Education

This Feature honors the life and legacy of Wendell Berry (1934–2026) with excerpts from interviews with Jeffrey Bilbro, Jack Baker, Michael Stevens, and J. Matthew Bonzo. (20 minutes)

Darrell Falconbourg explains the tensions inherent in the word “revolution,” which in the classical sense meant a return to an origin and in modernity means a total rupture with the past. (41 minutes)

In this lecture, Malcolm Guite explains how the literary tradition is received, studied, indwelt, and then passed on as a living thing. (105 minutes)

This Feature presents excerpts from several guest interviews (with David I. Smith, Scott Newstok, Norman Klassen, and Jens Zimmermann) on the topic of education. (25 minutes)

FROM VOL. 151 Scott Newstok articulates patterns and “habit-inducing practices” that contain the possibility of intellectual growth. (24 minutes)

Josef Pieper on the mistake of confusing education with mere training

Ian Ker summarizes the central concern of John Henry Newman’s educational philosophy as developed in The Idea of a University

Stratford Caldecott on why education is about how we become more human, and therefore more free

Andrew Kern traces the ubiquity and power of the image of the temple throughout Scripture and discusses what its pattern means for education. (21 minutes)

FEATURED GUESTS: Brian Brock, Fr. Luke Bell, Peter Harrison, Katie Calloway, Brent Strawn, and Petroc Willey

Stratford Caldecott on teaching in light of cosmic harmony

Hear excerpts from interviews with Daniel M. Bell Jr., Lew Daly, Adam K. Webb, Stratford Caldecott, James Matthew Wilson, and Thomas Hibbs. (30 minutes)

C. S. Lewis on why teachers must train the sentiments

Peter Crawford explores how a sacramental education involves helping students to behold a world saturated with signs that point to Christ — and then to act as faithful stewards. (68 minutes)

George Grant recounts the fascinating history of Hernando Colón’s attempt in the 16th century to curate a universal library of the world’s knowledge. (41 minutes)

Jeanne Schindler advocates for a return to an understanding and prioritizing of sensory experience — real engagement with the real world — as foundational to learning and living. (35 minutes)

Junius Johnson discusses the importance of teaching stories, particularly fairy stories, in classical education. (25 minutes)

FROM VOL. 94 Tim Clydesdale discusses the experience of freshmen year at college, suggesting that by that time students have been effectively inoculated against a love of knowledge. (21 minutes)

Teacher and chaplain Mark Perkins describes forms of formation that take the body seriously 50 minutes

FROM VOL. 117 Jeffry Davis and Philip Ryken explain why the liberal arts ought to be recognized as a calling that enriches Christian living. (26 minutes)