『The Christopher Perrin Show』のカバーアート

The Christopher Perrin Show

The Christopher Perrin Show

著者： Christopher Perrin
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Dr. Christopher Perrin has been a leader in the renewal of classical education in the United States for 25 years. In this podcast, he traces the renewal of the American paideia exploring the recent history of the American renaissance in light of the 2500 years that have preceded it. Christopher is the founding CEO of Classical Academic Press and the founder of ClassicalU.com. The Christopher Perrin Show is part of the TrueNorth.fm podcast network.©TrueNorth.fm 社会科学
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  • Episode 64: Passing the Torch: Louis Markos on the Classical Christian Inheritance

    Episode 64: Passing the Torch: Louis Markos on the Classical Christian Inheritance
    2026/08/26
    In this episode of The Christopher Perrin Show, Christopher Perrin welcomes Dr. Louis Markos for a wide-ranging conversation about the Greco-Roman, Judeo-Christian legacy and the renewal of classical Christian education. Markos traces how his Greek heritage, early love for Homer and Plato, Jewish mentors, and long academic vocation prepared him to defend and pass on the liberal arts tradition. The conversation explores why Christians can read pagan classics with discernment, how general revelation prepares cultures for special revelation in Christ, and why the church has often received, purified, and redirected what is true, good, and beautiful outside its visible borders. Perrin and Markos discuss Athens and Jerusalem, Tertullian and Augustine, Plato and Hebrews, Paul at the Areopagus, Dante, Milton, C. S. Lewis, Mortimer Adler, John Dewey, and the dangers of both progressivism and dead classicism. They also consider how classical Christian schools form students in virtue, courtesy, confidence, joy, and participation in the great conversation. The episode closes with Markos describing his forthcoming Dante project with Classical Academic Press and pointing listeners to his ClassicalU courses on Greek and Roman mythology and Dante.Episode OutlineMarkos’s early formation: Greek heritage, Homer, Plato, Jewish mentors, and the call to become an English professorBringing Athens and Jerusalem together: the Greco-Roman and Judeo-Christian inheritance in classical Christian educationFrom Achilles to Christ and From Plato to Christ: pagan classics as preparation for the gospelDiscernment and general revelation: why Christians can receive truth, goodness, and beauty outside the churchTertullian, Augustine, Basil, Aquinas, Calvin, and the church’s long debate over pagan learningMission, culture, and baptism: plundering Egypt, reclaiming temples, and receiving what can be consecrated to ChristProgressivism, dead classicism, and the need for a living classical tradition ordered toward wisdom and virtueWhat classical Christian schools should cultivate: joy, confidence, courtesy, great books, and participation in the great conversationKey Topics & TakeawaysA Received Tradition: Markos’s love for the classical inheritance began through family, teachers, and reading. His Greek heritage, the Odyssey, Plato, and great mentors shaped his desire to pass on liberal education.Athens and Jerusalem: The episode centers on the union of the Greco-Roman and Judeo-Christian traditions. Markos argues that the pagan classics can prepare readers for Christ when received through Christian discernment.General Revelation and Discernment: Christians need not demonize every non-Christian source. General revelation means that God can speak through creation, reason, conscience, imagination, and culture, even though special revelation in Christ remains supreme.Receiving Without Syncretism: The church has often received and purified cultural goods without collapsing them into the gospel. The task is not to baptize everything, but to discern gold from dross.Classical Education as Formation: Markos contrasts true classical education with both progressivism and dead classicism. The goal is not mere drill, novelty, or college prep, but the formation of wisdom, virtue, eloquence, and rightly ordered loves.A Joyful School Culture: In a healthy classical Christian school, students show confidence without cockiness, courtesy without stiffness, joy in learning, and a sense that they belong to a larger conversation.Questions & DiscussionWhat does it mean to “pass the torch” of the classical Christian tradition?Consider how Markos received the tradition through family, teachers, books, and mentors. Who helped hand this inheritance to you, and how might you hand it on to others?How should Christians read pagan classics with discernment?Discuss the difference between receiving what is true, good, and beautiful and uncritically baptizing everything in a culture. What examples from Homer, Plato, Virgil, or Dante help clarify this distinction?Why is the distinction between general revelation and special revelation so important?Reflect on how creation, conscience, reason, imagination, and culture can prepare people for the gospel while still requiring fulfillment in Christ and Scripture.What dangers come from both dead classicism and progressivism?Compare a school that treats drill as an end in itself with one that treats novelty, utility, or ideology as the goal. What would a living tradition look like instead?What would you hope to see in the halls of a healthy classical Christian school?Discuss Markos’s description of students marked by joy, confidence, courtesy, humility, vocabulary, quiet order, and participation in the great conversation. Which of these signs is most needed in your own context?Suggested Reading & ResourcesPassing the Torch by Louis MarkosFrom Achilles to Christ: Why Christians Should Read the Pagan Classics by Louis ...
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    1 時間 34 分
  • Episode 63: From Wonder to Mastery: The Story of Novare Science

    Episode 63: From Wonder to Mastery: The Story of Novare Science
    2026/07/29
    In this episode of The Christopher Perrin Show, Christopher Perrin welcomes John Mays to tell the story of his vocation as a teacher, writer, and founder of Novare Science. Mays traces his winding path from electrical engineering and recording-studio work to public school teaching, graduate study in physics, classical education, and two decades at Regents School of Austin. Along the way, he explains how wide reading in literature, history, philosophy, and theology shaped his approach to science education. The conversation turns to the emergence of Novare Science, beginning with Mays's frustration over the “cram, pass, forget” cycle and his search for a mastery-based model that would help students retain, understand, and love what they learned. Mays describes four major integrations that make science education classical: mathematics, history, epistemology, and language. He also recounts the long entrepreneurial labor of writing, designing, printing, selling, and revising an eleven-book science curriculum over seventeen years. The episode closes with Mays's encouragement to science teachers: teach not merely with routine and assignments, but with wonder, beauty, and a vision of creation as God's loving self-disclosure—themes he develops further in his ClassicalU courses, including Teaching Science Classically: 10 Essential Principles, The Science Mastery Workshop, Science and the Symphony of Creation, and Cultivating Wonder Throughout the School. Episode OutlineJohn Mays's winding path through engineering, recording, teaching, physics, classical education, and curriculum writingDiscovering classical education and teaching physics at Regents School of AustinThe two questions behind Novare: how to teach science classically and how to overcome “cram, pass, forget”Mastery-based learning through cumulative assessments, weekly review, practice, and long-term retentionThe four classical integrations in science: mathematics, history, epistemology, and languageThe first Novare books and the growth from classroom materials into a full science curriculumNovare Science, Centripetal Press, and the eventual partnership with Classical Academic PressTextbook beauty, classroom wonder, and Mays's encouragement to science teachersKey Topics & TakeawaysA Winding Vocation: Mays's story moves through engineering, recording, public teaching, graduate physics, classical education, and curriculum writing. Each stage helped prepare him for the work that became Novare Science.The “Cram, Pass, Forget” Problem: Mays saw that students often crammed for tests, passed them, and forgot nearly everything soon after. He came to regard this as a serious failure of academic formation.Mastery and Long-Term Retention: Mays developed cumulative assessments, weekly review guides, and practice habits so students could retain what they learned. Mastery made learning more durable and satisfying.Classical Science Education: Mays describes classical science as integrating mathematics, history, epistemology, and language so students learn science as part of a larger, ordered vision of reality.Masterable and Beautiful Textbooks: Oversized textbooks can communicate that a subject cannot truly be learned. A humane science text should be carefully written, aesthetically inviting, and realistically masterable.Wonder at Creation: The best science teaching helps students see the grandeur, beauty, and order of creation rather than merely preparing for the next assignment or test.Questions & DiscussionWhat makes a vocation different from a career path?Consider John Mays's movement through engineering, recording, teaching, graduate study, and curriculum writing. How did each stage prepare him for the work that eventually became Novare Science?How does the “cram, pass, forget” cycle show up in your own school or learning experience?Reflect on classes where students pass assessments but do not retain what they learned. What classroom practices might unintentionally encourage short-term cramming rather than mastery?What would it mean to teach for mastery rather than coverage?Discuss the difference between racing through a large textbook and helping students retain a smaller, better-chosen body of knowledge. What would have to change in quizzes, homework, review, and expectations?How do mathematics, history, epistemology, and language make science education more classical?Consider how each element deepens students' understanding of science. Which of these is easiest to include, and which is most often neglected?What role should beauty and wonder play in science education?Discuss Mays's encouragement to show students the grandeur, beauty, and order of creation. What practices help students raise their eyes beyond routine assignments?Suggested Reading & ResourcesNovare ScienceCentripetal PressStudent Lab Report HandbookTeaching Science So That Students Learn Science by John MaysFrom Wonder to MasteryAccelerated Studies in Physics and ...
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    1 時間 13 分
  • Episode 62: Raising Sturdy Kids: Why Children Need Struggle, Courage, and Truth

    Episode 62: Raising Sturdy Kids: Why Children Need Struggle, Courage, and Truth
    2026/06/30
    Description In this episode of The Christopher Perrin Show, Christopher Perrin welcomes Keith McCurdy and Davies Owens for a conversation about Raising Sturdy Kids, Keith’s new book on forming strong families and capable children. McCurdy argues that children today are not naturally sturdier than previous generations, but are often more fragile—marked by rising anxiety, depression, diagnoses, medication, and difficulty coping with discomfort. Using the image of trees that need wind and weather to grow “stress wood,” he explains why children also need healthy, productive struggle in order to become flexible, durable, and mature. Davies Owens connects this need to the larger challenge facing parents today: many families are disconnected from extended-family wisdom, surrounded by competing voices, and unsure how to parent with clarity and courage. The conversation assesses the self-esteem movement, gentle parenting extremes, fear-based parenting, and the cultural lie that feelings are the most important part of who we are. Together, they call parents, schools, and churches back to a shared vision of maturity: the ability to choose what is right even when it is difficult, uncomfortable, or unwanted. The episode closes by highlighting practical resources for parents and schools, including Raising Sturdy Kids, Basecamp Live’s “Live Sturdy” conversations, and future ClassicalU resources.Episode OutlineIntroducing Raising Sturdy Kids and the need for strong families and capable childrenKeith McCurdy’s background in mental health, counseling, and work with familiesWhy children today are often more fragile than sturdyThe tree analogy: stress wood, wind, weather, and healthy struggleDavies Owens on parents, extended family, and the loss of generational wisdomBasecamp Live, Zipcast, and the “Live Sturdy” conversations with Keith McCurdyThe self-esteem movement and the story of the broken baseball trophyThe cultural lie that feelings are the most important part of who we areHelping students understand that emotions cannot reliably discern truthParenting by consensus and the dangers of following the crowdThe “three Ps”: problem, principles, and practical applicationMaturity as doing what is right when it is difficult, uncomfortable, or unwantedCourage as every virtue at its testingFamily, school, and church as a threefold partnership in forming sturdy childrenWhere to find Raising Sturdy Kids and related resourcesKey Topics & TakeawaysSturdiness Through Struggle: Children do not become strong by being protected from every hardship. Like trees exposed to wind and weather, they need appropriate stress in order to grow durable, flexible, and mature.Truthful Encouragement: The self-esteem movement often replaces real formation with artificial praise. Children need adults who speak truthfully about failure, growth, effort, and responsibility.Feelings and Reality: Emotions have value, but they cannot reliably distinguish fantasy from reality or truth from distortion. Children must learn to understand feelings without being ruled by them.Courage and Virtue: Virtues become real when they are tested. Courage gives virtue flesh by enabling students to practice what is right under pressure.Shared Formation: Families, schools, and churches need common language and shared principles if they are going to form children in wisdom, virtue, and maturity.Benevolent Authority: Loving discipline is not harsh authoritarianism. Parents are called to lead clearly, calmly, and lovingly, without allowing raw emotion to govern correction.Questions & DiscussionWhere are children in your community most protected from healthy struggle?Consider areas such as schoolwork, chores, athletics, friendship conflict, disappointment, consequences, and technology. What would a healthy, age-appropriate version of productive struggle look like?What is the difference between encouragement and false praise?Discuss the baseball trophy story. Why did the child instinctively reject praise that did not match reality, and how can adults be both truthful and encouraging?How should we teach children to understand their emotions without being ruled by them?Consider McCurdy’s examples of fear in an alley, fear in a dream, and fear while watching a movie. What do these examples reveal about feelings and truth?What does maturity look like in a child, teenager, or adult?Discuss McCurdy’s definition of maturity as doing what is right when it is difficult, uncomfortable, or unwanted. Where do you personally need courage to do what is right despite discomfort?How can parents, schools, and churches become a stronger threefold partnership?Consider what your school or church reinforces well and where families may be receiving mixed messages. What shared language would help create a thicker culture of formation?Suggested Reading & ResourcesRaising Sturdy Kids: Simple Truths for Building Strong Families and Capable Kids by Keith McCurdyThe Abolition ...
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    54 分
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