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Today we wanted to revisit a selection from a previous issue of Virtue. In an interview with Dr. James Tanton, Institute Director Robert Jackson Ph.D delves into to the joys of teaching mathematics.   For many years my colleagues and I would stay after school to host an open house, discussing aspects of classical education with those...

Reflecting upon yesterday’s national holiday, an occasion for us to commemorate the service and self-sacrifice of our veterans, I was struck by the ways in which our arts—sculpture, poetry and literature, painting, etc.—help us to capture the sentiments of society on such a day.  As you probably know, Veterans’ Day was formally initiated on the anniversary...

[Note: Mr. Joshua Arbogast is an eight-year veteran teacher of the Great Hearts network, having taught in elementary and prep schools, both in Arizona and Texas. His classroom acumen is nimble enough to synchronize grade-schoolers in a Spalding phonetic chant as easily as he shepherds high schoolers through a close reading of Plato’s Republic. And,...

Note: The following entry is from Dr. Owen Anderson (Arizona State University), a Fellow of the Institute for Classical Education This is the third part in my series on the Academy.  In my previous post I considered the pre-skeptic.  You are a pre-skeptic when you think you know but you do not know.  There is the appearance...

Note: The following entry is from Dr. Benjamin Storey (Furman University), a scholar and friend. He teaches the history of political philosophy and is Co-Director of the Tocqueville Program at Furman University. He has written for many journals, including Journal of Politics, the Review of Politics, The New Atlantis, and City Journal. He is currently co-authoring a book with Jenna Storey titled “What Four French Thinkers Can Teach Us About Contentment”.   Amid its...

As we continue our video coverage from Symposium 2020, today’s clip features Dr. Mark Bauerlein (Emory University), relating some of his own experiences from the college classroom, in an effort to provide some context for what students want out of a course on literature: namely, a coherent narrative.  Recounting the 1987 curricular debates at Stanford, Bauerlein points out that, contrary to the vocal detractors of the Western...