Tag: education

The Role of Imagination in Education

Imagination. The word brings so much to mind for us today. If there’s one thing that everybody can agree on for children, it’s the need to help them develop a vivid imagination through school, play, and well… everything they do. Or perhaps, ‘develop a vivid imagination’ is the wrong way of putting it. “Every child is born blessed with a vivid imagination,” said Walt Disney. “But just as a muscle grows flabby with disuse, so the bright imagination of a child pales in later years if he ceases to exercise it.” So maybe it’s not children who need to develop

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The Soul of Education, Part 1: What Is a Human Being?

Every educational philosophy necessarily relies on a pre-existing view of the human person. Anthropology informs pedagogy. Many of the problems that classical Christian educators have identified in conventional education have their roots in a false or insufficient view of human beings. The factory model of education, for instance, underrates certain aspects of human development and purpose (see articles on the problems of Technicism or Scientism for example).  This is why it has been so crucial for classical Christian educators to return to foundational questions. The average parent or teacher in our movement may tire of such stargazing, but it is

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The Education of the Count of Monte Cristo

What are the proper sources for an educational philosophy? Should educators read only sociological journals and experiment in their classroom for the best results? Or is there something more humane and artistic in the nature of teaching? We have decried the technicism and scientism characteristic of modern education before.  One consequence of these trends is the exclusion of literature and humanities from the broader conversation about education, its goals, methods, and ideals. Charlotte Mason, for one, found novels, fictional literature, and poetry to be a potent source for her educational philosophy. While certainly we can understand the reticence to feature

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3 Leadership Books for Teachers

Teachers are the leaders of their classrooms. Now, this may seem obvious (who else would be in charge?), so let me explain. Teachers are responsible for the execution of classroom objectives and the development of their students. In a healthy school, they are given the freedom and responsibility, within a broader structure of administrative oversight, to make key decisions pertaining to how they will empower their students to learn and grow. For example, a teacher responsible for teaching The Great Gatsby must consider how the book will be taught, what she will focus on, and how she intends for students

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Funding the Mission: Values for Fundraising in Christian, Classical Schools

At Educational Renaissance, we seek to promote a rebirth of ancient wisdom for the modern era. We believe that education is so much more than getting good grades, receiving admission to prestigious universities, and fulfilling state requirements. To be sure, evaluation is productive, higher education is valuable, and scripture grants government an important role in maintaining an orderly society. But these goals taken individually fall short of beholding the grander purpose of education. What is this purpose? Education is about coming alongside students made in God’s image and helping them achieve their God-given potential. It begins with the question, “Who

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The Human Brain and the Liberal Arts

For some Christians, brain science and talk of “caring for your brain” can be uncomfortable. It smacks of a physicalist conception of reality in which all we are is our physical bodies. As Christians, we believe in the reality of the soul and a transcendent immaterial world. To focus myopically on the brain may cause us to lose sight of the spiritual aspect of what it means to be human and the hope we have for eternal life. Moreover, some Christians fear, utilizing brain science to boost cognitive performance through strengthening the brain sounds like a mad scientist’s version of

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Insights on Education from the Life of John Adams

This past month I have been reading David McCullough’s biography on John Adams. Adams, as you may recall, was a key leader amongst the colonies throughout their concerted effort to gain independence from British rule. He experienced first hand the benefits of life in the British Empire as well as the eventual challenges. Adams would play a key role in the earliest meetings of the Continental Congress, debating loyalists, those desiring to stay loyal to King George III. Later on, John Adams would participate in the early governmental efforts of the colonies, serving as the first Vice-President and second President

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Life in Plato’s Republic, Part 2: Building the Just City

“Don’t you know that the beginning is the most important place of every work and that this is especially so with anything young and tender? For at that stage it’s most plastic, and each thing assimilates itself to the model whose stamp anyone wishes to give it.” Plato, Republic, Book II Welcome back to my series on Plato’s Republic! As I shared in my first article, I’m producing this series for two reasons. First, I want to make Plato more accessible to everyone. Part of preserving the western intellectual tradition, or at least, not losing it, entails cracking open the

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Bloom's Taxonomy

Breaking Down the Bad of Bloom’s: The False Objectivity of Education as a Modern Social Science

In the first two posts of this series (which I am reviving after a 6 months long hiatus) I proposed replacing Bloom’s Taxonomy of educational objectives with Aristotle’s intellectual virtues. The major flaw in Bloom’s taxonomy, which is a hierarchical categorization of educational goals in the cognitive domain, is that it privileges the bare intellect over the heart, like so much of modern education. Even if Bloom and his university examiner colleagues proposed an affective and psychomotor domain as well, and had the modest goal of improving clarity and communication among teachers, curriculum planners and educational researchers, still they codified

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Educating for a Christian Worldview in a Secular Age

In our secular age, there exists a plurality of options for how to think about complex questions. Take the question of what it means to be human, for example. For the biologist, to be human is to possess the DNA of the species Homo sapien. In contrast, for the eastern mystic, to be human is to exist fundamentally as a spiritual entity on a pathway to a higher, non-physical reality. For the secularist, to be human is to express one’s self to others with authenticity. And for the social activist, to be human is to participate in society’s collective march

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