Training the Prophetic Voice, Part 1: The Educational Heart of God

The God we worship and serve is an educating God. Our God has chosen to reveal himself to those whom he has created. God’s verbal communication with his creation is expressed in the opening of John’s gospel, “In the beginning was the Word.” Our God is a speaking God, which means he is continuously teaching people, taking them from a place of ignorance to a place of understanding. There are numerous implications emanating from this concept of God as an educator. In this article, we will explore the many facets of God’s educational heart. We will see that the foundational

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Back to School: 3 Principles for Returning to School Amidst the Pandemic

Our world has been turned upside down in the last five months, or so it feels, and a course-correct doesn’t seem likely soon. While educational leaders across the country have sought to stay positive and assure families of an in-person return to school in August, some are having to pivot back to remote and hybrid scenarios last minute. Meanwhile, those who are returning to school in-person must continue to endure the incessant news cycle and the unpredictability each new day brings. How are teachers to begin the school year in such times? Let me suggest three principles for returning to

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Plato and Aristotle and Socrates

20 Quotable Quotes from the First Half of 2020 Educational Renaissance

At the end of 2019 we shared a series of memorable maxims from that year’s blog articles. As we transition toward the next half of 2020, we thought we’d do something similar and share 20 Quotable Quotes from Educational Renaissance articles January through June. These are longer block quotes that will whet your appetite for exploring old articles you may have missed. If you’re new to Educational Renaissance (as many of you are), think of this as a cliff notes guide to some of the core ideas in education we’ve been recovering during these past 6 months. The longer format

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Class of 2020: The Next Greatest Generation

The class of 2020 has felt the full force of the disruption caused by the Coronavirus. Graduation ceremonies have been cancelled, postponed or held virtually online. Nothing about the spring of senior year went according to plan for the class of 2020. It has been described as catastrophic and traumatic by students, parents and teachers. In the face of such obstacles, how do we maintain a confident faith? Part of gaining the courage to lead, we must come to grips with our current circumstances. I myself find great meaning in the quote by Marcus Aurelius, “What stands in the way

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“Teach Like a Champion” for the Classical Classroom, Part 3: Check for Understanding

It’s happened to every teacher I’ve ever met. You put together a great lesson, one that you are sure will engage the attention of your students and draw them in to explore some new concept or idea. After teaching the lesson and providing opportunities for students to engage, you confidently pass out the exit slip, a final question they are to submit before lunch. A few hours later, you’re in your prep period and you can’t wait to see what your students learned through the exit slip exercise. You’re especially excited to read the answer of the boy who kept

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Summer Conference Edition

Welcome Summer Conference Attendees to Educational Renaissance It’s a busy summer . . . of staying home. In previous years you may have traveled to take in several of the summer conferences that are part of our classical Christian schooling movement. This summer everyone’s staying home and attending conferences virtually. Many of you will have discovered Educational Renaissance for the first time through one of Jason’s talks at either the ACCS Repairing the Ruins conference last week or the Society for Classical Learning conference this week. We welcome you summer conference attendees to explore the resources available here at Educational

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“Teach Like a Champion” for the Classical Classroom, Part 2: Teacher-Driven Professional Development

There are two general approaches to professional development in education, one that is supervisor-driven and the other that is teacher-driven. In the supervisor-driven approach, the principal or dean is the primary driver for teacher development. The principal sets the goals, schedules observations, provides feedback, and identifies future growth areas. The strength of this approach is that it puts the responsibility of developing teachers on administrators, field experts who have been on their journey as educators long enough to develop a general sense of best practices to pursue and pitfalls to avoid. The notable weakness of the supervisor-driven approach is that

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Summertime, and the Learning is Easy

Summertime has arrived. Gershwin’s song from Porgy and Bess is clearly on my mind, if you caught the allusion in my title. If you have a moment, watch Ella Fitzgerald’s soulful performance of “Summertime, and the Livin’ is Easy” in Berlin during the summer of 1968. You could listen to any number of recordings, but this one stands out because you can see the intricacies of her performance. She was a true master. One of the great joys of being a teacher is summers off. This may be one of the chief compensations, more important to teachers than healthcare or

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“Teach Like a Champion” for the Classical Classroom, Part 1: An Introduction

As classical educators look for tools and resources to strengthen their teaching practices, it can often be difficult to know where to turn. While the classical education renewal movement has led to a resurgence in a fresh vision for the purpose of education and even suggestions toward an ideal curriculum, the movement has not always been clear regarding method. We have the “why” and even the “what,” but the “how” remains uncertain. Some, no doubt, will respond to this critique with raised eyebrows. After all, the movement has unlocked a rich treasure chest full of wisdom and insight from master

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scientist performing experiment in laboratory

The Problem of Scientism in Conventional Education

Scientism is precisely not a focus on the importance of learning all that we can about the natural world in school. This we applaud, and classical education has a lot to tell us about how we can teach our knowledge about nature, our scientia nātūrālis as the medievals would call it, better than we currently do. Instead, scientism is the trend in the social sciences, like the field of education, to conform to the pattern of the wildly successful hard sciences by proving themselves through data and pure reason alone. If we can prove it through an experiment and logic

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