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The Christopher Perrin Show

The Christopher Perrin Show

Von: 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 Sozialwissenschaften
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  • Episode 60: A Living Tradition: Classical Education Without Nostalgia

    Episode 60: A Living Tradition: Classical Education Without Nostalgia
    Apr 22 2026
    Description Christopher Perrin welcomes Dr. John Mark Reynolds for a extensive conversation about the renewal of classical education—and why the term classical often confuses more than it clarifies. Reynolds shares how family life, great teachers, and deep reading (especially C. S. Lewis and Plato) shaped his intellectual and spiritual journey, eventually drawing him into the classical Christian education movement. Together they explore how classical education is not nostalgia or narrow Greco-Roman elitism, but a living tradition rooted in wonder, dialectic, and a “great conversation” that has always been broader than the modern West. The conversation turns to virtue formation and liberal education, arguing that education should prepare students not only for work, but for judgment, sacrifice, and even death. Perrin and Reynolds also address how the classical movement can avoid becoming a guru-driven ideology, how it must remain open to science and modern technological change, and why false dichotomies distort educational debates. The episode closes with Reynolds’ vision for St. Constantine School, a K–16 “grown backward” model that integrates tutorial-style liberal arts education with practical formation for diverse vocations.Episode OutlineWhy the question “What is classical education?” is harder than it sounds (and why it matters for renewal)The paradox of learning: the more you know, the more you know you don’t know Reynolds’ early formation: pastoral family life, reading, and learning to “get to the bottom” of ideasInfluential teachers and the life of wonder: Plato, the Socratic habit, and learning as lifelong pursuitReturning to Christian faith and integrating faith with the life of the mindWhy the word “classical” can mislead: the tradition is global, multi-ethnic, and not limited to Greco-Roman textsClassical education as the “great conversation”: local cultures rooted in mother tongue, connected to a shared metaphysical realityThe liberal arts, virtue, and human freedom: what education once aimed at (and what modern credentialing often replaces)Education as preparation to live well—and to die well: Plato, Scripture, and the moral seriousness of formationAvoiding two dangers in the renewal: guruism and ideological “compounds”Science, technology, and modernity: why classical education must have room for Newton (and for contemporary scientific callings)St. Constantine’s model: tutorial liberal arts, K–16 integration, dual enrollment, and forming “souls fit for paradise”Where to learn more: St. Constantine’s website and ongoing workKey Topics & TakeawaysClassical education is bigger than the word “classical.” The tradition is not inherently ethnocentric; its sources and conversations span regions and cultures, including the Near East and Africa.Wonder and dialectic are central. Reynolds frames classical learning as rooted in Socratic inquiry and a habit of getting to the bottom of things.Liberal education aims at freedom and virtue. True liberty includes self-governance, responsibility, gratitude, and service—virtues modern schooling often thins into mere credentialing.Education should prepare students for ultimate realities. The conversation repeatedly returns to the claim that the one certainty is death, and education should form people who can face it with moral seriousness.The renewal must remain humble. Classical education collapses when it becomes guru-centric, novelty-driven, or triumphalist.Classical education must remain intellectually modern. A classical school should have room for mathematics, science, engineering, and technological prudence—not a nostalgic retreat from modernity.Multiple models are needed. St. Constantine is presented as one viable “iteration,” not the only faithful expression of classical education.Formation serves many vocations. Reynolds argues that tutorial-style liberal arts can prepare nurses, engineers, builders, and citizens—not only professors and “cocktail party” intellectuals.Questions & DiscussionWhat do you mean when you say “classical education” in your own context?List the assumptions you hear most often (elitist, Greco-Roman-only, anti-science, ethnocentric). Draft a two-sentence explanation that highlights both aims (virtue/wisdom) and methods(dialectic/great books/literacy).How should liberal education form freedom and virtue today?Contrast “credentialing” with “formation.” Where does your institution drift toward one over the other? What habits would actually train self-governance (attention, honesty, courage, sacrifice) in students?What does it mean to prepare students to die well?Discuss whether your curriculum implicitly prepares students for comfort and success more than moral endurance. Name one text, practice, or tradition that could restore seriousness about mortality, judgment, and ultimate goods.How can classical education avoid becoming an ideology or “...
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    1 Std. und 31 Min.
  • Episode 59: American Education: What It Was and Can Be Again

    Episode 59: American Education: What It Was and Can Be Again
    Apr 15 2026
    Description Recorded at the 2026 Great Hearts National Symposium on February 25, 2026, this edited episode features Christopher Perrin’s keynote speech exploring the history, meaning, and renewal of classical education, asking a foundational question: what exactly are we trying to recover? Drawing from sources as diverse as Augustine, Herodotus, Tocqueville, and C.S. Lewis, he traces the transmission of the liberal arts from ancient Greece and Rome through Christendom and into early America. Along the way, Perrin reflects on the gradual fragmentation of this tradition in the modern era, illustrated through the story of the Adams family and the rise of progressive education. Perrin challenges educators to embrace the humility at the heart of true learning—that the more we know, the more we recognize our ignorance—and to see themselves as perpetual students. The episode also highlights the remarkable resurgence of classical education today, describing it as a reawakening of seeds long buried but now beginning to flourish. Perrin emphasizes that education is not merely a science or technique, but the transmission of a living tradition aimed at forming wisdom, virtue, and love. Listeners will come away with a renewed sense of purpose, encouraged to tend the “fire” of learning and to participate faithfully in handing down a rich inheritance to the next generation.Special thanks to the Great Hearts Institute. Episode OutlineWhy the question “What is classical education?” is harder than it sounds (and why it matters for renewal)The paradox of learning: the more you know, the more you know you don’t know “Begin with the end”: death, wisdom, and the purpose of education Tradition as “handing down”: language, culture, and education as inheritance Athens and Rome: Greek paideia, Roman educatio, and the liberal arts as a transmitted curriculumThe Church and Christendom: incorporating Greco-Roman learning, theology as “queen,” and widening accessEngland to early America: grammar schools, Boston Latin, Harvard, and the rise of popular literacy The Adams family as an educational case study: formation, thinning, and the modern fracture Progressive education: what changed, what was gained, and why education can’t be reduced to a quantitative scienceThe modern renewal: early schools (1979–1981), today’s ecosystem, and the need for teacher formation at scaleFinal exhortation: preserve humility, avoid pride, resist false dichotomies, and tend the “fire” of wonder in schoolsKey Topics & TakeawaysClassical education is a tradition before it is a “renewal.” A renewal only makes sense if we can name what is being renewed.Teachers must be perpetual students. The classical teacher models humility—seeking wisdom while resisting the pretense of having arrived.Education is measured by ultimate aims. Human life is fleeting; education gains its meaning from what it prepares us for—virtue, wisdom, piety, and a life rightly ordered.Tradition is unavoidable. Even rejecting tradition requires using language and capacities that were first handed down as a tradition.The liberal arts are an inheritance with a genealogy. From Greek and Roman culture through Christian adaptation, the arts endure because they correspond to human nature.Modern fragmentation reshaped education’s purpose. When technology and “force” become central categories, education shifts from transmitting culture to preparing for flux.Progressive vs. classical is not a simple binary. Many educational “heresies” are partial truths held out of balance (false dichotomies distort practice).The renewal must be sustained by love, not mere critique. A movement fueled only by opposition cannot endure—formation requires positive vision and shared goods.Classical education belongs to humanity. It is deeply shaped by Christianity, but not owned exclusively by Christians; it welcomes seekers and strangers.Questions & DiscussionWhy do you think “classical education” is so difficult to define clearly?Name what you most often hear from parents or colleagues when they ask what “classical” means. Try writing a two-sentence definition that includes both aim (why) and means (how), then compare with others.How does the “perpetual student” posture change the way you teach?Where are you tempted to project certainty or expertise instead of wonder and humility? Identify one practice that would help your faculty model learning (shared reading, teacher seminar, public “I don’t know yet”).What is education for when you “begin with the end” (mortality in view)?How does remembering death sharpen what matters in curriculum and school culture? If you had to prioritize one outcome—wisdom, virtue, piety, civic responsibility—what would you choose and why?What can we learn from the Adams family arc—formation to fracture?In your own experience, where do you see education becoming “garments that no longer fit”? ...
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    1 Std. und 11 Min.
  • Episode 58: The Divided Soul and the Prodigal Pattern: Duty, Desire, and the Way Home

    Episode 58: The Divided Soul and the Prodigal Pattern: Duty, Desire, and the Way Home
    Mar 25 2026
    DescriptionChristopher Perrin welcomes author and speaker Heidi White to discuss her book The Divided Soul and the inner conflict so many people experience between duty and desire. Along the way, Perrin draws on his own work, The Good Teacher, to frame how educators can unite discipline and delight as they form students’ loves. White traces her path from homeschooling into classical education, then explains how a single remark from Andrew Kern—about the Prodigal Son—sparked a long meditation on the “two brothers” within the human heart. From Genesis to Augustine, and from Dante to Homer, they explore how disordered desire can lead either to indulgence (the prodigal) or to self-righteous suppression (the older brother). Perrin and White rehabilitate the language of desire—eros, longing, even the “stars” behind the word desire—as a force meant for joy and union when properly ordered. The conversation turns practical as White describes classroom habits, “much, not many,” and Socratic discussion as ways to unite discipline and delight in student learning. The episode closes with where to find White’s work, including The Divided Soul, her Substack, and The Close Reads community.Episode OutlineHeidi White’s journey: homeschooling, recovering her own education, and entering the classical renewalThe Divided Soul: how the Prodigal Son becomes a template for understanding interior conflictGenesis and the Fall: how desire and duty fracture, and why the rupture shapes every human dilemmaRehabilitating desire: eros, “chaste eros,” fasting and feasting, and longing for heavenAugustine and the divided will: why we do what we hate and resist what we loveTeaching implications: habits, formation, music practice, and the slow education of desireClassroom practice: reading “much, not many,” annotation, handwriting, and Socratic discussionGreat books as living feasts: why students return to Austen, Dante, Homer, and others across a lifetimeKey Topics & TakeawaysThe “two brothers” within us: White argues that the prodigal’s appetite and the older brother’s resentment both live in the same soul—and healing requires reconciliation, not victory by one side.The Fall fractures what paradise joined: In Eden, duty and desire were aligned; sin introduces a traumatic division that echoes through every choice, habit, and temptation.Desire needs rehabilitation, not elimination: Desire is not “for” self-indulgence or suppression, but for joy—ultimately a longing for union with God that remains incomplete this side of eternity.Fasting is a pedagogy of desire: Self-denial isn’t contempt for pleasure; it’s training appetite toward a higher good—because “the purpose of the fast is the feast.”Great teaching makes room for gift: Dutiful habits (reading, writing, practice) create conditions where wonder can “break in” unexpectedly through truth, goodness, and beauty.“Much, not many” restores attention: Classical pedagogy resists “covering content” and instead invites slow, meaningful encounters that students can return to for decades.Love is the bridge between duty and desire: The teacher’s “office” (officium) is fulfilled in benevolent love—guiding the student into communion with the artifact and the joy it holds.Questions & DiscussionWhere do you see the “two brothers” in yourself: indulgence or self-righteous suppression?Identify one area where you chase satisfaction “on your own terms” and one area where you deny desire through resentment or control. What would reconciliation look like—practically—in the next week?How does the Prodigal Son illuminate your relationships (family, faculty, friendships)?Where do you see the temptation to label others as “that son of yours” rather than “this brother of yours”? What practices might restore relationship instead of reinforcing distance?What is desire for in your community’s imagination?Compare two instincts: “fulfill every appetite” vs. “want nothing.” Which dominates your environment?How could you articulate desire as ordered toward joy, union, and holiness? How can teachers unite rigor and joy in a classroom? How can teachers unite rigor and joy in a classroom?Identify one duty you want to strengthen (annotation, narration, memorization, problem sets). Pair it with one practice of delight (Socratic discussion, shared reading, seminar questions that touch real student longings).Suggested Reading & ResourcesThe Divided Soul by Heidi WhiteThe Good Teacher by Christopher Perrin PhD and Carrie Eben MSeDNorms and Nobility by David HicksSt. Augustine’s Confessions by St. Augustine The Odyssey by Homer The Prodigal Son - Luke 15 The CiRCE InstituteClassical Academic PressClose Reads Community Heidi White's SubstackChristopher Perrin’s Substack
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    1 Std. und 27 Min.
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