CS Lewis once wrote “you cannot practice any of the other virtues without bringing this one into play…it is the form of every virtue at the testing point. Honest thinking …. the courage to challenge frightening ideas and the courage to stick to your guns when you become convinced of the truth.”
Dow explains that “those who are intellectually courageous earnestly want to know the truth, and so they take risks in the pursuit of truth. They are willing to reconsider their own beliefs even if this scares them.” (p28)
“Our intellectual character influences our lives just as moral character does, and with at least as much force…… In a very real sense the quality of our intellectual character even trumps moral character in terms of its power to direct the course of our lives” (Virtuous Minds* p22.)
Making choices and decisions are fundamental to everyday life. These decisions range from the relatively insignificant to life altering decisions about career, family, school choices for our children or where to live. In the ebb and flow of daily life large numbers of these decisions are made almost automatically without deep thought or discussion, and many of our decisions are driven by emotion, which is often subconscious (p123).
“concern with truth is the heart of virtuous intellectual character. It is what gives rise to intellectual virtues like reflectiveness, attentiveness, fairmindedness, intellectual carefulness and courage” (Virtuous Minds*, p13 )
Can you imagine what our world would be like if everyone accepted that ‘all truth is relative’ and that it is okay for ‘my truth’ and ‘your truth’ to be diametrically opposed? Doesn’t this idea contradict the actual definition of truth?
Have you ever given serious thought to what sort of people you hope your school will produce? Whether you are a school leader, a teacher or a parent, do you have an expectation that the school you are working in or sending your children to will do more than teach their students to read and write and pass exams? Are schools just places to prepare students for their life in the workforce and community or should they contribute to the formation of character? If schools have a broader function than exam preparation what might this look like?
“After that generation died, another generation grew up who did not acknowledge the Lord or remember the mighty things He had done…” Judges 2:10
Who are the history keepers in your family? My great Aunt Jess (1887- 1973) was the custodian of a small wooden cylinder, containing two smaller gold nuggets, to which she...
Good teachers make the strange familiar and the familiar strange. Some of the things we are thinking about this morning are very familiar to us as Christian teachers but, as I attempt to set forth a biblical basis for relational pedagogy, I hope that I can make the familiar strange so that they may come to you as if thinking about them for the first time.
This paper offers a framework for thinking about enhancing the positive influence of Christianity in an Anglican school, specifically Roseville College. It assumes that the College is first and foremost an educational institution, absolutely committed to the best academic outcome for girls. It is not a church; it is a school.
You’d be hard-pressed to find an Anglican or some other Christian school that did not include the Bible somewhere in its curriculum.
I have read a very helpful book titled History through the Eyes of Faith edited by Ronald A Wells, Professor of History at Calvin College, Grand Rapids, Michigan, and published...