Podcasts about Classical education

What does classical Christian education actually mean? In this episode of BaseCamp Live, host Davies Owens continues the ongoing series on classical Christian education with guest Lindsey Ralls, Upper School Head at Summit Christian Academy. Together, they explore a practical framework for understanding the heart behind classical Christian education, not simply as a method or curriculum model, but as a vision for forming flourishing human beings. Lindsey shares how Summit Christian Academy developed a one-page framework to help parents, teachers, and students better understand the deeper purpose of classical Christian education. The conversation moves beyond the familiar language of the trivium and great books into topics like virtue, paideia, ordered affections, truth, goodness, beauty, and the intentional formation of students. Davies and Lindsey also discuss how the classical movement has matured over the last 30 years, shifting from an emphasis on educational stages and methodology toward a richer focus on formation and discipleship. They unpack several key principles that shape Summit's approach, including formation over information, imitation over innovation, the givenness of the universe, and helping students distinguish between truth and reality.

About the GuestJoshua Herring is the Curriculum Program Manager for the Rafiki Foundation, Director of the Logres Institute for Classical Liberal Studies, and author of Sons of Adam, Daughters of Eve: C.S. Lewis's Images of Gender. He has taught 6-12th grade humanities, spend three years in high school administration, and built classical education programs at the college level. He loves helping teachers, leaders, and parents own their intellectual inheritance.Logres InstituteVisit https://www.logresinstitute.org/, and apply for their programs after July 1.About Joshua's Conferencehttps://theclassicalconsortium.com/southeastern-consortium/ On August 7-8, the 3rd Annual Southeastern Consortium of Classical Educators conference will gather at Christ the King Presbyterian Church (PCA) in Raleigh, NC to consider "Source of Joy" in teaching. Come hear from keynote speakers Patrick Whalen, Dale Stenberg, Scott Postma, and Josh Herring; experience joyful learning breakout sessions focusing on poetry, civics, science, theology, and more. Join other classical educators for a refreshing reminder of the truth that our God has given us joyful sources to draw from; begin the 26-27 academic year renewing your soul. Teachers and students - email Dr. Herring at jherring@logresinstitute.org for a discount code! Show Notes This interview is a candid conversation between Josh and Adrienne. As they get acquainted, they discuss classical education and share their respective contributions to the field.Some musings covered include:An in-depth discussion about their love for Till We Have Faces by LewisTeaching Homer and how students respond to the text. Holding kids accountable to reading for homeworkJosh shares the top three areas of greatest challenges faced in the classical education movement todayHow The Logres Institute aims to help teachers and home educators gain confidence in the classical pedagogyIdeas presented in Adrienne's book, Narration: The Voice of the TriviumResources MentionedC.S Lewis booksHomerQuintilianGeorge MacDonaldKaren Glass booksThoroughness and Charm by GerthThe Good Teacher by Perrin and EbenAn Essay Towards a Philosophy of Education by Charlotte Mason (Centenary Expanded Edition published by Smidgen Press)Charlotte Mason's Essay: "Two Education Ideals" (Contrasting Rousseau's Émile with John Milton's "Of Education")____________________________________This podcast is produced by Beautiful Teaching, LLC.Support this podcast: ★ Support this podcast ★ _________________________________________________________Credits:Sound Engineer: Andrew HelselLogo Art: Anastasiya CFMusic: Vivaldi's Concerto for 2 Violins in B flat major, RV529 : Lana Trotovsek, violin Sreten Krstic, violin with Chamber Orchestra of Slovenian Philharmonic © 2026 Beautiful Teaching LLC. All Rights Reserve

How do we move students from simply talking about truth, goodness, and beauty to actually living those ideals out in everyday life? In this episode of BaseCamp Live, Davies Owens is joined by Sharon Carlson for a thoughtful conversation about what it means to develop an “operational theology” , a faith that shapes not just beliefs, but daily decisions, relationships, failures, and future plans. Sharon draws from decades of experience in classical Christian education, student formation, counseling, and college advising to explore how schools and parents can help students connect theology to real life. Together, they discuss: Why students often struggle to apply Christian truth in practical decisions What “the good life” actually means from a biblical perspective How parents and schools can respond redemptively when students fail Why discipline moments can become discipleship opportunities The difference between knowing Christian virtues and becoming more like Christ How theology helps students navigate anxiety, uncertainty, and major life decisions Why “the best next step” matters more than fear of making the “wrong” decision Sharon also shares insights from mentoring students through college and career decisions, helping them understand that God's will is ultimately about being conformed to the character of Christ, not simply finding the perfect school, job, or path.

In this episode of Classical Et Cetera, we discuss the “how” behind classical education. Why do we emphasize memorization, repetition, teacher-led classrooms, and rigorous books? Are these methods outdated, or are they essential to meaningful learning? We explore the purpose behind what we do, respond to common criticisms, and discuss how structure, discussion, discipline, and intellectual formation work together to shape not just knowledgeable students, but thoughtful and virtuous human beings.  

In this episode of the Everyday Educator podcast, host Delise Germond sits down with her mother and longtime homeschooling veteran Chelly Barnard to talk about why reading is the single most important skill you can give your child. From raising reluctant readers and navigating learning challenges, to building a lifelong love of books through read-alouds and classical education — this conversation is packed with practical encouragement for every homeschool mom. Chelly and Delise get honest about their own reading journeys — including what it looked like to struggle, to teach differently, and to fall in love with books later in life. You'll hear real strategies for helping kids who resist reading, advice on when to seek outside help, and why classical Christian education uniquely positions homeschool families to raise voracious, articulate readers. The episode wraps with a rich list of book recommendations — from Fahrenheit 451 and Stepping Heavenward to Winnie the Pooh and Beatrix Potter — plus a reference to Mortimer Adler's beloved essay "How to Mark a Book." Whether your child loves reading or avoids it, this episode will encourage and equip you to make books a central part of your homeschool life.   This episode of Everyday Educator is sponsored by: Classical Conversations just released "The Habits of a Classical Education"—the long-awaited successor to "The Core." This resource helps you naturally integrate the Five Core Habits into daily life, enabling classical, Christian education where relationships and lifelong learning flourish. It's here! Order your copy of "The Habits of a Classical Education: Practicing the Art of Grammar" during the April sale!

About the GuestAutumn Kern is the host of The Commonplace, a place to help new homeschooling moms get their bearings in the classical, Charlotte Mason world. She explores the Classical Tradition on her podcast, releases practical philosophy videos on YouTube, offers ongoing education for mother-teachers in Common House, and, more recently, leads directed programmes of study under Mother Academia. She and her husband are raising their four children in an old 1700s Pennsylvania farmhouse, hoping one of these wardrobes will bring them face-to-face with Aslan.  Show NotesThis episode is dedicated to homeschool mothers! Many people have asked me to share my homeschool journey and I wanted to know more about Autumn Kern's journey into the Charlotte Mason Classical homeschool world. Autumn and I share our ups and downs as homeschool moms as means of encouragement to our fellow home educators.Some topics covered include:How we got started in the homeschool movementThe classical connection to Charlotte MasonCommon challenges to homeschool momsHow to recover from burn outHow to handle crisis situationsHow to juggle management of a home while homeschoolingResources MentionedThe Lion, The Witch and The WardrobeA Thinking Love by Karen Glass (Vol 1 Charlotte Mason)An Essay Towards a Philosophy of Education by Charlotte Mason (Centenary Expanded Edition published by Smidgen Press)Previous Guest EpisodeAutumn joined my former co-host Trae Bailey in 2022. That episode was titled Autumn Kern: The Common Classical Charlotte Mason Mom. Click here for the link: https://classicaleducationpodcast.transistor.fm/episodes/autumn-kern-the-common-classical-charlotte-mason-mother____________________________________This podcast is produced by Beautiful Teaching, LLC.Support this podcast: ★ Support this podcast ★ _________________________________________________________Credits:Sound Engineer: Andrew HelselLogo Art: Anastasiya CFMusic: Vivaldi's Concerto for 2 Violins in B flat major, RV529 : Lana Trotovsek, violin Sreten Krstic, violin with Chamber Orchestra of Slovenian Philharmonic © 2026 Beautiful Teaching LLC. All Rights Reserve

Is artificial intelligence a threat to your child's education — or proof that classical education was right all along? In this episode of Refining Rhetoric, host Robert Bortins sits down with Classical Conversations founder and aerospace engineer Leigh Bortins to explore what 40 hours a week of AI research taught her, why classical education uniquely prepares students for an AI-driven world, and how to use AI wisely without letting it use you. From narrow AI and its medical breakthroughs, to the difference between rule-based and behavior-based language, Leigh breaks down how AI actually works — and why homeschool families grounded in grammar, rhetoric, and a Christian worldview have nothing to fear. They also discuss the Imago Dei and work, why children need to struggle to develop, the chainsaw analogy for AI, and how Classical Conversations families have been preparing for this moment for nearly 30 years. Veritasium: What Everyone Gets Wrong About AI and Learning – Derek Muller Explains: https://www.youtube.com/watch?v=0xS68sl2D70

Did you know that art and math are speaking the same language — and your kids are already fluent? In this episode of the Everyday Educator podcast, host Delise Germond sits down with Kirsty Gilpin and Babs Harrell — two of the women behind the Classical Conversations Math Map — to talk about why CC's homeschool math curriculum approaches every concept through the lens of art, and what that means for your family's math education. Whether you're a self-proclaimed "not a math person" or a homeschool mom who wants more than a textbook, this conversation will reshape how you think about teaching math at home. Kirsty and Babs share how the Math Map connects shapes, symmetry, and dimensions to truth, beauty, and goodness — and ultimately, to God himself. In this episode, you'll hear why even the most art-loving, math-avoiding parent can engage confidently with the CC Math Map, practical encouragement for where to start (hint: just talk about the booklet cover!), and why setting your highest math goal as "discovering God through math" changes everything. Leigh Bortins' 2023 Math Map Book Club: https://youtube.com/playlist?list=PLHxgkFMB45L23WKEks7BCNd3LBvJfIjVB&si=T5zP6gr_Rz69Phi5   This episode of Everyday Educator is sponsored by: Classical Conversations just released "The Habits of a Classical Education"—the long-awaited successor to "The Core." This resource helps you naturally integrate the Five Core Habits into daily life, enabling classical, Christian education where relationships and lifelong learning flourish. It's here! Order your copy of "The Habits of a Classical Education: Practicing the Art of Grammar" here during the April sale!  

Susan Wise Bauer is a prolific author, former instructor at the College of William and Mary, and classical education expert. Her books include, The History of the World series, The Well-Educated Mind: A Guide to the Classical Education You Never Had, Rethinking School: How to Take Charge of Your Child's Education, and most recently, The Great Shadow: A History of How Sickness Shapes What We Do, Think, Believe, and Buy. Susan and Greg discuss the mismatches between institutional schooling and how kids learn, the historical context in which the U.S. education system was created, and practices for cultivating deeper learning, whether it be in a homeschool environment or reading for enjoyment. They also dive into Susan's latest book, The Great Shadow, and explore how historical experiences of sickness have shaped daily life, persistent health beliefs, and current tensions between vaccines and wellness rhetoric. *unSILOed Podcast is produced by University FM.* Episode Quotes: The education system mismatch 04:49: The thing about this system is it actually worked really, really well. It did what it was supposed to do for over a hundred years, which was assimilate immigrant children, teach them how to speak English, teach them how to read, teach them how to write, teach them civic virtues, teach them the Pledge of Allegiance, all of these American things. The problem is that, you know, a hundred, 150 years on, 200 years on, that regimented system simply doesn't suit a good number of the students who are sort of marshaled into it and run through it anymore than every 18-year-old would do well in Army basic training. Some of them would do great, but some of them, it's just not going to fit. And that's the challenge that we now face with our current K-12 system. Books makes us human 25:26: If we lose books, we are going to lose part of what makes us human and what has made us human since the invention of writing. We're going to lose a huge element of our evolution as people if we lose books. We need to create space where reading is just for fun 32:22: So I do see parents wanting to push kids into harder reading too early, without them realizing that if they want kids to enjoy books, then they have got to make a space in the kid's life to read things that are too easy, because that's when we enjoy ourselves—when we're doing something that is not straining every mental muscle that we have. So we do need to create also this space where reading is just for fun. Show Links: Recommended Resources: Montessori education Mortimer J. Adler  Spontaneous generation Wishbone (TV series)  Miasma theory Guest Profile: Professional Website Profile on Instagram Guest Work: The Great Shadow: A History of How Sickness Shapes What We Do, Think, Believe, and Buy  The History of the World Series  The Well-Educated Mind: A Guide to the Classical Education You Never Had  The Well-Trained Mind: A Guide to Classical Education at Home  Rethinking School: How to Take Charge of Your Child's Education Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

As more families in our church begin thinking about schooling for their children, we want to explore the different options—what they are and why families in our church have chosen them. Our hope is that these conversations are a helpful resource as you prayerfully consider what type of schooling might be best for your child and your family.In this episode, we explore Classical Education with a Hybrid Model of school.Connect With Usprovidenceomaha.org | Instagram | FacebookEmail Usformation@providenceomaha.org

About the GuestMandi Gerth is a teacher and classical education consultant who lives in Dallas, Texas, with her husband and three of their five children. She currently serves as the Administrative Director of the Cowan Center at the University of Dallas. She holds a master of humanities degree from that institution with a concentration in classical education. Her first book, Thoroughness & Charm: Cultivating the Habits of a Classical Classroom, available exclusively from CiRCE Press, has quickly become one of their best-selling titles. In her definitive guide to classroom liturgy, she offers practical advice to the classical educator seeking a truly classical classroom while reminding the teacher of their high calling. Mandi provides practical and actionable ways to embrace the classical tradition and become a thinker worthy of imitation. Mrs. Gerth attends Church of the Holy Communion (REC), and for over twenty years, she and her husband have labored to build a family culture for their five children that values books, baseball, museums, home-cooked meals, and conversation about ideas. Show NotesMandi joins Adrienne to discuss various themes in Mandi's book, Thoroughness and Charm. Adrienne noticed connections to Charlotte Mason's core principle that Education is an atmosphere, a discipline, and a life. All of these aspects merge into what an excellent and alive classroom looks like. Through anecdotes and experience, Mandi shares her passion and her story about the art of teaching. Some topics covered include:Why is it important to understand teaching as an art?-- What difference does it really make?How to create a common language in the classroomWhat are the differences between classroom liturgies and classroom catechismsHow and why integrating subjects/disciplines is importantHow to live a "classical" life and model this for your studentsResources and People MentionedThe Silver Chair by C.S. LewisUnbinding Prometheus by Donald Cowan (Essay, The Three Moments of Learning)Donald and Louise Cowan CenterThe Art of Teaching by Gilbert Highet Teach Like a Champion by Doug Lemov Tales from Shakespeare by Charles and Mary Lamb____________________________________This podcast is produced by Beautiful Teaching, LLC.Support this podcast: ★ Support this podcast ★ _________________________________________________________Credits:Sound Engineer: Andrew HelselLogo Art: Anastasiya CFMusic: Vivaldi's Concerto for 2 Violins in B flat major, RV529 : Lana Trotovsek, violin Sreten Krstic, violin with Chamber Orchestra of Slovenian Philharmonic © 2026 Beautiful Teaching LLC. All Rights Reserved

Hugh Hallman, Attorney, Educator, and former Mayor of Tempe, joins Seth in studio for the full hour to dissect a recent Washington Post piece “This teaching method, backed by conservatives, is on the rise” featuring liberal criticisms of primary schools teaching in a classical style and the Trump Administration’s support of such educational institutions. They dive into the Post's biases, highlighting the author's misrepresentation of the movement as conservative. Hugh shares his insights on the true nature of classical education, emphasizing its focus on critical thinking, the study of Western civilization, and the importance of understanding the founding documents of the United States. They discuss how this type of education can foster thoughtful citizens and promote a deeper understanding of the world.See omnystudio.com/listener for privacy information.

As more families in our church begin thinking about schooling for their children, we want to explore the different options—what they are and why families in our church have chosen them. Our hope is that these conversations are a helpful resource as you prayerfully consider what type of schooling might be best for your child and your family.In this episode, we explore the topic of Homeschool.Connect with Brooke about homeschool here.Connect With Usprovidenceomaha.org | Instagram | FacebookEmail Usformation@providenceomaha.org

Description Christopher Perrin welcomes Dr. John Mark Reynolds for a extensive conversation about the renewal of classical education—and why the term classical often confuses more than it clarifies. Reynolds shares how family life, great teachers, and deep reading (especially C. S. Lewis and Plato) shaped his intellectual and spiritual journey, eventually drawing him into the classical Christian education movement. Together they explore how classical education is not nostalgia or narrow Greco-Roman elitism, but a living tradition rooted in wonder, dialectic, and a “great conversation” that has always been broader than the modern West. The conversation turns to virtue formation and liberal education, arguing that education should prepare students not only for work, but for judgment, sacrifice, and even death. Perrin and Reynolds also address how the classical movement can avoid becoming a guru-driven ideology, how it must remain open to science and modern technological change, and why false dichotomies distort educational debates. The episode closes with Reynolds' vision for St. Constantine School, a K–16 “grown backward” model that integrates tutorial-style liberal arts education with practical formation for diverse vocations.Episode OutlineWhy the question “What is classical education?” is harder than it sounds (and why it matters for renewal)The paradox of learning: the more you know, the more you know you don't know Reynolds' early formation: pastoral family life, reading, and learning to “get to the bottom” of ideasInfluential teachers and the life of wonder: Plato, the Socratic habit, and learning as lifelong pursuitReturning to Christian faith and integrating faith with the life of the mindWhy the word “classical” can mislead: the tradition is global, multi-ethnic, and not limited to Greco-Roman textsClassical education as the “great conversation”: local cultures rooted in mother tongue, connected to a shared metaphysical realityThe liberal arts, virtue, and human freedom: what education once aimed at (and what modern credentialing often replaces)Education as preparation to live well—and to die well: Plato, Scripture, and the moral seriousness of formationAvoiding two dangers in the renewal: guruism and ideological “compounds”Science, technology, and modernity: why classical education must have room for Newton (and for contemporary scientific callings)St. Constantine's model: tutorial liberal arts, K–16 integration, dual enrollment, and forming “souls fit for paradise”Where to learn more: St. Constantine's website and ongoing workKey Topics & TakeawaysClassical education is bigger than the word “classical.” The tradition is not inherently ethnocentric; its sources and conversations span regions and cultures, including the Near East and Africa.Wonder and dialectic are central. Reynolds frames classical learning as rooted in Socratic inquiry and a habit of getting to the bottom of things.Liberal education aims at freedom and virtue. True liberty includes self-governance, responsibility, gratitude, and service—virtues modern schooling often thins into mere credentialing.Education should prepare students for ultimate realities. The conversation repeatedly returns to the claim that the one certainty is death, and education should form people who can face it with moral seriousness.The renewal must remain humble. Classical education collapses when it becomes guru-centric, novelty-driven, or triumphalist.Classical education must remain intellectually modern. A classical school should have room for mathematics, science, engineering, and technological prudence—not a nostalgic retreat from modernity.Multiple models are needed. St. Constantine is presented as one viable “iteration,” not the only faithful expression of classical education.Formation serves many vocations. Reynolds argues that tutorial-style liberal arts can prepare nurses, engineers, builders, and citizens—not only professors and “cocktail party” intellectuals.Questions & DiscussionWhat do you mean when you say “classical education” in your own context?List the assumptions you hear most often (elitist, Greco-Roman-only, anti-science, ethnocentric). Draft a two-sentence explanation that highlights both aims (virtue/wisdom) and methods(dialectic/great books/literacy).How should liberal education form freedom and virtue today?Contrast “credentialing” with “formation.” Where does your institution drift toward one over the other? What habits would actually train self-governance (attention, honesty, courage, sacrifice) in students?What does it mean to prepare students to die well?Discuss whether your curriculum implicitly prepares students for comfort and success more than moral endurance. Name one text, practice, or tradition that could restore seriousness about mortality, judgment, and ultimate goods.How can classical education avoid becoming an ideology or “compound”?Identify warning signs of guruism (one name, one method, one “true” model). List practices that keep a school porous and humble (plural models, peer critique, historical study, spiritual disciplines).What do you think of a K–16 approach to classical formation?Discuss potential strengths (continuity, tutorial culture, cost efficiency, coherent formation). Discuss potential risks (scale, resource demands, insularity). What would be a realistic “next step” in your context?Suggested Reading & ResourcesThe Liberal Arts Tradition by Kevin Clark, DLS, and Ravi Scott JainThe Space Trilogy by C. S. LewisSaint Constantine School ClassicalUClassicalU Course: The Liberal Arts TraditionClassicalU Course: Classical Education History and IntroductionClassicalU Course: Introduction to Classical EducationClassicalU Course: Teaching Science Classically: 10 Essential Principles

Author and educator Mark Signorelli joins Renee and Karen to discuss his new book, Things Glorious and Ruinous, Considering Classical Education Amidst Cultural Decay. Listen as they talk about the benefits of a classical education, including, as Mark writes in his book, "What is it the classical educator is preparing her students for? For happiness. And how does one learn to be happy in the future? By learning to be happy now. Happiness is a way of being in the world...." Be encouraged to continue the good work of educating your children. Hosted on Acast. See acast.com/privacy for more information.

Do you ever feel like you're not qualified enough to teach your kids? In this episode of the Everyday Educator podcast, host Kelli Wilt and Amy Jones sit down to explore how Classical Conversations' five core habits of grammar — naming, attending, memorizing, expressing, and storytelling — can transform the way homeschool moms approach any subject, including geography. Whether you're in Foundations or beyond, these practical tools will give you the confidence to teach well without needing to be the expert. Kelli Wilt, Lead of Program Development for Classical Conversations Multimedia and longtime CC director and tutor, walks through each habit with real-life examples — from how children name stuffed animals to how National Memory Master finalists draw the entire world from memory. You'll come away with a fresh perspective on why classical education works and how to put it into practice at your kitchen table today. Kelli and Amy also discuss how the five core habits apply far beyond geography — from chemistry labs to literature — equipping your children with lifelong learning skills that go with them wherever God leads. This episode of Everyday Educator is sponsored by: Classical Conversations just released "The Habits of a Classical Education"—the long-awaited successor to "The Core." This resource helps you naturally integrate the Five Core Habits into daily life, enabling classical, Christian education where relationships and lifelong learning flourish. It's here! Order your copy of "The Habits of a Classical Education: Practicing the Art of Grammar" here during the April sale!

What if the real education crisis isn't falling test scores, but a generation losing the ability to focus deeply, think critically, or even just read an entire book? In this episode, Dr. Kathleen O'Toole of Hillsdale College explains why today's students are less cognitively developed, and how classical education offers a powerful alternative. From the […]

What is classical education? In particular, what does it look like during the early years? Is it boring? Is it rigorous? It is effective? Are there ways to blend elements from the classical model with other models? Although this conversation is largely geared towards parents who choose to home educate, the concepts discussed can enrich the the educational experience of all families whether schooled through public, private, or home education.Listen in as Cara Schmidt, director of Classical Conversations Annandale, explains the basics and breaks down the sometimes mysterious world of classical education.

In this episode, Susan Wise Bauer and Susanna Jarrett welcome Nendir Noel to the podcast to discuss classical education, its connection to the proverbial “West,” and a few alarming trends we've noticed in the American classical education community. Website recommended by Susan: https://pharos.vassarspaces.net/ Correction: Cannon Press published Stephen Wolfe “The Case for Christian Nationalism,” not William Wolfe.  (00:00) - Intro with Nendirmwa Noel (03:23) - Nendirmwa's background (07:13) - Looking back on Nendimwa's education (12:11) - Difference in American education (23:15) - Break (24:14) - Classical education being portrayed as superior (31:10) - Homeschooling's false link to racist ideology (37:17) - Curriculum red flags (46:57) - Defining what classical education is to us (50:34) - In the Conversation Co-op

As more families in our church begin thinking about schooling for their children, we want to explore the different options—what they are and why families in our church have chosen them. Our hope is that these conversations are a helpful resource as you prayerfully consider what type of schooling might be best for your child and your family.In this episode, we explore Private School.Connect With Usprovidenceomaha.org | Instagram | FacebookEmail Usformation@providenceomaha.org

What if the secret to classical homeschooling isn't the right curriculum — it's the right habits? In this episode of the Everyday Educator podcast, host Lisa Bailey sits down with Amy Jones and Kelli Wilt to introduce The Habits of a Classical Education: Practicing the Art of Grammar. Together they unpack the five core habits of classical learning, why wonder is the foundation of a truly classical Christian education, and why this book works alongside any curriculum you're already using. Whether you've been homeschooling for a week or a decade, this conversation will remind you why you started. Lisa Bailey opens by sharing a realization she came to after years of homeschooling her own daughters: the best homeschool days were the ones that were more about home than about school. That insight is at the heart of The Habits of a Classical Education, CC's newest resource — a book that helps families develop the rhythms and relationships that make learning come alive, whatever curriculum they're using. Kelli Wilt, lead of program development at Classical Conversations, introduces the five core habits using the acronym NAMES: Naming, Attending, Memorizing, Expressing, and Storytelling. Her own strongest habits are storytelling and memorizing — skills she developed almost by accident on long van rides with her children, weaving family history and memory work into the journey without her kids ever realizing it was intentional. She's quick to note that the habits didn't come out of nowhere: they're the fruit of a decade of conversations about how God designed human beings to learn. Amy Jones, who hosts the Everyday Educator and was a co-author of the book, admits that memorizing is her hardest habit — not because she doesn't value it, but because she had never fully appreciated how foundational it is until working on this book. Her insight is one of the episode's best: the habits aren't subjects. They're a spine, a way of approaching anything new. She walks listeners through the simple exercise of teaching a child something — anything — and noticing that naming, attending, memorizing, expressing, and storytelling show up naturally in every real act of learning. The episode's most beautiful section comes when the conversation turns to wonder. Amy quotes a line she encountered in her reading: "You learn nothing without wonder." Wonder, she explains, is God's invitation to his world. It's not an extra. It's the engine. And the habits, properly practiced, don't just cultivate wonder in a child's natural areas of interest — they introduce children (and adults) to wonders they never knew they had. Creation is the curriculum, as Leigh Bortins says, and the habits are the way we learn to read it. What You'll Learn The five core habits of classical learning and the acronym that makes them easy to remember (NAMES) Why these habits aren't subjects — they're the way God designed every human being to learn Why the habits work alongside any curriculum you already own, not instead of it How Kelli and Amy each approach the habits differently — and what that means for your own family Why wonder is not a warm fuzzy feeling — it's an essential component of real education How the book is organized so that busy moms can read it in sections at soccer practice Why you don't have to be a perfect homeschooler for this to work — and what the book actually promises Why the habits apply to adults and older students too — not just little ones in the grammar stage What it means that education ought to be more about home than schooling This episode of Everyday Educator is sponsored by: Classical Conversations just released The Habits of a Classical Education—the long-awaited successor to The Core. This resource helps you naturally integrate the Five Core Habits into daily life, enabling classical, Christian education where relationships and lifelong learning flourish. It's here! Order your copy of The Habits of a Classical Education: Practicing the Art of Grammar here during the April sale!

What can a 19th-century history of a 16th-century Lutheran school teach us about education today? More than you might expect. Dr. Gene Edward Veith, Jr. joins us to discuss a new translation from Concordia Publishing House — The History of the Gymnasium and Educational Institutions of Wittenberg, written in 1830 by Franz Spitzner. The Wittenberg Latin School was one of the first distinctly Lutheran classical schools, born out of the Reformation. Dr. Veith wrote the preface to this volume, and today he helps us understand not only the school's fascinating history, but why it's essential reading for anyone who cares about classical Christian education in our own time.0:00 — Introduction & Welcome to the Concordia Publishing House Podcast. Sponsored by the LCMS Foundation.1:42 The History of the Old Latin School, as told in the History of the Gymnasium and Educational Institutions of Wittenberg, written in 1830 by Franz Spitzner.2:42 —Dr. Veith sets the scene: how Luther and Melanchthon built the first classical Lutheran school in Wittenberg — bringing literacy and education to ordinary people for the first time.8:08 — Why Classical Education Matters Today. The philosophical crisis driving today's educational decline: postmodernism's rejection of objective truth, and how classical Christian education offers a grounded alternative.11:06 — Education for All: Luther's Vision Luther's radical idea that every child deserved a full "liberal" education. A baptized child of God is worthy of the best.15:35 — Vocation, Freedom, and Social Mobility. How education enabled social mobility and the development of vocation — not just as a job, but as service to God and neighbor in every area of life.17:25 — The Prussian Reforms and the Decline of Classical Education. How Frederick William III's authoritarian reforms dismantled classical Christian education, invented the modern research university, and set education on a path away from truth.24:50 — Why Parents Must Be Invested in Their Children's Education. Preparing children not just for work, but for citizenship, faith, and the next generation. Why parents — not schools alone — are the key to passing on what is precious.Learn more about The History of the Gymnasium and Educational Institutions of Wittenberg.About the GuestGene Edward Veith Jr. is a retired English professor and college administrator, most recently at Patrick Henry College and Concordia University Wisconsin. He is the author of twenty-seven books, including Embracing Your Lutheran Identity, Authentic Christianity: How Lutheran Theology Speaks to a Postmodern World; Christianity in an Age of Terrorism, and God at Work. He has a Ph.D. from the University of Kansas and currently lives in St. Louis with his wife, Jackquelyn. He has three grown children and twelve grandchildren.Concordia Publishing House – Bringing you God's enduring Word in a changing world.

Join our next FASO Show Live!https://artists.boldbrush.com/p/the-faso-showLearn the magic of marketing  with us here at BoldBrush!boldbrushshow.comGet over 50% off your first year on your artist website with FASO:FASO.com/podcast---For today's episode we sat down with Emma Kalff, a painter living in a tiny rural town in southwestern Colorado, where she now earns 90–95% of her income from her art after years of gradual building, side jobs, and business education. She began in sociology at Boston University, realized social work wasn't for her, and followed her heart down to the art world in New Orleans through figure modeling, eventually receiving a rigorous classical training at the Academy of Fine Arts. Her work evolved from plein air landscapes into layered, dreamlike paintings that combine candid photographs of people with Colorado's dramatic landscapes, allowing compositions to unfold organically rather than from strict pre-planning. Emma is currently working on a series of five large 30x40 inch linen paintings—“who, what, when, where, why”—that explore existential questions about living and making art in a socially, politically, and technologically volatile era, partly through reinterpreting historical symbols in a contemporary context. She emphasizes that a sustainable art career requires treating art as both craft and business: balancing studio time with marketing and education, diversifying income streams, engaging with local communities, and not waiting passively to be “discovered.” Throughout the conversation, she is honest about the psychological challenges—discipline, burnout, distraction from social media—while still affirming that this open-ended, uncertain time offers artists unprecedented freedom and direct access to their own audiences. Finally, Emma encourages us to sign up for her newsletter and Patreon to stay updated on her work!Emma's FASO site:emmakalff.com/Sign up for Emma's Newsletter!emmakalff.com/page/49408/newsletter-signupEmma's Patreon:patreon.com/cw/EmmaKalffEmma's Social Media:instagram.com/emmakalff/

Your student is approaching Challenge 4 — and suddenly the words "senior thesis" are everywhere. What exactly is it? Who's involved? And how do you help without taking over? In this episode of the Everyday Educator podcast, host Lisa Bailey sits down with Timothy Knotts, Director of Challenge Development at Classical Conversations, and CC grad and Challenge 4 tutor Daniel Shirley to walk parents through every stage of the Senior Thesis project — from choosing a topic all the way to the live defense. Consider this your field guide. Lisa opens by clarifying what the Senior Thesis actually is: a two-part project involving a research paper and a live defense in front of an audience that includes parents, peers, judges, and often extended family. It's one of the few programs in classical education that asks students to stand up, present what they've discovered, and answer unrehearsed questions in real time. Terrifying and wonderful, as Tim puts it. The heart of the conversation is the question of how to choose a thesis topic — and both guests are emphatic: the topic must come from genuine passion. Daniel offers three examples of thesis statements students should avoid — "the government should not be involved in mental health," "the Bible is the most important book in history," and "toothpaste is very important for dental hygiene" — and explains what all three have in common: they're too broad, too generic, or too obvious to be genuinely arguable. Tim adds that the thesis must be arguable not just to others, but by the student themselves. If they're not wrestling with it, they're not discovering anything. Tim offers a liberating reframe: the thesis statement itself is not set in stone. It should remain in conversation with the research and the writing all the way to the final draft. Students who discover they don't care about their topic two months before it's due — and try to start over — are usually headed for a train wreck. But students who remain open to refining their thesis as they learn more will find the process genuinely rewarding. Daniel frames the whole project as an Odyssean adventure: navigating by stars, not by GPS. The path is imprecise and full of course corrections. That's not a bug — that's the point. The capstone is meant to ask the student to truly wonder and discover, not to prove what they already think. What You'll Learn •    What the Senior Thesis actually is: the two parts, the people involved, and what it's really preparing students for •    Why a thesis needs to be something the student can't not ask — and what happens when it isn't •    Three examples of bad thesis statements (and what makes them bad) so your student doesn't make the same mistakes •    Why the thesis should be treated like an adventure — not a dissertation •    How the thesis statement should stay in conversation with the research and writing, all the way to the end •    What parents should and shouldn't do — the vice of excess and the vice of deficiency •    How to use memoria to help your student find a topic they genuinely care about •    The role of a mentor (not the parent, not the director) and why the same question lands differently from different people •    Research avenues CC families may not know about: CC Plus, the Steelman Library at SEU, and Adler's Synopticon •    What book Tim recommends parents and students read together before Challenge 4 even begins This episode of Everyday Educator is sponsored by:  Classical Conversations just released "The Habits of a Classical Education"—the long-awaited successor to "The Core." This resource helps you naturally integrate the Five Core Habits into daily life, enabling classical, Christian education where relationships and lifelong learning flourish. It's here! Order your copy of "The Habits of a Classical Education: Practicing the Art of Grammar" here during the April sale!

In this next episode in the BaseCamp Live series exploring classical Christian education, Davies Owens welcomes Dr. Michael Adkins for a thoughtful conversation about what classical Christian education really is and why that question matters so much for families, schools, and the future of society. Dr. Adkins brings both historical depth and practical insight as he explains that classical Christian education is not primarily about training students to do more, but about forming them to become a certain kind of person. In contrast to modern models that often focus on utility, credentials, and workforce preparation, this conversation highlights an older and richer vision of education, one centered on truth, goodness, beauty, wisdom, and virtue. As part of this ongoing series, the episode helps listeners see that classical Christian education is not a trendy alternative or niche experiment. It is part of a much larger tradition that has shaped the West for centuries. Davies and Dr. Adkins trace the historical shift from a largely biblical and classical model of education to the progressive philosophy that reshaped modern schooling, showing how those changes affected not only academics, but also the way students understand freedom, authority, responsibility, and the purpose of life itself. This episode is both a defense of classical Christian education and an invitation to better understand its roots, its goals, and its lasting relevance in a modern world that often feels confused and disordered.

What if the real goal of school isn't chasing trends but forming minds and hearts that can handle anything? On this episode of The Brainy Moms Podcast, Dr. Amy and Sandy sit down with Martin Cothran—co-founder of Highlands Latin School and Memoria Press—to demystify classical education and show why it still outperforms quick fixes. Martin traces the movement's roots, clarifies what the trivium really is (and isn't), and explains how the liberal arts and great books build durable skills that translate to every field, from software engineering to public service.We dig into the core: grammar, logic, and rhetoric as the original “language tech stack.” Latin emerges as a powerful training ground for precise thinking, richer vocabulary, and the ability to read complex texts with confidence. Martin shares how logic helps students disagree without anger, while rhetoric aligns ethos, logos, and pathos to persuade whole people. We also explore the surprising connection between Latin's structure and advanced programming, making a strong case for fundamentals over fad-driven curricula.Beyond academics, the conversation turns to virtue and imagination. Stories teach empathy and judgment better than lectures ever could. By steeping students in narrative history and great books, we give them living examples of courage, fidelity, and responsibility they can imitate. Instead of a crowded schedule of scattered electives, Martin argues for fewer subjects pursued deeply—language arts, math, and sustained reading—because generalists thrive in a world where tools change but first principles endure.If you're a parent weighing homeschooling, charter options, or a curriculum reset, you'll find practical starting points and a renewed vision: educate for civilization, not just certification. Subscribe, share this with a friend who's on the fence, and leave a review to tell us which great book shaped your own thinking.ABOUT US:The Brainy Moms is a parenting podcast hosted by cognitive psychologist Dr. Amy Moore and Sandy Zamalis. Dr. Amy and Sandy have conversations with experts in parenting, child development, education, homeschooling, psychology, mental health, and neuroscience. Listeners leave with tips and advice for helping parents and kids thrive. If you love us, add us to your playlist and follow us on social media! CONNECT WITH US:Website: www.TheBrainyMoms.com Email: BrainyMoms@gmail.com Social Media: @TheBrainyMomsSubscribe to our free monthly newsletterVisit our sponsor's website: www.LearningRx.com

What are the common arts, and why do they matter for classical education and homeschooling today—especially in an age of rapid technological change and AI?In this rich and thoughtful Homeschool Conversation, I sat down with educator, author, and common artist Chris Hall to explore how the common arts shape learning, character, and human flourishing. With nearly 30 years of experience in education, Chris explains how the common arts—such as cooking, agriculture, architecture, navigation, and craftsmanship—are essential to a full, embodied education rooted in reality rather than abstraction.Together, we discuss:What the common arts are and how they differ from chores, crafts, and technical skillsWhy the common arts have been lost over generations—and how they're being rediscoveredHow the pandemic reshaped our relationship with embodied skills and supply chainsWhy the common arts still matter in a world of AI and digital technologyHow common arts bring the liberal arts to life in classical educationPractical ways homeschool families can begin practicing the common arts at homeThree accessible common arts every family can prioritizeChris shares powerful metaphors, real-life teaching stories, and generational wisdom, reminding listeners that education is not about speed or efficiency but formation over time. As he puts it, we are “rebuilding a cathedral,” planting seeds we may never see fully grown—but which future generations will inherit.If you're a homeschool parent, classical educator, or lifelong learner seeking an education rooted in goodness, truth, and beauty, this episode will encourage you to start small, think long-term, and recover the arts that make us fully human.

In this episode, Alex Julian discusses his journey into classical education, his teaching philosophy, and the insights he gained from his time at Arcadia. The conversation delves into the Classical Baccalaureate program, its significance in addressing gaps in the current educational landscape, and the demand for such an initiative among educators and parents. Alex outlines the foundational principles of the program and shares the timeline for its implementation, emphasizing the importance of creating a high-quality educational offering that resonates with both students and colleges.TakeawaysAlex Julian's background includes Montessori education and Catholic schooling.Many classical educators share a common experience of lacking classical education in their youth.Teaching is fulfilling due to the enthusiasm and insight of students.The classical education movement is growing rapidly, attracting dedicated individuals.There are significant gaps in training for those starting classical schools.Classical Baccalaureate aims to provide an alternative to AP and IB programs.The program seeks to validate the rigor of classical education in college admissions.Parents desire a curriculum that prepares their children for citizenship in a democratic republic.The program will incorporate deep seminar work and senior thesis projects.Implementation will be gradual, focusing on quality and selectivity in pilot schools.titlesReviving Classical Education with Alex JulianThe Journey to Classical BaccalaureateChapters00:00Introduction to Classical Education and Alex Julian01:42Personal Journey into Classical Education05:02Teaching Philosophy and Experiences06:49Insights from Arcadia and the Growth of Classical Education08:25The Concept of Classical Baccalaureate14:01Demand for Classical Baccalaureate and Its Importance17:20Defining Classical Baccalaureate22:55Foundational Principles of Classical Baccalaureate26:38Implementation Timeline and Future Plans

The completion, test, and confirmation of teaching must be made by reviews. In the final episode of our Seven Laws of Teaching series, Ryan Gilmore is joined by Oak Grove teacher Michelle Stevens to explore John Milton Gregory's Law of Review and Application. Together, they discuss why learning is not complete until students actively use, articulate, and revisit what they have been taught. This conversation highlights the power of consistent review, Socratic dialogue, and joyful accountability, reminding educators that knowledge must move beyond exposure into ownership. The episode closes the series with a clear invitation: finish the work of teaching by helping students live what they learn. Free PDF of The Seven Laws of Teaching by John Milton Gregory through Veritas Press!  https://www.oakgroveclassical.com/ https://www.instagram.com/oakgroveclassicalacademy/ https://www.facebook.com/OakGroveClassical/ https://naumsinc.org/  https://classicalchristian.org/

Kirk Avery and Dan Peterson chat with Jamie Burns, founding School Head of St. Anselm's in Cardiff (Wales) and the the CEO of the Fellowship for Classical Learning.  Jamie is a leading figure in the international Classical Christian Education movement.

Learners must actively reproduce in their own minds the truth they are acquiring.In this seventh episode of our Seven Laws of Teaching series, Ryan Gilmore is joined by Logic School Humane Letters Chair Cara Pilgreen to explore John Milton Gregory's Law of the Learning Process. Together, they examine how true learning moves beyond memorization into understanding, expression, proof, and application, requiring active ownership from the student. This conversation encourages teachers and parent co-teachers alike to slow down, invite curiosity, and cultivate learners who investigate truth deeply, connect ideas meaningfully, and carry their learning into life with wisdom and faith.Free PDF of The Seven Laws of Teaching by John Milton Gregory through Veritas Press! https://www.oakgroveclassical.com/https://www.instagram.com/oakgroveclassicalacademy/https://www.facebook.com/OakGroveClassical/https://naumsinc.org/ https://classicalchristian.org/

In this episode of _Classical Et Cetera_ we explore the idea of "poetic knowledge"—a way of knowing that begins with experience and imagination before moving to analysis. Has modern education become too abstract, too quickly? We discuss the role of wonder in learning, the proper order of education, and why children need to encounter reality as a whole before breaking it into parts. From literature and discussion to classroom practice, this conversation considers what it means to begin learning well.   *What We're Reading* from This Episode:  "Paradise Lost" John Milton (Ian) "The Big Sleep" Raymond Chandler (Martin) "Climbing Parnassus" Tracy Lee Simmons (Paul) "The No. 1 Ladies' Detective Agency" Alexander McCall Smith (Paul)

What does it really mean to pass on virtue to your children—and how do you do it in the midst of everyday homeschool life? Join host Amy Jones and veteran homeschooler Chelly Barnard for a rich conversation about cultivating moral goodness in your home. Discover how Classical Conversations' Common Topics can help you define and teach virtue, why reading aloud to your kids well into high school matters more than you think, and practical ways to weave biblical truth into daily conversations without being "preachy." Chelly shares wisdom from 25 years of homeschooling experience, emphasizing that virtue isn't about rigid rules—it's about equipping children to flourish according to God's design. Whether you're wrestling with how to train your children's hearts or simply need encouragement that God fills in your deficits as a parent, this episode offers both inspiration and actionable insights for the everyday CC mom. This episode of Everyday Educator is sponsored by: Summit Ministries Do you want your child to have conversations that challenge, encouragement that endure, and friends and faith for life? Summit's Student Conferences equip young Christians with the hope, clarity, and confidence they need to follow Jesus boldly in today's world. It's not just about getting apologetics answers. Students learn how to live winsomely and bravely in today's world.  Visit summit.org/cc before March 31, 2026, and lock in the early bird rate. Save an additional $250 when you use the code CC26. Want your child to have conversations that challenge, encouragement that endures, and friends and faith for life? Grab their spot now at summit.org/cc "The Habits of a Classical Education" Classical Conversations is releasing "The Habits of a Classical Education"—the long-awaited successor to "The Core." This resource helps you naturally integrate the Five Core Habits into daily life, enabling classical, Christian education where relationships and lifelong learning flourish. Pre-order your signed copy of "The Habits of a Classical Education: Practicing the Art of Grammar" from February 17th through March 14th, 2026, at https://classicalconversationsbooks.com/ – your personally signed book from Leigh will ship in May! https://classicalconversations.com/whatsnew/

About the GuestDr. Keith Buhler is an entrepreneur, philosopher, and teacher. He co-founded the Saint Andrew Academy in Riverside CA, where he serves at Director of Advancement. When he is not teaching Great Books at Azusa Pacific University Honors College, he coaches other start-ups and serves in the west coast Alcuin Fellowship.  His writings include Into the Light (a chapter on education); Virtue and Wisdom as Natural Ends (philosophy); and Sola Scriptura: A Dialogue (theology). He attends St Andrew Orthodox Church in Riverside, with his wife Elizabeth and their four children.  Show NotesOrthodox Christian educator, Dr. Keith Buhler joins Adrienne to discuss his chapter in the new anthology compiled by David V. Hicks (author of Norms & Nobility). Some topics covered include:Education is a life, not just a pursuit of academicsThe role of the teacher as a role model and mentor in virtueOrthodox traditionsGrowing children in good habits in the classroomEducation is a lifelong pursuit that does not end upon graduationResources and People MentionedInto The Light: Classical Education and Orthodox Christianity, compiled by David V. Hicks and Anthony Gilbert The Republic by PlatoA Dish of Orts, Essays by George MacDonald (The Fantastic Imagination Essay)Sir Gibbie, George MacDonaldG.K. Chestertonpoems by C.S. LewisThe Awakening of Miss PrimNorms and Nobility by David HicksTen Traits of a Good Teacher by Chris PerrinC. S. Lewis PoetryKevin Clark and Ravi Jain The Liberal Arts TraditionPeter KreeftPoem on Oxford by C. S. LewisAfter Prayer by Malcom Guite (A Kind of Tune Poem)George HerbertSir Gibbie by George MacDonaldAristotlePodcast Episode on Nature Journaling with John Muir LawsPodcast Episode on Norms & Nobility with David V. Hicks_____________________________________This podcast is produced by Beautiful Teaching, LLC.Support this podcast: ★ Support this podcast ★ _________________________________________________________Credits:Sound Engineer: Andrew HelselLogo Art: Anastasiya CFMusic: Vivaldi's Concerto for 2 Violins in B flat major, RV529 : Lana Trotovsek, violin Sreten Krstic, violin with Chamber Orchestra of Slovenian Philharmonic © 2026 Beautiful Teaching LLC. All Rights Reserved

Excite and direct the self-activities of the learner,  and tell him nothing that he can learn himselfIn this sixth episode of our series on John Milton Gregory's Seven Laws of Teaching, Ryan Gilmore is joined by science department chair Caleb Garrett to explore the Law of the Teaching Process. Together they examine the difference between delivering information and cultivating real thinking, emphasizing that true learning requires active mental engagement, not passive reception. The conversation addresses practical strategies such as Socratic questioning, error analysis, scaffolding, and celebrating small wins, while also reframing struggle and even failure as essential parts of growth. This episode challenges teachers and parent co-teachers alike to design lessons that awaken curiosity, foster independence, and form students who can think deeply and responsibly for themselves.Free PDF of The Seven Laws of Teaching by John Milton Gregory through Veritas Press! https://www.oakgroveclassical.com/https://www.instagram.com/oakgroveclassicalacademy/https://www.facebook.com/OakGroveClassical/https://naumsinc.org/ https://classicalchristian.org/

DescriptionChristopher Perrin explores why “classical education” is both widely used and widely misunderstood—and why the language we choose matters. He surveys common assumptions people attach to the word classical (Greek and Roman history, Great Books, elitism, Eurocentrism) and explains why the modern renewal is, for better or worse, “stuck” with the adjective. Perrin argues that we cannot speak clearly about education without metaphor and analogy, since language itself is rooted in metaphor (from lingua, “tongue”). He then turns to the ancient Greek and Latin vocabularies of education—especially paideia (formation) and trophē (nourishment)—to show how earlier cultures understood education as shaping a human person, not merely transmitting information. Using Ephesians 6:4, he compares Greek and Latin renderings (Paul and Jerome) to illustrate how meaning is often “lost in translation” when rich terms are flattened into single English words. Perrin closes by suggesting that if he had to choose one word to gather the tradition, it would be formation—a metaphor that points to education's deepest aim.Episode OutlineWhy “classical education” is misunderstood: common reactions and cultural assumptionsWhy we keep the word classical: branding, public discourse, and the need for clearer definitionMetaphor is unavoidable: language, analogy, and the “dead metaphors” we no longer noticeGreek terms for education: paideia (formation) and paidia (play), plus other educational vocabularyTrophe as nourishment: education as bringing up, feeding, and forming a childEphesians 6:4 as a case study: Paul's Greek terms and Jerome's Latin translation Translation problems: why one English word rarely matches a rich Greek/Latin term The need for “economy with clarity”: using more words (and better words) to describe educationA proposed center-word: formation as the best single term to gather education's aimsWhere to continue learning: the podcast, ClassicalU, and ongoing reflections on definitionsKey Topics & TakeawaysWords carry history—and drift over time: Even identical spellings (like “educate”) may not mean what they once meant.Metaphor isn't optional: We describe complex realities (like education) through images, comparisons, and inherited figures of speech.Education is formation, not mere information: Ancient terms frame schooling as upbringing, cultivation, and shaping character.Greek paideia is richer than a single English equivalent: Translations often require multiple terms (training, discipline, instruction) to approximate meaning.Education is nourishment (trophe): The image of feeding and raising up reinforces education's humane, embodied, relational nature.Translation always involves choices: Comparing Paul's Greek with Jerome's Latin exposes what can be gained—and lost—across languages.Clear speech requires more words, not fewer: When society forgets education's purpose, precision often demands fuller description.Questions & DiscussionWhat does it mean to study the past “in its pastness”?Discuss why people in the past may act in ways we do not recognize—or approve. How can teachers pursue truth without turning history into propaganda or therapy?What do people assume when they hear “classical education” in your context?List the top three assumptions you encounter (e.g., “Great Books only,” elitist, Eurocentric, test-driven). Draft one sentence you could use to clarify what you mean—and what you don't mean.Where do you see metaphor doing “hidden work” in the way educators talk?Identify common metaphors you use (pipeline, outcomes, delivery, rigor, standards, growth). What do those metaphors emphasize—and what might they obscure?If education is “formation,” what exactly is being formed?Name the top three aims you believe education should form (virtue, wisdom, piety, civic responsibility, attention, love of truth). How does your school's daily life (not just its curriculum) support those aims?How does the image of education as “nourishment” challenge modern schooling?What “diet” are students receiving—intellectually, morally, spiritually, culturally? What might “malnourishment” look like in a school (and what would renewal look like)?Suggested Reading & ResourcesMortimer Adler: The Paideia Way of Classical Education by Robert Woods, Edited by David DienerThe Good Teacher: Ten Key Pedagogical Principles That Will Transform Your Teaching by Christopher A. Perrin, PhD and Carrie Eben, MSEd Festive School by Father Nathan CarrAn Introduction to Classical Education: A Guide for Parents by Christopher A. Perrin, MDiv, PhDA Student's Guide to Classical Education by Zoë PerrinThe Liberal Arts Tradition by Kevin Clark, DLS, and Ravi Scott JainLatin Vulgate: Ephesians 6:4 Amplified Bible: Ephesians 6:4Expanded Bible: Ephesians 6:4 ClassicalUClassicalU Course: Introduction to Classical EducationClassicalU Course: ParentU: Is Classical Education Right for Your Children?ClassicalU Course: A Brief History of Classical EducationClassicalU Course: The Liberal Arts TraditionClassicalU Course: Classical Education History and Introduction

SummaryIn this conversation, Shannon Valenzuela and Robert Jackson explore the principles and practices of classical education, emphasizing the importance of mentorship, collaboration, and the role of experience in the learning process. They discuss the journey of educators within the classical education movement, the significance of building a supportive faculty culture, and the need to reclaim experiential learning in an increasingly digital world. The conversation highlights the philosophical underpinnings of classical education, including the pursuit of wisdom and virtue, and contrasts it with modern notions of self-actualization.Topics Covered:The definition and purpose of classical educationThe importance of the relationship with traditionThe role of mentorship in developing the next generation of teachersCreating vibrant school communities to support the work of educationClassical education and self-actualization The importance of experiential learningToday's Guest:Dr. Robert Jackson has promoted liberal education through teaching, scholarship, and administrative activities for 25 years. He began as a professor of English and education, then worked as chief academic officer at Great Hearts, where he founded the GH Institute. Currently, Jackson serves as the executive director of the Florida Institute for Classical Learning. He also serves as a senior fellow for Flagler College and the Chesterton Schools Network, while contributing as an associate editor for Principia journal. Jackson has received teaching awards from Florida State University and The King's College, and was the 2021 recipient of the Salvatori Prize for American Citizenship. He and his colleague Philip Kilgore also run Classical Commons, a digital platform connecting local K-12 schools to the essential resources needed for promoting classical liberal arts education.Timestamps:00:00 Introduction02:24 Initial Experience with Classical Education06:23 The Role of Classical Commons in Teacher Development11:31 Collaboration Between Homeschooling and Classical Education18:31 Mentorship and the Craft of Teaching26:35 The Mutual Learning Experience in Education27:32 Emerging Talent and Mentorship in Education31:56 The Pursuit of Wisdom and Virtue in Classical Education37:09 Self-Actualization: Classical vs. Modern Perspectives43:44 The Importance of Historical Perspective in Education50:13 Reclaiming Experience in LearningEpisode Links:Classical Commons: https://classicalcommons.orgFlorida Institute for Classical Learning 2026 Summit: https://flclassical.org/2026summit/University of Dallas Links:Classical Education Master's Program at the University of Dallas: udallas.edu/classical-edSt. Ambrose Center Professional Development for Teachers and Administrators: https://k12classical.udallas.edu/Support the showIf you enjoyed the show, please leave a rating and review — it helps others find us!

In this fifth episode of our series on John Milton Gregory's Seven Laws of Teaching, Ryan Gilmore is joined by longtime first grade teacher and lower grammar department chair Don Montgomery to explore the Law of the Lesson. Together they reflect on why effective teaching must begin with what students already know and intentionally guide them toward what they do not yet understand. The conversation highlights the importance of review, encouragement, and pacing, especially in classrooms and home settings where teachers feel pressure to move quickly. This episode offers practical wisdom for teachers and parent co-teachers who want learning to be clear, confidence-building, and truly formative rather than rushed or fragmented.

Lords: Jesse Alex https://insertcredit.com/show/ https://discord.gg/dcofficial Topics: 90s Gen X "Internet High Weirdness" culture: SubGenius, DiLingo, Steve Jackson, the Looneys, KoL Writing a podcast about video games every week as someone who doesn't really play many video games anymore The mystery of BunnyROM https://bunnyrom.neocities.org/ Junk by Richard Wilbur https://media24.fireside.fm/file/fireside-uploads-2024/images/3/3597ddeb-e52e-4cda-a59c-c64600489fea/Al2MMuFX.png https://github.com/jdonland/bookmarks Autopsy, by Ross Sutherland: https://pastebin.com/raw/npCuYjLj Disney saved Star Wars by buying it from Lucasfilm. This is what Saved Star Wars looks like. Cycling's hour record https://upload.wikimedia.org/wikipedia/commons/thumb/5/52/Mens_hour_records_progression.svg/2560px-Mens_hour_records_progression.svg.png Microtopics: A gold star Canadian. Cousin show Insert Credit. One of the world's foremost experts on DC Comics. Filling in the gaps with bonus episodes. The lost episode of topic lords that might one day be produced. Spreadsheet Secrets. Detritus and ruins of the culture that came before yours. (Gen-X.) Whether Steve Jackson is still doing the GURPS thing. Where did Gen-X come from, and why did it disappear? Your personal relationship with They Might Be Giants. The weirdos who first colonized the Internet in search of the community they weren't finding in their lives. Nerds riding high on military funding and founding new religions with varying degrees of mockery. British comedy crossing the ocean and losing its cultural context, so a generation of American nerds grow up with a more absurdist sense of humor than the previous generations. Sitting at your computer running IRC in 1996, staring at the screen waiting for someone to say something. Classical Education as a shared cultural context so rich people can understand each other's jokes. Halfway into the 2020s, still thinking about the Roaring Twenties whenever anyone names the decade. Everybody forgetting how to group history by decade after a twenty years of not easily being able to talk about "the 00s" and "the 10s." Playing video games from the ages of 5 to 20 and then stopping forever. Asking some of the most thoughtful people you know questions about video games. The exhaustion of trying to keep video games in your life. Artists and critics with opinions that are wildly out of step with their audience. Video game companies that have great logos. People who are so good at telling interesting stories about the bad video games that they're playing that they convince you to buy the game and then you're like "where's the interesting game they talked about" Talking to the same oldbies every week. An 18 year old kid obsessed with the Atari Jaguar wandering into the middle-aged video game club and everyone is like "sickos face yes emoji" Trying to track down the manufacturer of Digital Princess Friend. Mysterious ROM images that nobody knows the origin of because nobody asked. A Tamagotchi where your little guy can be a fighter plane or Sponge Bob. Mysteriously good Tamagotchi software floating around. The reason M&Ms come in different colors. An egg that your umbrella with an eye can hatch from. Why you can't ship a container full of cheap junk to the United States any more. Middle English style poetry. Sheer shards of shattered tumblers. Modern English alliterative verse. It's cool what people do with words. Paying so much attention to the alliteration that you miss the meaning of the poem. All the Babu Frik Funko Pops that will still be around long after all the stars go out. Hephaestus' Hammer, all gunked up in microplastics. Quoting other poems in the middle of your poem. Publishing a book of all the poems we've read on Topic Lords and then being sued for copyright infringement. A poem that originated on Jim's fridge. Diminishing Mandalorian Returns. The goddamned Ewoks shit. The Droids cartoon. The future of Star Wars: jokes about Star Wars?? The Day the Clown Cried of Star Wars. The angriest you've ever been watching a movie. The third good Star Wars movie. Stealing good ideas from cool fiction. One guy who got lucky a couple times and a thousand yes men enabling him for the next 40 years. Planet Moriband. Finally finding a guy you can call Mace Windu. Waiting for Jar-Jar. Sometimes you just need drivel that you like. Buying a tangerine and noticing that it's a Star Wars-branded tangerine. Technology improving the way we interact with wind resistance. 1890 guy on his velocipede getting mad at all the new Space Bikes. Instituting new rules stating that your bicycle has to look like a bicycle. Ivory Tower Cycle Men. Vampire Tactics. The most prestigious world record in professional cycling. Keeping track of the world record best dress at a fashion show. What about Funny Cars? What's so funny about them? Trying to break the Merckx record using Merckx's original bicycle and outfit. Everyone tying the same world record forever. Riding 270 miles a day for a year. Walking to work 23 miles a day, both ways, because you love suffering and hate bicycles. Detective Comics Comics.

Dr. Tom and Kari Curran talk about the many practical ways they utilize AI tools and explore the three goals of a Classical Education: learning how to think, learning how to learn and learning to love learning.

About the GuestsMELODY FOWLER: Roots Farm Education Founder, Director, Form III Instructor Ages 10-12Melody is a happy wife of 28 years, a proud mother of three and now an over-the-moon grandma of four grandchildren. She was born in El Paso, Texas, and moved to Redding when she was five years old. She loved learning as a child and her favorite pastime was to play school in her garage with younger siblings and neighborhood friends on vintage desks her father bought at local yard sales.After receiving her Bachelor's Degree in Liberal Studies and teaching credential from Simpson University, Melody taught a self-contained fifth grade classroom for 11 years before moving on to the 8th grade teaching English and U.S. History for four years. She finds it essential to teach the next generation to revere and protect the rich inheritance of liberty they have been gifted. She also completed her administrative credential in Educational Leadership and wrote her Master's paper on Charlotte Mason.She participated in the Northern California Arts Project, the Shasta County Math Grant, and a three-year ELL grammar program teaching English as a second language. Melody was involved in her site's leadership team, acted as a site council member, and successfully advocated for funding creative problem-solving programs like Odyssey of the Mind for the gifted and talented. She also volunteered to coach other activities like student government, softball, and cheer. In her free time, she enjoys learning about education, philosophy, economics, history, gardening, and spending time with her family and six dogs.CHAD FOWLER: Roots Farm Education  Founder, Director, and Form II Instructor Ages 8-9Chad was born and raised in Shasta County. He and his wife Melody have three children with the youngest almost 16. From an early age, Chad had an interest in gardening and animals and participated in Shasta County 4-H. Chad worked his family business as well as other working retail management for many years. After helping in his son's kindergarten class and coming from a family of teachers, Chad decided his place needed to be in the classroom and he went back to school. He received his BA in Liberal Studies and teaching credential through Simpson University. He later completed his administrative credential and Masters degree in Educational Leadership through National University.  He has been a public school educator since 2008 and served as a Master Teacher, Teacher in Charge, Activities Director and Lead Teacher. He has participated in the Shasta County Math Grant, the Northern California Arts Project for teachers, Gates Literacy Grant and other teacher development trainings since 2008. Chad enjoys time in the garden growing vegetables, fruits and flowers, camping with his family and spending time with his Nigerian Dwarf Goats and chickens. Roots Farm Education In the year 2020 they started with 57 students and now have nearly 100 students. They are building slow with in-depth training for their teachers and mission alignment with the incoming families. Their mission states: Roots Farm Education provides home-educated families with a learning environment that integrates agriculture and academics. Stemming from a Christ-centered, Charlotte Mason education, the curriculum embodies western thought with the instruction that pursues truth, promotes wisdom and beauty, creates a pathway to responsibility, and fosters individual initiative and ingenuity. With the land as the laboratory and assistance from experts within the community, factual knowledge in math and science will be hands-on along with essential life skills such as: producing, processing, and marketing food, animal husbandry, sewing, and basic construction. Roots aim is to cultivate a generation of children ready to succeed in higher education, career, and life, while positively impacting the world around them and preserving the lost art of self-reliance. Show NotesTwo seasoned teachers from the public school system decided to break away and start a school that would focus on agriculture and a Christian classical pedagogy. This inspiring episode of challenges, faith, and vision tells their story. Some topics covered include:Practical advise on how to start a new school: how to create a clear vision, realistic expectations, and acceptance of trialsHow to hire the right teachersHow did the first year go and where are you now?What struggles did you face during the planning process?How Temple Grandin helped them develop a purpose for agriculture studiesHow Charlotte Mason's philosophy influenced their approach and purposeVisit Ambleside EnglandJoys of learning and Focus on education in faithForms for classes and their flexibilityWhat a generous curriculum according to Charlotte Mason really looks like in practiceAdvice to Classical Education and Faith based SchoolsClassroom teachers and how they adaptedBible StudyNot using Chromebooks and studies that prove why notHerzog Foundation support for faith based schools: the Business sideResources and People MentionedCharlotte MasonKaren GlassClassical Education Facebook Group and Beautiful Teaching with Adrienne FreasBenjamin Lyda The Herzog FoundationJohn HeitzenraterMaria MontessoriLisa Ector, Board of Directors for CMIBooks and Curriculum MentionedLittle House on the Prairie by Laura Ingles WilderCharlotte Mason volumesGuide to Working With Farm Animals by Temple GrandinDark Enough to See the Stars in a Jamestown Sky by Connie LapalloRightStart MathMicroscopic World by Rosie DickinsOctopus Scientist by Sy MontgomeryIsland of Surtsey: Iceland's Upstart Island by Loree Griffin BurnsRobin Hood by Howard PyleMere Christianity by C.S. Lewis and the Study GuideMarco Polo: his travels and adventures by George Makepeace TowleCanterbury Tales book and videosChris Hall on Common ArtsBooks about damaging use of ChromebooksJamestown books; Dark Enough to See the Stars in a Jamestown Sky by Connie Lapallo and Blood on the River by Elisa CarboneIsland of the Blue Dolphins by Scott O'DellAlfie Kohn books on educationSchools they visited in DallasMount St. Michael Catholic School in DallasJohn Heitzenrater's school (He was the headmaster of Founders Classical in Corinth Texas when Chad and Melody visited. Now he is the headmaster of  Chrysostom Academy in PA).St. George Classical Academy in Denton, TX founded by Benjamin Lyda, author of Scriptorium Writing and Living Classical. _____________________________________This podcast is produced by Beautiful Teaching, LLC.Support this podcast:

 This week, as we kick off Catholic Schools Week, we dip back into the archives for an interview Fr. Scott did about a year and a half ago with Kevin Weed, the Headmaster of St. Michael Academy, and Larry Rudnicki, the Executive Director of St. Michael Academy.  St. Michael Academy is a Chesterton Academy School located near Petoskey, Michigan, rooted in the Catholic classical tradition. https://archive.org/download/LetsTalkCatholic/LTC-142RR-StMichaelAcademy-Pt1.mp3

In this episode of the Anchor Podcast, Jeremy Tate and guests Luke Heintschel and Genavive Edman discuss the mission and vision behind Coeur d'Eucharist Academy, a Catholic school in Northern Idaho. They explore the challenges and opportunities within the classical education movement, emphasizing the importance of returning to the roots of Catholic education, which prioritize virtue and excellence over mere academic achievement. Genavive shares her journey from a homeschool background to leading a school that aims to foster a strong community and a deep understanding of faith among students. Luke adds insights on the significance of whole-person formation in education, highlighting the need for a balanced approach that integrates both academic rigor and character development.Chapters00:00The Mission of Catholic Education01:00Introducing Coeur d'Eucharist Academy02:06Personal Journeys to Classical Education04:32The Debate on Classical vs. Liberal Education07:25The Decline of Catholic Schools09:31Origins of Coeur d'Eucharist Academy12:47Influences and Inspirations14:10Distinctive Features of the Academy19:32Navigating Diocesan Relationships21:46The Revival of Catholic Education24:28Curriculum and Academic Focus29:38Books That Shape Our Mission

In this lession from Josh Traylor's 2025 Paradise Lost course, Josh discusses Milton's treaise, "Of Education," which details a robust model of classical education.Watch the video of this episode and subscribe to my YouTube channel here: https://youtu.be/NqxCB0CvO3oListen to all THREE Mythic Mind podcasts:Mythic MindMythic Mind GamesMythic Mind Movies & Shows(or become a patron to get all three shows in one ad-free feed)Become a Tier 3 patron to join our Silmarillion study, which begins in February! patreon.com/mythicmindSupport Josh and purchase his course here: https://www.patreon.com/joshtraylor/shopBecome a supporter of this podcast: https://www.spreaker.com/podcast/mythic-mind--5808321/support.

For a very long time humans have been getting sick. Sometimes we have gotten sick more easily than at other times. From time to time we get sick from things a human body has never before encountered. Sickness is always present with us. And while injury we can understand–like breaking a leg, or having a rock hit your head–sickness can be as mysterious to people in 2026 who trust the science as it was to our ancestors 4,000 years ago. “Why did one patient heal,” my guest Susan Wise Bauer writes, “while another rotted? And what about the shivering, miserable sufferer who simply awoke with a sore throat and cough, after going to bed healthy and filled with plans the night before? It is the constant presence of sickness, not injury, that has shaped the way we think about ourselves and our world.”Susan Wise Bauer's books include The Well-Trained Mind: A Guide to Classical Education at Home (fourth ed., 2024) and The Story of Western Science: From the Writings of Aristotle to the Big Bang Theory. Her most recent book is The Great Shadow: A History of How Sickness Shapes What We Do, Think, Believe, and Buy. 0:00 Introduction 1:45 What This Book Is and Isn't 4:35 Did Hunter-Gatherers Get Sick? 9:50 Guilt and Sickness 14:00 Doctors as Priests 21:30 The Four Humors 25:15 Humoral Theory and Colonialism 29:45 Occasionalism: God's Will and Disease 35:55 The Black Death 40:45 The History of Drugs 45:50 Vaccines: Jenner and Cowpox 50:30 The Early 20th Century: Disease Returns 54:25 The Pax Antibiotica 58:30 Wellness Culture 61:45 COVID and What Hasn't Changed 67:15 Closing

In this episode, Renee and Karen answer a question from a listener about ADHD. They offer advice from their own experiences and from the principles of Charlotte Mason and Classical Education: keep lessons short, get outside, train habits, limit devices, and remember your child isn't a problem to be solved. Hosted on Acast. See acast.com/privacy for more information.

How should classical education respond to artificial intelligence—and what happens to formation when machines can teach faster than humans? In this panel from the 2025 Annapolis Summit, CLT brings together leading scholars and practitioners to wrestle with AI, virtue, and the future of learning.​Moderated by Dr. Angel Adams Parham (University of Virginia; President of the CLT Board of Academic Advisors), this conversation features Dr. Christopher Perrin (Classical Academic Press), Dr. Brian Williams (Templeton Honors College, Eastern University), and Erin Valdez (University of Austin; education and public policy). They discuss how AI is already reshaping classrooms, what is at stake for the telos of education, and how classical schools, homeschoolers, and universities can use new tools without sacrificing human formation.​Across the panel you'll hear:Stories from higher ed and K–12 about plagiarism, AI‑graded essays, and “alpha schools” that rely on AI tutors instead of teachers.​A deep dive into the difference between information and formation, and why contemplation, attention, and love of the good cannot be automated.​Concrete use‑cases where AI may genuinely serve classical learning (e.g., language drilling, logistics, research assistance) and where it risks dehumanizing students.​Recorded live at the 2025 Annapolis Summit, hosted by Classic Learning Test (CLT). Perfect for parents, teachers, school leaders, and students who care about classical education, virtue ethics, and the future of humane learning in an AI age.

In this episode, Davies Owens briefly steps into the archives to revisit a valuable conversation with Dr. Louis Markos on how the ancient world understood virtue, education, and human flourishing, and why those insights remain essential today.Dr. Markos explains how the Greeks and Romans, though lacking Christian revelation, asked the right questions about human nature, moral formation, and the purpose of education. Figures such as Socrates and Plato modeled humility, rational discourse, and civic responsibility, forming a vision of education aimed not merely at usefulness, but at virtue.Together, Davies and Dr. Markos explore why classical Christian education continues to draw from this ancient inheritance. Far from being outdated, a liberal arts education grounded in timeless truths prepares students to engage a modern, technology-driven world with wisdom, clarity, and courage.

Julie Apel, assistant headmaster at Hillsdale Academy in Hillsdale, Michigan, joins host Scot Bertram to discuss what makes classical education different, why there is a renewed interest in classical education, and what students can expect to learn in a classical classroom. Learn more: https://k12.hillsdale.edu/See omnystudio.com/listener for privacy information.

The Classical Education and Early Life of Joshua Lawrence Chamberlain — Ronald White — Joshua Lawrence Chamberlain's early life in Maine was shaped by hardy Congregationalist parents who promoted intellectual curiosity and deep faith. He excelled at memorization and entered Bowdoin College after preparation. Chamberlain wrestled with his parents' conflicting desires for him—minister or soldier—and trained in nine languages. He met his future wife, Fanny, while leading the college choir.