Seven Distinctives of CCE

by David Hansen

What do we mean by “classical education”? How can education be “Christian” and “classical” at the same time? Perhaps you’ve been posed with these questions or even pondered them yourself. Although it’s difficult to give a thorough answer in a short article, following are seven distinctives that are true of Classical Christian Education.

What this means is that all subjects (including the subject of education itself) are approached from a distinctively Christian worldview and perspective.          I Corinthians 10:31 exhorts us in “whatever we do”, to do it for the glory of God. So whether we are pondering literary prose or considering the latest scientific discovery, it is done to God’s glory. Since God is the ultimate author and creator of all good things, all things – secular or sacred – must be considered in that light.

This notion stems from the presumption that the goal of education is essentially the attainment of wisdom – not, as the world would tell us, to prepare students for the workforce (although a truly wise person will undoubtedly make a better worker). To this end, classical education recognizes, with the book of Proverbs, that there are steps to obtaining wisdom; and it must be noted that these steps are pointless without the fear of the Lord.

First, comes knowledge; then understanding; finally, wisdom. This three-step process was mirrored in the development of the classical Trivium. The Trivium divides all learning into three stages: grammar, dialectic and rhetoric. Grammar, like knowledge, is the information that must be learned and memorized to form the building blocks of whatever subject is at hand – the ABC’s if you will. Dialectic, like understanding, is the logical relationship between the grammatical bits and pieces of information already learned and mastered – the logic of a subject. Rhetoric, like wisdom, is the goal. It is learning to apply grammar and dialectic in a beautiful, eloquent and truthful fashion. In essence, these steps are the universally true steps that all individuals follow when learning any new subject; they are the tools of learning.

Although the Trivium is applied throughout one’s lifetime, its amazing quality is that each step correlates nicely with developmental stages of children. Classical education capitalizes on this truth.

In their early years, children thrive on memorizing facts – a skill that often becomes drudgery to adults. Thus, during the K-6 years, classical Christian education schools will provide volumes of facts for your children to memorize.

In the “junior high” years, most children revel in questioning everything, and, as you probably know well, they love to argue. In this capacity they thrive on dialectic. During these years the emphasis or education shifts; we challenge them to question and probe and think about how their grammatical knowledge works together. It is here that formal logic is taught.

Finally, when most children enter high school years, they begin to exercise (however great or dismal) the art of self-expression. Classical education capitalizes on this innate desire and seeks to teach them beautiful and truthful self-expression in all subjects (i.e., rhetoric) through writing, public speaking, debate, drama, art, etc.

Language is a key element that not only distinguishes man from the animal kingdom, but also is undoubtedly a part of how we bear God’s image. Consider that God himself has chosen to communicate to us through the written Word; Christians, by necessity, must understand language. Moreover, Jesus Christ himself is referred to as the “Word” made flesh (John 1:14).

Classical education vigorously embraces these truths. Therefore, with all subjects, we strive to become masters of the words used to communicate truths about the subject. So, for example, this word bias explains why Latin is taught and why English grammar is stressed; additionally, it justifies the emphasis on reading and writing skills.

This emphasis sharply contrasts with the world’s relativistic mindset. The prevalent view in academia today is that there is no such thing as absolute truth; and, it is claimed, language itself is the ultimate tool of relativism. Scriptural language emphasis, on the other hand, affirms that language, though flawed, can and does convey absolute truth. It is God’s gift to us to use for His glory.

Scriptures repeatedly admonish God’s people to not forget what God has done for them. Classical education embraces this biblical concept and considers all study and subjects in light of this history. Consider God’s words to King Nebuchadnezzar: “The Most High is sovereign over the kingdoms of men and gives them to anyone He wishes (Daniel 4:32b)”. History is God’s history. As such, it is important that we consider all history (not just biblical history) in the light of God’s providence.

Additionally, it is important to realize that God not only directs history, but history is there for our instruction. St. Paul, when referring to the history of God’s people, states that, “These things happened to them as examples and were written down as warnings for us (i.e., the Church) on whom the fulfillment of the ages has come (i Cor. 10:11)”.

Great education will apply these principles in all fields of study. With history we not only see the hand of God, but we learn from its mistakes and triumphs.

Now that we know we want our children to memorize grammar, what sort of stuff constitutes this grammar? What is the substance of the curriculum? These questions are especially relevant when one considers the fast-paced, information-laden society in which we live. There is so much out there; how do we sift through it all? Philippians 4:8 supplies us with a key principle that must be considered. It instructs us to only think on those things that are true, honest, just, pure, lovely (or beautiful), of good report, and praiseworthy. Interestingly, the text does nothing to limit a Christian’s thoughts to the Scriptures alone; it merely defines proper and good thought in general.

Classical Christian education recognizes that since thought must be limited to these virtues, so must its curriculum. And, given Christianity’s overwhelming influence over Western Culture, we have a rich heritage from which to choose. Consider our wonderful tradition of literature, art, philosophy, and science that is true, honest, just, pure, lovely, of good report, and praiseworthy. Let’s immerse our children in it rather than in the worthless twaddle we’re all too often bombarded with in our information-gone-on-steroids age. Give them Rembrandt over cartoons. Give them Bach over Barney. Give them The Chronicles of Narnia over Goosebumps. Give them Newton’s Laws of Thermodynamics over Darwinian evolution

Consider Deuteronomy 6, among other passages, which specifically commissions parents with the task of rearing and teaching their children. The role of the school is subordinate to mothers and fathers. It only partners with, or assists parents in their great task of education.

The Classical school must always work to diligently limit its role in the lives of children and caution itself from the dangers of replacing parents rather than properly assisting them. For example, teachers should not presume to delve into the personal lives of their students beyond that which is immediately relevant to the specific task and goal of the class.

As clearly noted in I Cor. 14:40, “everything should be done in a fitting and orderly way”. Order reflects the character of God – which is indeed exemplified in creation. God’s Moral Law itself (i.e., the Ten Commandments) is the ultimate example of God revealing His order to a fallen human race. Classical education mimics this order by emphasizing order in the classroom. This, for example, explains why the children are encouraged to wear uniforms and discipline is strictly enforced, among other things.

Although these distinctives may not provide a detailed philosophical basis for classical education, they hopefully highlight its biblical and Christian foundations. Most assuredly, our ultimate goal is to provide a true education – an education that will train our students to think and reason within the context of this world. Upon leaving MCA, may they truly be equipped to fight the good fight.