David Hicks on School Leadership

The administration of the modern school replaces the headmaster of the old and brings iwth it a whole trainload of technical baggage for finding out what can be done–graphs, charts, statistics, feasibility studies–but precious little imagination of the sort that knows what ought to be done.

David Hicks

Here Mr. Hicks identifies what may be the core problem of conventional school governance. Just as classical teachers tend to fall back on old habits in the classroom, so classical heads of school and boards tend to fall back on old habits in the office and board room.

This is not a minor matter for the classical renewal.

How to Cultivate Wisdom Through Writing (Part 1)

Andrew Pudewa honored me with an invitation to his IEW Symposium on writing a few weeks ago and what a blessing it was. Keep your eyes open for a July 2012 repeat of this wonderful conference.

One of the things he asked me to address was the question, “How can we cultivate wisdom through writing?” During this talk I got a little carried away on one or two points, so I didn’t say everything I hoped to and I also offended at least one person in the audience enough for her to get up and leave.

Nevertheless, I think IEW will be including this talk in a DVD or CD set in the not too distant future and I did make some discoveries along the way that I’d like to share with you.

Naturalistic materialism has come to dominate modern thought, which eliminates the soul from consideration. Thus when we try to define education, we find ourselves either confused or reduced.

In the old days, prior to the triumph of naturalism, education had to do with wisdom and virtue. Now it is necessarily utilitarian. Here’s why: Wisdom and virtue are qualities of the soul in which the will is guided by reason rather than appetite.

To the naturalist, there is no soul to be guided or formed, only a highly complex chemical structure called the brain. There is no will to be guided by a reason that also doesn’t exist.

In the old days, at least in its ideals, the goal of education was twofold: discipline the will to virtue and cultivate the reason to wisdom.

The way we understand the reason is determined by the paradigm with which we approach it. If I am a naturalist, I will think of the reason as the ability to calculate my advantage and make adaptations accordingly. Thus, I will build education on that presupposition.

If I actively believe in the Divine Image and apply that belief to my thoughts, I will think of the reason as that faculty that perceives the law of God written in our essence and that, from that preconscious perception, produces the impulses and activities that give rise to language, creativity, knowledge, membership in communities, and the other things that make us human.

In such a context, the education I provide will not be a matter of learning processes by which I can adapt to or overcome the environment. Instead it will cultivate the virtues that lead to every human excellence.

The reason and the will will be cultivated and the appetites controlled.

Conventional education does exactly the reverse.

How then can we cultivate wisdom? More on that in my next post.