Now we’ve always been a happiness oriented culture. “Life, liberty and the pursuit of happiness” and so forth. Right? But it’s taken a particularly interesting turn: the topic of “meaning” and “meaning in life” is coming to the fore. People, more and more, are talking about not just sheer contentedness, but what it is for [...]
In the modern world, love is often ignored or perverted into lust. When we talk of governance, when we talk of relationships, when we talk of societal structures, we never mention love. What happened? How could the modern West be so very different from the ancient and medieval West? One of my greatest joys in [...]
If Plato’s extended metaphor of the mind as depicted by the city is true, every human mind has the capacity to train its Guardians, curb the appetitive part of the soul, and live on the grassy plains in the sun above the cave. It’s a question of true learning. When Eva Brann describes a liberal [...]
Saint Augustine was the first Christian to offer a comprehensive Philosophy of History, which the Russian Orthodox writer Nicholas Berdyaev called nothing short of “ingenious.”[1] One of his greatest accomplishments was the sanctification of Plato’s understanding of the two realms: the perfect Celestial Kingdom and the corrupt copy. One finds this tension and conflict between [...]
For a thousand years, liberal education shaped the moral imagination of succeeding generations, almost unaware that it was freeing them from the coercive obsessions of their political masters. Reading classics like Anne of Green Gables, Farmer Boy, or To Kill a Mockingbird, some parents meditate on the adolescents portrayed—teenagers eager to master the virtues of [...]
The ultimate job of the teacher is to help orient students to and deepen their intimacy with reality itself. And the indispensable condition for a teacher being able to do this is not expertise, experience, knowledge, or pedagogical technique, however important these are, but literally being in love with the good. How do we enable [...]
If we wish to avoid the culture of death, we need to heed the words of the wisest. We need to use their wisdom to demolish those philosophies which are built on the shifting sands of falsehood. We need to invite Socrates, Plato and Aristotle into our classrooms and into our lives and our libraries. [...]
For the classical educator, there are many educational goods to be achieved from reading Plato’s "Republic" with students because it is a dialogue that invites us to wonder about the most important questions humans can possibly ask: What is Reality? What is the Good? Does it exist? Can we know it? Why should we care? [...]
We modern defenders of the liberal arts have to choose between Socrates’ vision and Cicero’s vision: Are we citizens of a particular soil and a particular place, or are we connected—across time and space—to all good men and God? A few weeks ago, I had the grand privilege of attending a Liberty Fund conference on [...]
Plato’s contributions are indispensable, pointing us to a world beyond what we immediately sense and teaching us of our dignity and worth. But what parts of Plato are good for us, and what parts are not? Where does Plato end and Christianity begin? Those are the questions which thoughtful believers need to ponder. It has [...]
Should honor and fame no longer be ends of ambition in such a world? The ancient philosophers doubted the ultimate merit of fame, but they also looked for the most spirited students, those most inclined to “undertake extensive and arduous enterprises." In response to my essay about baptizing ambition, a friend from Boston College recommended [...]
If a liberal education liberates, one of the constraints from which the student is liberated is the professor. That this occurs from a method exercised by the professor is one of the great powers of Socratic dialectic in the classroom, and one of the paradoxes, perhaps mysteries, of our privileged vocation in the university. Why, [...]
Saying that government cannot educate is not a partisan political position, but a simple statement of fact: government cannot educate, because government cannot love. Even more bluntly, government should not even try to run institutions of love, because, slowly but surely, its administrators inevitably pervert them in their desire for security or lust for power. [...]
Against a modern age that denied notions of meaning, purpose, and truth, Richard Weaver articulated a conservatism of hope and affirmation based on the Platonic-Christian heritage and its manifestation in the American South. Richard Weaver reasoned it was the emergence of nominalism, the departure from Platonism and Christianity, which produced the intellectual heresies leading to [...]