Education should thus serve the dual purpose of cultivating dispositions attuned to what is good, true and beautiful in this world, while also cultivating a sense of holy discontent that refuses to be satisfied with anything but God Himself. The manifestation of what is good, true and beautiful in creation should be seen as an icon of the Eternal Good, Truth, and Beauty, but it is only an icon; the reality towards which these qualities point can be found only in the beatific vision. That is why the most moving poetry, the most lovely music, the most beautiful literature, always leave us slightly unsatisfied. The best art points beyond itself and awaken within us deep yearnings for something more.
What is classical education? How can the liberal arts fortify children against anxiety, depression and addiction? What was Charlotte Mason’s contribution to classical education? These are some of the questions that Robin and Jason explore with this week’s guest, Michael d’Esterre. Michael is a clinical social worker in Spokane Washington, who is turning to the liberal arts to find answers to some of our society’s most pressing problems, including mental disorders and addiction.
This post was originally published a number of years ago, and is being re-issued at the top of my blog for the sake of new readers.
Having been involved in raising three teenagers, I have sometimes been approached by other parents for advice with their teens. Perhaps it is providential that this doesn’t happen very often! When people do seek my advice, although the various situations differ widely, the problems usually revolve around the same sorts of general issues and so I usually end up saying the same things again and again. For what it’s worth, I’m going to share below what I normally say. This advice is what I wish someone had shared with me before I ever had teenagers. With regard to the personal anecdotes I will share, some of the circumstantial details have been altered to preserve the anonymity of the subjects. But first a disclaimer is necessary for those who may happen to know me: I am still learning to apply these principles myself. It is one of the ironies of life that by the time we finally learn all the lessons we need to know about being good parents, our last child is already grown.
Once Albert Einstein was traveling on a train from Princeton when the conductor came down the aisle punching tickets. When the conductor reached Einstein, the great physicist reached into his vest pocket, but could not find his ticket. So he reached into the pockets of his pants, but still he couldn’t find the ticket.
The conductor said, “Dr. Einstein, it’s ok. I know who you are.”
As if not hearing these words, Einstein continued searching for the missing ticket. As he opened his briefcase to look inside, the conductor said again, “Dr. Einstein, we all know who you are. I’m sure you bought a ticket. Please don’t worry about it.”
Einstein nodded appreciatively. The conductor continued down the aisle punching tickets, but behind him he could see the scientist down on his hands and knees looking under his seat for the missing ticket.
Rushing back to him, the conductor said, “Please, please Dr. Einstein, do not worry. I’m sure you bought a ticket. We know who you are and really, it’s no problem.”
Einstein stood up, looked the conductor in the eye and replied, “Young man, I too, know who I am. What I do not know is where I am going.”
Einstein wanted to find his ticket so he could remind himself where he was headed. Continue reading
In this video Jordan Peterson makes some trenchant observations about the purpose of university education.
I don’t agree that articulated speech is the most powerful human good. I think humility is the most powerful human good. But I do agree with the high premium Peterson places on articulation and the role it can play in helping to eliminate suffering. I was particularly struck by his comment, “Burden yourself with so much responsibility that you can barely stand, and then you’ll get stronger trying to lift it up.”
From my book Saints and Scoundrels, page 302:
“In our era, young children are continually being pressured to engage in self-expression before they are shown how to think coherently, and they are pressured to engage in reasoning before they are given the facts with which to reason. The result is not intellectual freedom but enslavement, for someone that is never taught how to think is by default trained to be a bondservant to the latest fad or fashion.”
This morning while doing some research for a couple clients, I came across two interesting articles that seemed to connect.
One article was a piece by Rod Dreher talking about his time at the recent Society of Classical Learning (SCL) conference. Titled ‘The Problem with ‘Worldview’ Education‘, Dreher shared Joshua Gibbs’ insight that “real art is not something that calls forth an immediate response. You have to contemplate it, turn it over in your mind for a while.” Gibbs went on to suggest that one of the casualties of the worldview-based approach to education is that the rush to analyze texts through a worldview grid can prematurely foreclose–or even completely short-circuit–this necessary process of wondering about and contemplating texts.
When our brains become overloaded with too much information, or when our working memory is compromised by being exposed to too many distractions, there are certain mental functions that stop working as well. According to the research (which I have shared here and here), some of the cognitive functions that become diminished when we are bombarded with too much information include,
- conceptual and contextual thinking;
- the ability to grasp over-arching narratives of meaning (the big picture);
- the ability to make unexpected connections between different ideas and facts;
- the ability to put knowledge into schemas.
In short, scientists are finding that too much information can cause our brains to become lost in a sea of particulars without the ability to connect these particulars into larger structures of understanding. Other functions to be shut down include the ability to be attentive to others, to empathize, and the ability to understand things from another person’s point of view.
In order for these higher cognitive functions to work, the brain needs lots of time during the day when we are at rest, when we are quiet, and when we can focus on specific mental, imaginative or interpersonal tasks against a backdrop of stillness.
Last night my wife and I finished listening to a talk given by Father Seraphim Rose (1934-1982) on the topic of developing an Orthodox worldview. (The talk is available on Youtube while a transcription is available HERE.) He spoke about the challenges facing Christian parents in today’s world. He gave the talk in the early eighties so some of the end-times stuff towards the end is a bit dated, but if anything the general problems he diagnosed have become even more acute since then, making his message all the more relevant.
In Part 3 of my interview with Graham Taylor on brain fitness, I talked about educational reform. I pointed out that sometimes our educational efforts are focused so much on content that we neglect to give adequate consideration to the skills that go into being an effective learner. For thousands of years thinkers have been developing techniques of memory and learning, yet modern education tends to neglect these techniques to focus exclusively on content. Here’s one of the points I made about this: