Dubay explores the reasons why all of the most eminent physicists of the twentieth century agree that beauty is the primary standard for scientific truth. Likewise, the best of contemporary theologians are also exploring with renewed vigor the aesthetic dimensions of divine revelation. Honest searchers after truth can hardly fail to be impressed that these two disciplines, science and theology, so different in methods, approaches and aims, are yet meeting in this and other surprising and gratifying ways.This book relates these developments to nature, music, academe and our unquenchable human thirst for unending beauty, truth and ecstasy, a thirst quenched only at the summit of contemplative prayer here below, and in the consummation of the beatific vision hereafter.

    Pieper shows that the Greeks understood and valued leisure, as did the medieval Europeans. He points out that religion can be born only in leisure - a leisure that allows time for the contemplation of the nature of God. Leisure has been, and always will be, the first foundation of any culture.He maintains that our bourgeois world of total labor has vanquished leisure, and issues a startling warning: Unless we regain the art of silence and insight, the ability for nonactivity, unless we substitute true leisure for our hectic amusements, we will destroy our culture - and ourselves.These astonishing essays contradict all our pragmatic and puritanical conceptions about labor and leisure; Josef Pieper demolishes the twentieth-century cult of "work" as he predicts its destructive consequences.

    The issues that John Henry Newman raised—the place of religion and moral values in the university setting, the competing claims of liberal and professional education, the character of the academic community, the cultural role of literature, the relation of religion and science--have provoked discussion from Newman's time to our own.

    It has since been republished countless times due to its sheer eloquence and unanswered articulation of the 3 "lost tools" in classical education: grammar, logic and rhetoric.

    St. Thomas Aquinas has much to teach us--most especially how to confront the classic questions that are still with us after centuries of thought.

    It traces the history of classical education and describes its modern renaissance. The book also highlights the distinctive elements of the movement including its emphasis on teaching grammar, logic and rhetoric (the Trivium), and the extraordinary achievements of students who are receiving a classical education. It explains the benefit of classical language study (Latin and Greek) and integrated learning through a study of the great books of western civilization. The booklet is written in a colloquial and informative style, with anecdotes, diagrams and charts. This book is recommended to parents just beginning their examination of classical education.

    And he offers an unusual "insider's view" of learning how to think well for the glory of God and for the sake of his kingdom. In Habits of the Mind Sire challenges you to avoid one of the greatest pitfalls of intellectual life--by resisting the temptation to separate being from knowing. He shows you how to cultivate intellectual virtues and disciplines--habits of mind--that will strengthen you in pursuit of your calling. And he offers assurance that intellectual life can be a true calling for Christians: because Jesus was the smartest man who ever lived, Sire argues, you can and should accept the challenge to think as well as you are able.

    He was more interested in pop culture than Great Books and performed only the bare minimum to pass. By age 27, however, he began work at a different classical institution, teaching the same literature he merely skimmed as a student. Ten years later, Gibbs has become a popular blogger and frequent speaker at education conferences. In this series of frank reflections on an unlikely career, Gibbs contemplates what it means to be a good teacher, how Great Books can change lives (and how one particular book, The Consolation of Philosophy by Boethius, changed his), and why effective education is primarily concerned with the acquisition of virtue. One part literary guidebook, one part personal memoir, and one part teacher’s manual, How to Be Unlucky presents a one-of-a-kind case for ancient ways of thinking about teaching in our contemporary world.

    She has given homeschoolers a valuable tool for putting together a "liberal arts" curriculum that feeds the soul, as well as the intellect. Her approach, covering grades K - 12, is detailed and practical, and it is adaptable by parents and teachers to any situation.This third revised edition includes a much expanded section for a high school curriculum, and an updated list of resources for all grades.

    An older tradition—the Great Tradition—of education in the West is waiting to be heard. Since antiquity, the Great Tradition has defined education first and foremost as the hard work of rightly ordering the human soul, helping it to love what it ought to love, and helping it to know itself and its maker. In the classical and Christian tradition, the formation of the soul in wisdom, virtue, and eloquence took precedence over all else, including instrumental training aimed at the inculcation of “useful” knowledge.  Edited by historian Richard Gamble, this anthology reconstructs a centuries-long conversation about the goals, conditions, and ultimate value of true education. Spanning more than two millennia, from the ancient Greeks to contemporary writers, it includes substantial excerpts from more than sixty seminal writings on education. Represented here are the wisdom and insight of such figures as Xenophon, Plato, Aristotle, Seneca, Cicero, Basil, Augustine, Hugh of St. Victor, Bonaventure, Thomas Aquinas, Martin Luther, John Calvin, Erasmus, Edmund Burke, John Henry Newman, Thomas Arnold, Albert Jay Nock, Dorothy Sayers, C. S. Lewis, and Eric Voegelin. In an unbroken chain of giving and receiving, the Great Tradition embraced the accumulated wisdom of the past and understood education as the initiation of students into a body of truth. This unique collection is designed to help parents, students, and teachers reconnect with this noble legacy, to articulate a coherent defense of the liberal arts tradition, and to do battle with the modern utilitarians and vocationalists who dominate educational theory and practice.

    Today, many children graduate without this essential knowledge. Most curricula today follow a haphazard sampling of topics with a focus on political correctness instead of teaching students how to study. Leigh Bortins, a leading figure in the homeschooling community, is having none of it. She believes that there are core areas of knowledge that are essential to master. Without knowing the multiplication tables, children can't advance to algebra. Without mastery of grammar, students will have difficulty expressing themselves. Without these essential building blocks of knowledge, students may remember information but they will never possess a broad and deep understanding of how the world works. In The Core, Bortins gives parents the tools and methodology to implement a rigorous, thorough, and broad curriculum based on the classical model, including:- Rote memorization to cement knowledge - Systematic learning of geography, historical facts, and timelines - Reading the great books and seminal historical documents instead of adaptations and abridged editions - Rigorous training in math and the natural sciences

    The medieval and Renaissance teachers valued their insights and lofty goals. Christian educators such as Augustine, Erasmus, Milton, and Comenius drew from the teaching of Plato, Aristotle, and Quintilian those truths which they found universal and potent. Charlotte Mason developed her own philosophy of education from the riches of the past, not accidentally but purposefully. She and the other founding members of the Parents’ National Educational Union in England were inspired by the classical educators of history and set out to achieve their vision in modern education. They succeeded—and thanks to Charlotte Mason’s clear development of methods to realize the classical ideals, we can partake of the classical tradition as well. The classical tradition as it informs teaching is good not because it is old or “classical,” but because it works; and what works, whether old or new, is best. That’s the Mason message admirably conveyed by [Karen] Glass. —David V. Hicks Classical education is an education of the heart and conscience as much as it is an education of the mind. This book explores the classical emphasis on formation of character and links Charlotte Masons ideas to the thinkers of the past. This is not a “how to” book about education, but a “why to” book that will bring clarity to many of the ideas you already know about teaching and learning.

    The Love of Learning and the Desire for God is composed of a series of lectures given to young monks at the Institute of Monastic Studies at Sant'Anselmo in Rome during the winter of 1955-56.

    This book contains the full-length scripts of forty-four of those top-rated programs that drew thousands of letters weekly to Sheen from his viewers in response to the advice and insights he gave on his shows.Bishop Sheen's writings, tapes and videos are as popular today as when he was alive. His timeless insights offered in this book give wise, personal and inspiring guidance on the problems affecting our lives in today's world. His talks cover an amazing variety of subjects, from the character of the Irish to the handling of teen-agers. He discusses education, Christianity, relativity, and world affairs. He speaks about love, conscience, fear, motherhood, work. He tells amusing anecdotes, recites poetry, and ponders the fate of the free world as well as America's destiny.Among his many best-selling books, none has greater universal appeal than Life Is Worth Living. It offers a stirring and challenging statement of Bishop Sheen's whole philosophy of life and living. It is a book for everyone - of immediate concern to all people seeking understanding, belief, and purpose in these troubled times.

    Sloth is not mere laziness, however, but a disgust with reality, a loathing of our call to be friends with God, and a spiteful hatred of place and life itself. As described by Josef Pieper, the slothful person does not "want to be as God wants him to be, and that ultimately means he does not wish to be what he really, fundamentally is." Sloth is a hellish despair. Our own culture is deeply infected, choosing a destructive freedom rather than the good work for which God created us. Acedia and its Discontents resists despair, calling us to reconfigure our imaginations and practices in deep love of the life and work given by God.