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Even his opponents could not help but be drawn in by his joviality. Cosmo Hamilton said, “To hear Chesterton’s howl of joy…to see him double himself up in an agony of laughter at my personal insults, to watch the effects of his sportsmanship on a shocked audience who were won to mirth by his intense and pea-hen-like quarks of joy was a sight and a sound for the gods…It was monstrous, gigantic, amazing, deadly, delicious. Nothing like it has ever been done before or will ever be seen, heard, and felt like it again.” In nearly every sense, Chesterton really was larger-than-life.

In this course, participants will read one of G.K. Chesterton’s seminal works, Orthodoxy, along with selections of his essays. We will use these to explore many themes that occupied Chesterton’s thoughts, such as the human being, storytelling, paradox, tradition, wonder, and joy. His wit and wisdom have a timeless effect, for, as Chesterton himself wrote, “What a man can believe depends upon his philosophy, not upon the clock or the century.” And thus, a century later, we are left to ask ourselves: How might our schools—and our culture at large—recapture some of this Chestertonian ethos?

In this course, we will read The Princess and Curdie closely, appreciating MacDonald’s beautiful descriptions of the natural world and observing Curdie’s evolution as a human being who comes to know Truth. The goal of this course will not be how to teach the book, but rather what it can teach us as we mentor and guide the developing human beings in our care.

We will start with Geographica by the Roman Strabo, who explores the scope and utility of geography and makes a case for who should be considered the “father of geography.” We will then turn to regional geography through Germania, in which the Roman Tacitus describes the culture and landscapes of his German neighbors to the north. Then we will discuss Rudyard Kipling’s poem The Explorer and explore cartography by looking at great maps, including maps that have changed history, and ways that maps can enhance classical learning. Finally, we will explore frontiers by following Alexis de Tocqueville on his 1831 journey in search of the frontier of American civilization.

Through key readings and reflective activities, teachers will examine their own calling towards education, marked by self-sacrifice, service, moral courage, humility, and strength found in the leading of self and of others. The course emphasizes the importance of pursuing a calling from conviction, faithfulness, and temperance, while addressing the real challenges of authority, failure, and solitary decision-making. In the end, teachers can expect to be able to articulate a personal teaching mission, learning to identify and leverage student strengths, and have faith in future filled with hope and not always seen.

This course is for Educators who love diving into literature and uncovering the truth, goodness, and beauty within those texts.

Sayers’ Lost Tools treatise seeks to remind us of what we have lost in the throes of what she calls “modern educational methods,” and what we might gain through a recovery of the education children were more likely to receive in the Middle Ages, the education revived today as “classical education.” Ray Bradbury’s novel – a parable for our times – prophetically describes what occurs when a society ceases to read of its own volition. The powers of society, both social and political, seize control of the chronicles of human knowledge and history when the people relinquish the willingness and ability to think through the ideas and arguments for themselves.

This course consists of a series of readings along with regularly scheduled seminars held on Zoom. All materials and important links can be found on this course homepage. While Brightspace is the hub where all course materials can be found, learners will also receive an Outlook invitation to the live Zoom seminars. The seminars can be accessed via the Outlook invitation or by clicking the corresponding link in Brightspace.

This course consists of regularly scheduled seminars held on Zoom. All materials and important links can be found on this course homepage. While Brightspace is the hub where all course materials can be found, learners will also receive an Outlook invitation to the live Zoom seminars. The seminars can be accessed via the Outlook invitation or by clicking the corresponding link in Brightspace.

By examining the writings of these men, we will understand three important spiritual principles that have important political implications: 1) the importance of individual sovereignty, 2) the doctrine of equality and 3) the proper definition and use of liberty. President Coolidge argues that belief in these spiritual principles is necessary if we want to continue to enjoy our political freedom and economic prosperity and warns that “[w]e cannot continue to enjoy the result if we neglect and abandon the cause.” Join us in celebrating our nation’s 250th anniversary and discover how we can maintain our nation for another 250 years!

This course consists of a series of readings along with regularly scheduled seminars held on Zoom. All materials and important links can be found on this course homepage. While Brightspace is the hub where all course materials can be found, learners will also receive an Outlook invitation to the live Zoom seminars. The seminars can be accessed via the Outlook invitation or by clicking the corresponding link in Brightspace.

Non-Great Hearts Employees – Click here to register

Non-Great Hearts Employees – Click here to register

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At the same time, practical teaching handbooks that are full of techniques and strategies aren’t easily harmonized with a classical pedagogy. How can we know how and when employ techniques from these sources?​

Using classical rhetorical ideas and real-life anecdotes, Jerilyn seeks to bring together the great philosophies of classical education with effective, practical methods that good teachers employ every day. In these sessions, Jerilyn lays out a vision for practice—a description of what good teaching might look like, and how teachers can organize their ideas around the framework of rhetoric. Along the way, she gives some advice for your ongoing journey in learning good pedagogy, practicing, and getting feedback. Toward the end, she also gives advice to leaders who seek to help guide and develop effective classical teachers.

Non-Great Hearts Employees – Click here to register