Rubery, James A. Herrick, Jack Baker, Jeffrey Bilbro, Timothy Gloege, David Hollinger, and Barrett Fisher
- 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 105 — FEATURED GUESTS: Julian Young, Perry L. Glanzer, Kendra Creasy Dean, Brian Brock, Nicholas Carr, and Alan Jacobs
Links to posts and programs featuring Fr. Damian Ference:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- 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)
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- 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 86 — FEATURED GUESTS: Roger Lundin, Lawrence Buell, Harold K. Bush, Jr., Katherine Shaw Spaht, Steven L. Nock, Norman Klassen, and Jens Zimmermann
- Mars Hill Audio Journal, Volume 84 — FEATURED GUESTS: Harry L. Lewis, Nicholas Wolterstorff, Brendan Sweetman, James Turner Johnson, David Martin, and Edward Ericson, Jr.
- Mars Hill Audio Journal, Volume 78 — FEATURED GUESTS: Mark Bauerlein, Elisabeth Lasch-Quinn, Sam Van Eman, Thomas de Zengotita, Eugene McCarraher, and John Witte, Jr.
- Mars Hill Audio Journal, Volume 69 — FEATURED GUESTS: John McWhorter, Douglas Koopman, Daniel Ritchie, Vincent Miller, and Barrett Fisher
- 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 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 142 — FEATURED GUESTS: Stanley Hauerwas, Perry L. Glanzer, Nathan F. Alleman, Jeffrey Bishop, Alan Jacobs, D. C. Schindler, and Marianne Wright
- Mars Hill Audio Journal, Volume 140 — FEATURED GUESTS: Matthew Rubery, James A. Herrick, Jack Baker, Jeffrey Bilbro, Timothy Gloege, David Hollinger, and Barrett Fisher
- 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 105 — FEATURED GUESTS: Julian Young, Perry L. Glanzer, Kendra Creasy Dean, Brian Brock, Nicholas Carr, and Alan Jacobs
Links to lectures and commentary by Ken Myers:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- 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)
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- 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 86 — FEATURED GUESTS: Roger Lundin, Lawrence Buell, Harold K. Bush, Jr., Katherine Shaw Spaht, Steven L. Nock, Norman Klassen, and Jens Zimmermann
- Mars Hill Audio Journal, Volume 84 — FEATURED GUESTS: Harry L. Lewis, Nicholas Wolterstorff, Brendan Sweetman, James Turner Johnson, David Martin, and Edward Ericson, Jr.
- Mars Hill Audio Journal, Volume 78 — FEATURED GUESTS: Mark Bauerlein, Elisabeth Lasch-Quinn, Sam Van Eman, Thomas de Zengotita, Eugene McCarraher, and John Witte, Jr.
- Mars Hill Audio Journal, Volume 69 — FEATURED GUESTS: John McWhorter, Douglas Koopman, Daniel Ritchie, Vincent Miller, and Barrett Fisher
- 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 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 142 — FEATURED GUESTS: Stanley Hauerwas, Perry L. Glanzer, Nathan F. Alleman, Jeffrey Bishop, Alan Jacobs, D. C. Schindler, and Marianne Wright
- Mars Hill Audio Journal, Volume 140 — FEATURED GUESTS: Matthew Rubery, James A. Herrick, Jack Baker, Jeffrey Bilbro, Timothy Gloege, David Hollinger, and Barrett Fisher
- 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 105 — FEATURED GUESTS: Julian Young, Perry L. Glanzer, Kendra Creasy Dean, Brian Brock, Nicholas Carr, and Alan Jacobs
Links to posts and programs featuring David Cayley:
- What higher education forgot —
FROM VOL. 84 Harry L. Lewis discusses higher education’s amnesia about its purposes, and how that shortchanges students. (19 minutes) - The 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 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 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 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) - 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)
- Mars Hill Audio Journal, Volume 94 — FEATURED GUESTS: Maggie Jackson, Mark Bauerlein, Tim Clydesdale, Andy Crouch, and Jeremy Begbie
- 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 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)
- 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)
- 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) - 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)
- 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 university and the unity of knowledge — Biographer Ian Ker discusses John Henry Newman’s understanding the goal of “mental cultivation.” (17 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 loss of hierarchy and humility in the academy — In interviews from 1999, literature professors Alvin Kernan and Marion Montgomery discuss how culture of the academy — its hyper-democratic posture and its loathing of limits — derails the pursuit of truth. (25 minutes)
- 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 inevitability of escalating public animosity — With excerpts from books and lectures by Alasdair MacIntyre, Oliver O'Donovan, and Wendell Berry, Ken Myers argues that modern political theory has guaranteed increasing levels of public conflict. (19 minutes)
- The historian’s communal role as storyteller —
FROM VOL. 127 Historian Christopher Shannon discusses how American academic historical writing presents a grand narrative of progressivism, which it defends by subscribing to an orthodoxy of objective Reason. (21 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 dispiriting consequences of the commodification of knowledge — Thomas Pfau asks why so many students in universities are regarded only as consumers, who expect a good return on their investment. He also muses on some strategies for "re-spiritualizing” education. (30 minutes)
- 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)
- Roger Kimball: “Josef Pieper: Leisure and Its Discontents” — Roger Kimball introduces listeners to Josef Pieper’s arguments about the nature of leisure, which are claims about the nature of philosophy and of human well-being. (34 minutes)
- Personhood, limits, and academic vocation —
FROM VOL. 39 Marion Montgomery (1934–2002) offers a deep critique of the relationship of the academy to its community in an effort to diagnose how higher education has lost its way. (13 minutes) - 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 97 — FEATURED GUESTS: Mark Noll, Stanley Fish, James Peters, Scott Moore, and Makoto Fujimura
- 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 86 — FEATURED GUESTS: Roger Lundin, Lawrence Buell, Harold K. Bush, Jr., Katherine Shaw Spaht, Steven L. Nock, Norman Klassen, and Jens Zimmermann
- Mars Hill Audio Journal, Volume 84 — FEATURED GUESTS: Harry L. Lewis, Nicholas Wolterstorff, Brendan Sweetman, James Turner Johnson, David Martin, and Edward Ericson, Jr.
- Mars Hill Audio Journal, Volume 78 — FEATURED GUESTS: Mark Bauerlein, Elisabeth Lasch-Quinn, Sam Van Eman, Thomas de Zengotita, Eugene McCarraher, and John Witte, Jr.
- Mars Hill Audio Journal, Volume 69 — FEATURED GUESTS: John McWhorter, Douglas Koopman, Daniel Ritchie, Vincent Miller, and Barrett Fisher
- 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 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 142 — FEATURED GUESTS: Stanley Hauerwas, Perry L. Glanzer, Nathan F. Alleman, Jeffrey Bishop, Alan Jacobs, D. C. Schindler, and Marianne Wright
- Mars Hill Audio Journal, Volume 140 — FEATURED GUESTS: Matthew Rubery, James A. Herrick, Jack Baker, Jeffrey Bilbro, Timothy Gloege, David Hollinger, and Barrett Fisher
- 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 105 — FEATURED GUESTS: Julian Young, Perry L. Glanzer, Kendra Creasy Dean, Brian Brock, Nicholas Carr, and Alan Jacobs