Tag: Liberal Arts

Let’s point to the wiser and the well off and ask people if they want what those people have–often they do. Many times, those people have a love for the liberal arts.

In her introduction, Hudson calls The Soul of Civility “a humanistic manifesto.” And she’s right: the book is steeped in humanism, in more ways than one. First, Hudson underscores the profound potential of humanistic texts, from a variety of human civilizations, to pinpoint the thorniest problems of human existence and to help readers contemplate how best to address them.

None of us gets to choose where we land. But if we cannot choose the times in which we live, we can choose how we live in the time we are given. Will we do so thoughtfully or heedlessly? Courageously or cravenly? Honestly and honorably or falsely and deplorably?

Perhaps people defended the liberal arts to me, and I was too dense to hear, but I truly cannot remember anyone ever setting out a vision for the liberal arts

I was encouraged by Sosler and all the many ways he connected love and knowledge to the journey that a rightly ordered education invites students to take. The infilling of knowledge and wisdom is a gift of God, and Sosler is a welcome guide, the best of docents, for students and educators alike.

"We seem to be born homesick, and that homesickness is meant to lead us into a life of pilgrimage.” Walker Percy Black Mountain,...

Any reformation requires a standard. How else could you measure progress? The standard of reviving classical learning should plainly include those revered authors who inspired and contributed to that tradition.

Donnelly’s scope of transformation may seem like an impossible undertaking, yet even if it is not possible for everyone to achieve the level of faith integration suggested here, anyone can still benefit by choosing particular areas for improvement.

Montás deserves great credit for illuminating the perverse priorities of American higher education throughout Rescuing Socrates. It must be admitted, however, that the book suffers from occasional missteps. A fuller engagement with the history of the liberal arts than Montás musters would have enriched the book.

The main posture of a liberal arts education is slowing down, rest, seeing. But if we just train students to only strive, reach, stretch for something more, then suffering will come as a wasteful, meaningless interruption.