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Passing the Torch: An Apology for Classical Christian Education
What is the purpose and meaning of classical education?
Imagine a world where education isn't just about information transfer but about shaping the soul, where students are nurtured to become virtuous, morally self-regulating citizens. Passing the Torch makes an energetic case for the critical role of classical Christian education in today's world. From the pre-Christian musings of Plato to the modern reflections of C. S. Lewis, Passing the Torch intertwines the wisdom of diverse epochs to argue for an educational renaissance grounded in classical Christian values.
Passing the Torch takes educators and parents on a literary and philosophical pilgrimage that
Bibliographic Each essay serves as a gateway to key texts and influential thinkers, making it an invaluable guide for educators and homeschooling parents alike.Close Delve into thoughtful examinations of pivotal figures such as Augustine, Rousseau, and Dorothy Sayers offering an intimate understanding of the moral and educational imperatives they championed.Passionate Passing the Torch ignites a fervor for the value and necessity of classical Christian education that is both infectious and inspiring.In an era where educational paradigms often prioritize technological proficiency over moral formation, Passing the Torch is a call to return to the roots of classical Christian education.
Imagine a world where education isn't just about information transfer but about shaping the soul, where students are nurtured to become virtuous, morally self-regulating citizens. Passing the Torch makes an energetic case for the critical role of classical Christian education in today's world. From the pre-Christian musings of Plato to the modern reflections of C. S. Lewis, Passing the Torch intertwines the wisdom of diverse epochs to argue for an educational renaissance grounded in classical Christian values.
Passing the Torch takes educators and parents on a literary and philosophical pilgrimage that
Bibliographic Each essay serves as a gateway to key texts and influential thinkers, making it an invaluable guide for educators and homeschooling parents alike.Close Delve into thoughtful examinations of pivotal figures such as Augustine, Rousseau, and Dorothy Sayers offering an intimate understanding of the moral and educational imperatives they championed.Passionate Passing the Torch ignites a fervor for the value and necessity of classical Christian education that is both infectious and inspiring.In an era where educational paradigms often prioritize technological proficiency over moral formation, Passing the Torch is a call to return to the roots of classical Christian education.
- GenresEducationNonfiction
240 pages, Paperback
Published April 29, 2025
32 people are currently reading
212 people want to read
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Displaying 1 - 11 of 11 reviews
November 21, 2025
4.5 stars. Wonderful apology, it's what our society needs, would possibly benefit from slightly more implementation instructions, but it gives good background and logic.
December 30, 2025
Summary: An argument for Classical Christian Education based on its aim to produce virtuous, morally self-regulating citizens.
Louis Markos has written several books arguing the value of the Greek classical tradition for Christians while engaging that tradition critically. Therefore, it makes sense that Markos would defend the idea of classical Christian education, which he ably does in this book. Foundational to his argument, as he argues in the Introduction, is understanding what it means to be human. He understands humans as created with basic dignity but also as fallen, needing rules, limits, and discipline. Specifically, humans are rational, emotional, and volitional creatures. Our choices shape our feelings. A human fully alive is one whose virtues, affections, and desires have been formed and ordered.
Markos then argues that the nature of education must arise for our understanding of human nature. Specifically, what books and activities foster virtue? Firstly, he argues for a liberal rather than vocational education, liberal in the sense of liberating the mind to reason well and make virtue-shaped moral choices. Secondly, this is best accomplished through the canon of great books going back to the Greek tradition. He argues both that these book address universal human concerns and also that these works formed the shared values of the Western world. Thirdly, he argues for reading books rather than distillations of these books in textbooks or course packs.
Fourthly, he makes a case for reading history rather than a curriculum of social studies to understand the past that has shaped us. Fifthly, he likewise emphasizes humanities over social sciences, due to the latter’s methodological naturalism that mutes the imago dei in human beings. Sixthly, amidst moral relativism, classical education emphasizes the transcendentals of Goodness, Truth, and Beauty as objective realities. Finally, classical education emphasizes virtues of character rather than mutable values.
Then, in the second part of the book, Markos dialogues with influential educators through history. He includes chapters on Plato, Augustine, Rousseau, Dewey, C.S. Lewis, Dorothy Sayers and Charlotte Mason, and Mortimer Adler, E. D. Hirsch, and Neil Postman. He offers both positive and critical assessments of each. He especially highlights Lewis’s Abolition of Man as well as Dorothy L. Sayers, The Lost Tools of Learning. The latter was popularized by Douglas Wilson, a pioneer in the Christian Classical Education movement. He does believe Rousseau’s utopianism and Dewey’s progressiveness weakened much of contemporary education, as well-intended as were their efforts.
In concluding, he summarizes his argument as one critical for the American experiment at its 250th year. He writes, “If we are to continue, however, we must revive an understanding of the Greco-Roman, Judeo-Christian traditions that gave birth to that experiment and that continue to draw hopeful travelers here from all over the world. If we do not pass the torch to the next generation, then the glorious flame of liberty, which immigrants to Ellis Island saw as they docked in New York Harbor, will slowly, I fear, go out.”
On one hand, Markos makes an important argument that education needs to reflect an understanding of human nature. Certainly, the tradition he upholds deeply explores the human condition, the formation of virtues, and the ordering of society. Markos advocacy of books and history seems a much needed corrective to bland and ideologically driven social sciences. In addition, his recognition particularly of the Black contribution to this tradition, touched on in the text and bibliography and highlighted in a concluding review, is important.
I think Markos makes a valid point of immigrants (if we allow them in!) learning the intellectual tradition that has shaped our country. But, just as other cultures have illumined my reading of scripture, including American Indigenous Peoples (not discussed) as well as Latino, Asian, and African cultures, Might these enrich rather than dilute our Western cultural tradition? This possibility does not seem to be considered. I’d also love to see more evidence of classical education as a multi-ethnic movement.
Two figures mentioned in Markos’ text, Douglas Wilson and Pete Hegseth, might contribute to a perception associating Markos with a conservative culture war. He cites a book of Hegseth’s, noting its “polemical” character. but making an argument worth considering concerning American education. Likewise, he mentions Douglas Wilson at various points, duly crediting him with his contribution to classical education. However, he is silent regarding other critiques of Wilson.
I think the perception is not fair to Markos’ larger purpose. Classical education is a larger movement, both in its Christian and secular expressions, than Wilson or Hegseth. Markos offers a critique of American education, its assumptions and methodologies that needs to be weighed. He puts forth an alternative that is gaining traction. Finally, I find myself sympathetic to this proposal. I have spent my adult life backfilling the deficits in my own education by reading many of the Great Books mentioned here, as well as great works of other cultures.
_______________________
Disclosure of Material Connection: I received a complimentary copy of this book from the publisher for review.
Louis Markos has written several books arguing the value of the Greek classical tradition for Christians while engaging that tradition critically. Therefore, it makes sense that Markos would defend the idea of classical Christian education, which he ably does in this book. Foundational to his argument, as he argues in the Introduction, is understanding what it means to be human. He understands humans as created with basic dignity but also as fallen, needing rules, limits, and discipline. Specifically, humans are rational, emotional, and volitional creatures. Our choices shape our feelings. A human fully alive is one whose virtues, affections, and desires have been formed and ordered.
Markos then argues that the nature of education must arise for our understanding of human nature. Specifically, what books and activities foster virtue? Firstly, he argues for a liberal rather than vocational education, liberal in the sense of liberating the mind to reason well and make virtue-shaped moral choices. Secondly, this is best accomplished through the canon of great books going back to the Greek tradition. He argues both that these book address universal human concerns and also that these works formed the shared values of the Western world. Thirdly, he argues for reading books rather than distillations of these books in textbooks or course packs.
Fourthly, he makes a case for reading history rather than a curriculum of social studies to understand the past that has shaped us. Fifthly, he likewise emphasizes humanities over social sciences, due to the latter’s methodological naturalism that mutes the imago dei in human beings. Sixthly, amidst moral relativism, classical education emphasizes the transcendentals of Goodness, Truth, and Beauty as objective realities. Finally, classical education emphasizes virtues of character rather than mutable values.
Then, in the second part of the book, Markos dialogues with influential educators through history. He includes chapters on Plato, Augustine, Rousseau, Dewey, C.S. Lewis, Dorothy Sayers and Charlotte Mason, and Mortimer Adler, E. D. Hirsch, and Neil Postman. He offers both positive and critical assessments of each. He especially highlights Lewis’s Abolition of Man as well as Dorothy L. Sayers, The Lost Tools of Learning. The latter was popularized by Douglas Wilson, a pioneer in the Christian Classical Education movement. He does believe Rousseau’s utopianism and Dewey’s progressiveness weakened much of contemporary education, as well-intended as were their efforts.
In concluding, he summarizes his argument as one critical for the American experiment at its 250th year. He writes, “If we are to continue, however, we must revive an understanding of the Greco-Roman, Judeo-Christian traditions that gave birth to that experiment and that continue to draw hopeful travelers here from all over the world. If we do not pass the torch to the next generation, then the glorious flame of liberty, which immigrants to Ellis Island saw as they docked in New York Harbor, will slowly, I fear, go out.”
On one hand, Markos makes an important argument that education needs to reflect an understanding of human nature. Certainly, the tradition he upholds deeply explores the human condition, the formation of virtues, and the ordering of society. Markos advocacy of books and history seems a much needed corrective to bland and ideologically driven social sciences. In addition, his recognition particularly of the Black contribution to this tradition, touched on in the text and bibliography and highlighted in a concluding review, is important.
I think Markos makes a valid point of immigrants (if we allow them in!) learning the intellectual tradition that has shaped our country. But, just as other cultures have illumined my reading of scripture, including American Indigenous Peoples (not discussed) as well as Latino, Asian, and African cultures, Might these enrich rather than dilute our Western cultural tradition? This possibility does not seem to be considered. I’d also love to see more evidence of classical education as a multi-ethnic movement.
Two figures mentioned in Markos’ text, Douglas Wilson and Pete Hegseth, might contribute to a perception associating Markos with a conservative culture war. He cites a book of Hegseth’s, noting its “polemical” character. but making an argument worth considering concerning American education. Likewise, he mentions Douglas Wilson at various points, duly crediting him with his contribution to classical education. However, he is silent regarding other critiques of Wilson.
I think the perception is not fair to Markos’ larger purpose. Classical education is a larger movement, both in its Christian and secular expressions, than Wilson or Hegseth. Markos offers a critique of American education, its assumptions and methodologies that needs to be weighed. He puts forth an alternative that is gaining traction. Finally, I find myself sympathetic to this proposal. I have spent my adult life backfilling the deficits in my own education by reading many of the Great Books mentioned here, as well as great works of other cultures.
_______________________
Disclosure of Material Connection: I received a complimentary copy of this book from the publisher for review.
May 14, 2025
Starting in 1934, Werner Jaeger began his work on the three-volume series on the establishment of Greek culture and through the education developing the citizenship and character of the Greek person - his or her Paideia. Martin Cothran, of Memoria Press, described it as one of the best works of classical education you could find (paraphrased). I've just started reading it and I came upon Markos' book that presents a more direct linking of Paideia and classical education. On the subject of what is classical education, its importance, and the tracing of the history of not just classical education but also modern-western, secular education history and debate; Markos does a phenomenal just in 240 pages.
In the first part of the book, Markos defines the terms and gives the basis for the classical education model. Again, borrowing from Jaeger's Paideia he contrasts the classical with the modern, secular style. While making the distinctions clear, Markos focuses on the benefits of items like liberal arts vs vocational, a Western canon vs ideological texts, books vs textbooks, history vs. social studies, and humanities vs. social sciences. What doesn't get lost is the focus on the classical model and this shows the quality of writer Markos is. Whereas one could mention all sorts of major shortfalls of the modern western system and decry the communistic progressive takeover and agenda pushing, Markos focuses more on what the classical model offers and uses the contrasting model in contention as a short touchpoint. Markos isn't writing for the Twitter crowd but using the rhetoric to communicate the beauty of the classical method while also showing the benefits in all areas of life. If all you gave someone was this first half of the book to have a really good explanation and starting point for classical education this book would be worth it.
Then you get the second half of the book, which traces the history of Western education from Plato to Augustine and then makes a sharp leftist hand turn as Rousseau and Dewey. I do have to say that I was slightly in awe of Markos not only not calling both these men villains of the highest order of the second millennia but actually had areas of praise to deliver out where appropriate. Finally the discussion of people like C.S. Lewis, Dorthy Sayers, Charolotte Mason, Mortimer Adler, and Doug Wilson (among others) in pushing forward the modern-day resurgence of Western classical education. Again, I was impressed at the balanced attitude towards Sayers and Mason and I think both sides of that internal conversation will walk away happy (or at least equally both unhappy).
I really appreciated this book and Markos' work. I almost feel bad now having to reader Jaeger's book on the subject but this probably will provide a great foundation for getting more into the weeds of Paideia. A small critique I would have is that the two parts of the book do seem very much like two parts. I would have enjoyed a few more tie-ins directly pointing back to direct parts of the previous section of the book. This is not to say they are discarded or you're lost in the ideas of where they happen, but I do think the knitting together could have happened just a bit closer. This will be a resource for those wanting to know more about classical education, firming up the foundational thoughts of classical education, or a tool to give to a homeschool parent looking at what direction to take. Final Grade - A
In the first part of the book, Markos defines the terms and gives the basis for the classical education model. Again, borrowing from Jaeger's Paideia he contrasts the classical with the modern, secular style. While making the distinctions clear, Markos focuses on the benefits of items like liberal arts vs vocational, a Western canon vs ideological texts, books vs textbooks, history vs. social studies, and humanities vs. social sciences. What doesn't get lost is the focus on the classical model and this shows the quality of writer Markos is. Whereas one could mention all sorts of major shortfalls of the modern western system and decry the communistic progressive takeover and agenda pushing, Markos focuses more on what the classical model offers and uses the contrasting model in contention as a short touchpoint. Markos isn't writing for the Twitter crowd but using the rhetoric to communicate the beauty of the classical method while also showing the benefits in all areas of life. If all you gave someone was this first half of the book to have a really good explanation and starting point for classical education this book would be worth it.
Then you get the second half of the book, which traces the history of Western education from Plato to Augustine and then makes a sharp leftist hand turn as Rousseau and Dewey. I do have to say that I was slightly in awe of Markos not only not calling both these men villains of the highest order of the second millennia but actually had areas of praise to deliver out where appropriate. Finally the discussion of people like C.S. Lewis, Dorthy Sayers, Charolotte Mason, Mortimer Adler, and Doug Wilson (among others) in pushing forward the modern-day resurgence of Western classical education. Again, I was impressed at the balanced attitude towards Sayers and Mason and I think both sides of that internal conversation will walk away happy (or at least equally both unhappy).
I really appreciated this book and Markos' work. I almost feel bad now having to reader Jaeger's book on the subject but this probably will provide a great foundation for getting more into the weeds of Paideia. A small critique I would have is that the two parts of the book do seem very much like two parts. I would have enjoyed a few more tie-ins directly pointing back to direct parts of the previous section of the book. This is not to say they are discarded or you're lost in the ideas of where they happen, but I do think the knitting together could have happened just a bit closer. This will be a resource for those wanting to know more about classical education, firming up the foundational thoughts of classical education, or a tool to give to a homeschool parent looking at what direction to take. Final Grade - A
June 22, 2025
A brief but meaty overview of the history and philosophy of classical (and more specifically classical Christian) education. Markos also delves into the alternate models of education that have been popular in modern times.
A great introduction to the topic while also making the case for its adoption. Polemically pungent and rhetorically unvarnished in places, nevertheless over all Markos provides a good argument for why classical education should be pursued today (whether Christian or not). A good book. Recommend.
A great introduction to the topic while also making the case for its adoption. Polemically pungent and rhetorically unvarnished in places, nevertheless over all Markos provides a good argument for why classical education should be pursued today (whether Christian or not). A good book. Recommend.
October 31, 2025
I find it difficult to decide on a 1-5 star rating for books, so I am trying out a system for assigning stars. One category for each of the 5 starts. If the book fulfills the category it gets the star:
1. Is it good (morally)?
2. Is it true (in terms of absolute truth)?
3. Is it beautiful (well written in terms of craft)?
4. Would I recommend it to someone else?
5. Did I personally enjoy it?
For this title:
1. Yes
2. Yes
3. Yes
4. Yes
5. Yes
1. Is it good (morally)?
2. Is it true (in terms of absolute truth)?
3. Is it beautiful (well written in terms of craft)?
4. Would I recommend it to someone else?
5. Did I personally enjoy it?
For this title:
1. Yes
2. Yes
3. Yes
4. Yes
5. Yes
December 20, 2025
Markos's stance in defense of classical education is bold yet irenic. His approach to the different factions of the classical education movement is synthetic rather than analytic: he prefers to weave the different strands together, in order to present a seamless banner to the outside world. There are virtues to this approach; but personally I would like to read a treatment that tries to work through the contradictions.
June 26, 2025
Helpful, big picture view. I wish he would have spent some time discussing the importance of studying classical languages.
July 27, 2025
The Introduction ("The Nature of Man") and Part 1 ("The Nature of Education") are stronger and less polemical than Part 3 ("The Nature of the Debate").
Read
December 19, 2025Audio
May 29, 2025
A bit dry but covers the need and meaningful impact.
July 6, 2025
Really good book, strongly recommend to anyone in christian education or who is a christian in education.
Displaying 1 - 11 of 11 reviews