Good to Great: Measuring the “Greatness” of a School

Like many educational leaders who are familiar with books on leadership and management, I am greatly indebted to Jim Collins’ Good to Great (New York: Harper Business, 2001) for my understanding of how to take an organization to the next level. In this #1 bestseller, Collins identifies through longitudinal research the seven characteristics of business outliers who jumped from good to great while their comparison peers did not. A few years later, Collins wrote a short sequel, this time targeting a nonprofit audience, entitled Good to Great and the Social Sectors (2005). In this monograph, Collins thinks through how the

Continue reading

Building a Strong Faculty Culture

Schools are interesting organizations, to say the least. They may vary in leadership structures and governance policies, but they all contain the same core groups of constituents: students, parents, faculty and staff members, administrators, board members, and donors. Of these groups, which is most critical for the success of the school? While a compelling case could be made for each one of them, I have come to believe that the answer is faculty. Faculty are the front line workers and first responders of the school. They are not only expected to interface with school customers (parents) on a regular basis.

Continue reading

The Advent of Christ as an Act of Teaching

The advent season is upon us and this blog post will explore how advent expresses God’s educational heart for humanity. You are likely familiar with the following stanza: O come! O come! Emmanuel! And ransom captive Israel; That mourns in lonely exile here, Until the Son of God appear. This hymn speaks both to the longing we all have to be reached by God and to the manner in which he reaches us: through his Son, Jesus Christ. So the first point to establish is more than just a theological dogma, but a profound existential reality. We are limited people

Continue reading

Expanding Narration’s History in the late Middle Ages: Bernard of Chartres from John of Salisbury’s Metalogicon

This is the third blog article expanding the short history of narration I laid out a year ago. In the last two I expanded my treatment of John Amos Comenius to engage in detail with the passages from The Great Didactic and the Analytical Didactic that recommend activities that Charlotte Mason would have called narration. As I have searched for teaching practices in the classical tradition, I have tried to be fairly precise in what would qualify as “narration”. In my book A Classical Guide to Narration I defined “narration” as a long-form imitative response to content that a teacher

Continue reading

Educating in Desire for the Kingdom

In the Christian, classical renewal movement we often draw the distinction between an education focused on information and an education focused on formation. Education in information focuses on the dissemination of facts, critical thinking skills, and beefing up the intellect, while education for formation prioritizes the process of developing a certain type of person. Both information and formation are important, of course, so which is right?  Well, that depends on what humans essentially are. If humans are, at core, cognitive creatures, then it makes sense to focus exclusively on the intellect. This was the predominant view of modernism. Influenced by

Continue reading

Educating to Transform Society: The Washington-DuBois Debate

The year was 1895. Two momentous events occurred that year that would lead to a heated rivalry between Booker T. Washington and W. E. B. DuBois. The first event was the death of Frederick Douglass on February 20th of that year. He was the leading black figure of the time, speaking and writing with a level of rhetorical polish that revealed a great mind. Douglass was a towering figure in the social and political environment during the close of the 19th century. As such, his death called forth a new voice that would champion the cause of black suffrage. The

Continue reading

Fostering Grit Through Charlotte Mason’s Practice of Habit Training

We write and speak often at Educational Renaissance about the importance of cultivating good habits (you can listen to our podcast on habit training here). Habits are, as Charlotte Mason put it, the railways of the good life (Home Education, p. 101). A person with good habits experiences a life of ease, while a person missing such habits often finds life burdensome and difficult.  By “ease” I don’t mean easy, of course. I mean smooth, orderly, peaceful, and effective.  For example, the habit of timeliness is indispensable for a life of ease. Imagine how difficult life is for the person

Continue reading

Christianity, a Superior Philosophy: Book Review of Jonathan T. Pennington’s Jesus the Great Philosopher, Part 2

In the previous article in this two-part review of Jonathan Pennington’s book Jesus the Great Philosopher, I spelled out the first two sections of his book dealing with the ancient philosophers (chapters 1 and 2) and then the Old and New Testaments (chapters 3 and 4). Here I will dive into the final three sections on emotions, relationships and the flourishing life. In each of these sections, Pennington provides insights that help us understand better the nature of our roles as teachers to educate formationally the students given into our care. The thesis that emerges through my review is a

Continue reading

Expanding Narration’s History with Comenius: Narration’s Rebirth, Stage 2 – The Analytical Didactic

In my last article I expanded my treatment of the history of narration through delving into a passage from John Amos Comenius’ The Great Didactic. I began reading The Great Didactic last year while writing the history of narration series and determined that there was more to say about the rebirth of narration during the Renaissance and Reformation eras. In fact, Comenius says so much that is pertinent to the teaching tool of narration, that it is tempting to attribute to him the invention of it as a core teaching practice. While we know that Aelius Theon used written narration

Continue reading

Educating for Truth

I recently gave a short talk at my school’s curriculum night on the practical value of a classical education. In many ways, it was a recapitulation of the blog article I wrote a few weeks ago. I identified two popular ways of thinking about education today–both geared toward practical aims–and then argued that classical education is actually more practical than both of them.  In today’s blog, I will make a different argument in support of classical education. Rather than arguing for its practical benefits, I will make the case for something even more important: it is an education in truth.

Continue reading