Pillar

Education & Culture

The fourth pillar, education and culture, is built upon the recognition of two essential realities. First, the Western intellectual tradition requires a dedication to and desire for truth. Second, education takes place not only within colleges and universities but within our broader culture, whose institutions and practices form us as whole persons.

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On both sides of the Atlantic, human cloning for pregnancy has been stealthily gaining ground in the last few years, in part due to cultural perceptions and words that obscure reality.
What does natural law say about the power of judges in constitutional systems of government?
Anthony Esolen’s new book offers a bracing diagnosis and prescription for contemporary American culture.
Public schools have a duty to serve all children, but a school cannot serve children and a totalitarian ideology all at once. For the sake of children’s well-being, Christian mothers are uniting with their radical feminist and lesbian sisters to reject the idea of “gender identity.”
Everyone talks about “dialogue,” but very few of us have the patience or are willing to do the hard work to engage in it.
For Socrates, the city isn’t only an arbitrarily chosen device for illuminating the soul’s mysteries but an essential means for creating and sustaining justice and the other virtues in the soul.
Even the deepest hypocrisies can’t change the fact that we are designed for love.
The legalization of same-sex marriage may be associated with a short-term emotional bump for youth who identify as sexual minorities, but it is not a robust, long-term panacea for the emotional struggles of teenagers.
A classical education should help students to see how their many identities can and should be integrated according to right reason so that they can develop those life-giving friendships necessary for a full and fulfilling life, most importantly, of course, their friendship with God.
We are a people now illiterate in a way that is unprecedented for the human race. We can decipher linguistic signs on a page, but we have no songs and immemorial stories in our hearts.
A new book details the progressive movement’s reliance on eugenics and race science as well as its effort to exclude the disabled, blacks, immigrants, the poor, and women from full participation in American society.
A new study demonstrates that human embryos autonomously direct their own development from the very earliest moments of life—even when they are not in their mothers’ wombs.
Though it is often criticized as being based on Hobbesian principles, James Madison’s constitutional theory is basically Thomistic.
To create a society in which human beings can flourish, we must support child-raising families, schools that intentionally cultivate the intellectual and moral virtues, and local church communities. The second of a two-part series.
If we are to safeguard the moral conditions for an authentic human ecology we must take far more seriously the care, nurture, and cultivation of children and young people in virtue. The first in a two-part series.
A politicized education is illiberal by its own inner compulsions. It has almost the hideousness and chaos of hell itself, so inextricably coupled it is with the mire and passions of the passing day.
National Geographic’s cover photo is exploitation. The health and well-being of a child are being sacrificed to advance a political and cultural crusade.
A new documentary about the Thirteenth Amendment and the disproportionate imprisonment of African Americans is a wake-up call to conservatives who feel threatened by apparently unpatriotic protests or demands for racial justice.
The Witherspoon Institute’s summer seminars help the university accomplish its purpose: to teach students to work together to pursue truth with humility and dedication.
For many, the Narnia stories were their first exposure to the goodness of God and his creation. While they called us to move “further in and further up” to things that were more real and solid than these Shadowlands we now inhabit, they did so by calling us to attend to the traces of the divine already present in the created order.
True liberal education should teach us that we do not only give ourselves away: we become ourselves by the gift. We become who we are by forgetting to think about who we are.
We need docile teachers and students, those unafraid of the fundamental questions and the highest things: those who want truth.
Are traditional arguments for the existence of God at least suspect—if not false—in the light of what modern philosophy tells us about the limits of human understanding?

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