Author: Patrick Egan

After the Black Death . . . What?

It was a little over a year ago that I wrote “The Black Death and an Educational Renaissance” about how the Black Death serves as an analogue to the Coronavirus. In that article I argued that the Black Death initiated a series of societal changes that eventually led to the Renaissance. I particularly noted how education took on a more prominent role broadly in society. Despite a general decline in population, universities such as Oxford, Cambridge, and Paris saw an increase in enrollment. In light of potential parallels between the transformative effects of the Black Death and Coronavirus, I put

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Exploring Educational Alternatives: A Comparison of Charlotte Mason and Maria Montessori

The early 1900s was a watershed moment in education. The second wave of the Industrial Revolution brought about what we might call the educational-industrial complex. Here I intentionally draw upon Dwight D. Eisenhower’s 1961 Farewell Address when he warned against the disastrous potential of the military-industrial complex. Looking back over the previous decades of global warfare, he saw how the industry-fed war machine would never be satiated. Something like this happened in the field of education. Industry, an expanding economy and globalization demanded of education a new kind of production-line format. School buildings began to resemble factories graduating a populace

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Human Development, Part 3: Get in the Zone

It is a dangerous thing to become a Jedi padawan. The training and trials are extremely difficult; one might say almost impossible. Qui-Gon Jin tells Anakin Skywalker, “Anakin, training to be a Jedi is not an easy challenge, and even if you succeed, it’s a hard life” (from Star Wars: Episode 1 – The Phantom Menace). As difficult as the training might be, there is even greater danger in not fully completing one’s Jedi training. You are liable to lose a limb. Both Anakin Skywalker and Luke Skywalker lose their right hands when they face Sith Lords before being fully

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Human Development, Part 2: All the World’s a Stage

That one essay – you know the one that got this whole educational renewal movement going – needs to be reevaluated. I am talking about the essay “The Lost Tools of Learning” by Dorothy Sayers. Her approach reminds me of Galadriel’s speech in the prologue to The Lord of the Rings movies, “Much that once was is lost. For none now live who remember it.” Someone who remembers the way things were must pass that knowledge down or else it is forever lost to the detriment of future generations. “And some things that should not have been forgotten were lost.”

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Human Development, Part 1: What Do You Have in Mind?

A sound pedagogy requires a good understanding of anthropology (the study of human beings including our nature, our biology, our behavior and our social patterns) and of epistemology (the study of the nature of knowledge and how humans experience and acquire knowledge). One way these key areas of study (anthropology and epistemology) converge pertains to the development of children. We have a general understanding of the child as a small and vulnerable human being that undergoes tremendous transformations from birth to adulthood. Considerable philosophical, psychological and scientific work has been done to help us gain a clear understanding of the

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What has Ambleside to do with Jerusalem?: A Consideration of Charlotte Mason’s Philosophy of Education as a Model for Teaching Biblical Studies

In this week’s blog post I am going back into the vault to share with you a paper I presented at the Society of Biblical Literature Annual Meeting in Atlanta on November 20, 2010. This was a pivotal moment in my career, having earned my PhD and taught for a few years at colleges and seminaries in the US and UK. I joined the faculty of Clapham School in 2009 and there first encountered Charlotte Mason. My introduction to Miss Mason’s philosophy of education completely revolutionized my teaching, and this was something I wanted to share with my biblical studies

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Creating a Culture of Mentorship

In Episode 10 of the Educational Renaissance podcast, we took a deep dive into what Charlotte Mason means by atmosphere, one of the three instruments of education. One of the ideas that surfaced was the concept of mentoring. In today’s article I want to extend that discussion to look at some recent research on student mentorship as well as draw on some biblical concepts to round out our understanding of what it means to create a culture of mentorship in schools. Mentoring as a Program When we think of mentoring programs, we often picture something like Big Brothers Big Sisters

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Three People You Should Listen to in 2021

As 2020 wraps up there is much to be grateful for in the midst of one of the most difficult years we’ve experienced as a society. Today is Boxing Day, which is a great day for gift giving, reflection on the year past and perspective on the year ahead. (When I lived in the UK, my family and I fell in love with Boxing Day. It was such a relaxing addition to the Christmas season.) So I would like to give a gift by recommending a few different podcasters who will fill your new year with excellent content and interesting

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Training the Prophetic Voice, Part 6: Classical Rhetoric for the Modern World

In my last post, I explored the concept of internalization. Students need to internalize the truth in such a way that it impacts their lives personally. Obviously this will look different for each individual, so there is no formula. I like to think of each person as embarking on a journey during which they will be transformed by their experiences of truth. It is the truths that are owned by the individual that become powerful messages that spring from the heart and soul of the modern prophetic voice. Having internalized the message of truth, we can now pursue a framework

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Training the Prophetic Voice, Part 5: Internalizing the Prophetic Message

So far in this series, we have explored the theological and biblical paradigms surrounding our understanding of what it means to speak prophetically. It centers around God’s divine revelation to humanity and then becomes expressed through people who take up the message of God’s truth and speaking truth into new contexts. The model of discipleship we explored among the OT prophets and then with Jesus and his disciples helps us see that training the prophetic voice is very much an educational enterprise. At this point in the series, we pivot to the formation of individuals in our classrooms. We will

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