Street protests involving thousands of people have taken place over the past few months in the cities of Ferguson, Chicago, New York City, Philadelphia, Boston, Washington, DC, Los Angeles, and Oakland. The purpose of these groups was to protest the deaths of unarmed black men at the hands of white police officers. Many of the protests were accompanied by street violence and civil disruptions. Several blocks of the city of Ferguson were decimated by fire and violence after

Incorporating a long-term historical perspective into the analysis of current processes or events is often helpful, but is frequently ignored. On December, 18, 2009, the Wall Street Journal published a Houses of Worship article, “Winning Not Just Hearts but Minds”, by Jonathan Fitzgerald. Mr. Fitzgerald seemed to suggest that the Christian evangelical faith is an experience based movement, and, as such, is anti-intellectual in nature. His article also seemed to imply that

Classical Christian Schools provide a liberal arts education. Classically defined, this means to “study truth for its own sake, not only for the sake of what you can do with it or what you can make with it”. (1) Aristotle used an analogy likening this type of study to a ‘free’ man who exists for his own sake and a ‘slave’ who exists for the sake of another man. The purpose, then, of liberal arts study is to educate a man to help him become a better man, not for the sake o

“Knowledge puffs up but love edifies.” (1Corinthians 8:1) At the heart of classical education is a clash of worldview. Classical education alone produces an intellectual, articulate, logical, but still depraved, man. The Greek (humanist) model of the fulfillment of man is knowledge. The Hebrew (Biblical) model of the fulfillment of man is relationship. As students in a classical Christian school learn, the goal of their learning must never be knowledge for knowledge’s sak