The Christopher Perrin Show

 In this episode, Dr. Perrin describes the ways that teaching a few things deeply and well accelerates learning much better than by superficially covering or skimming over content.  

In this episode, Dr. Perrin retrieves and describes one of the most essential pedagogical principles every teacher should employ--the art of going farther and faster by going slower.  

What is an educated mind? Newman says the mature mind "discerns the end in every beginning, the origin in every end, the law in every interruption, the limit in each delay; because it ever knows where it stands, and how its path lies from one point to another." In this episode, Dr. Perrin summarizes Newman on what the grand goal of education truly is--"the perfection of the intellect."  

In this episode, Dr. Perrin laments the ways that classical schools, like progressives schools, regularly "cut up" the curriculum into too many disconnected fragments that become "subjects." 

In this episode, Dr. Perrin explains the why classical schools still retain elements of their progressive counterparts and simply try to teach too much.

In this episode, Davies Owens (from Basecamp Live) and I co-host the podcast and talk about the ways friendship and fellowship should be at the heart of classical education. 

In this episode Christopher Perrin discusses how formative and powerful a great education can be. Tradition is formative but a great tradition is transformative. 

It took a long while to fix the canon of Scripture; it also takes a while to determine that a book is truly a Great Book. Dr. Perrin argues that the process by which both canons are established is similar. 

In this episode, Dr. Perrin continues to explore faith as a theological virtue. 

In this episode, Dr. Perrin explores how theological virtues such as faith, hope, and love complement the four cardinal virtues. 

In this episode Dr. Perrin describes justice as the virtue that enable us to act properly and fairly after having accurately perceived what is real, or the true state of affairs. 

In this episode Dr. Perrin describes how prudence can become falsified so that we are not able to perceive what is truly real. 

 In this episode Dr. Perrin describes how prudence was the chief, governing virtues among the all of the cardinal virtues of prudence, justice, temperance, and fortitude. 

In this episode, Dr. Perrin continues exploring the virtue of fortitude and he discusses the fortitude that is necessary to be a teacher. 

In this episode, Dr. Perrin discusses the virtue of fortitude in classical education and how it relates to teaching. 

 In this episode, Dr. Perrin continues his discussion with Tim McIntosh, a former professor at Gutenberg College and a current creative director, actor, and playwright. They discuss the importance of Shakespeare and other great authors in classical education, and particularly how plays and other creative outlets positively impact students.  

In this episode, Dr. Perrin talks with Tim McIntosh, a former professor at Gutenberg College and a current creative director, actor, and playwright. They discuss the importance of Shakespeare and other great authors in classical education, and particularly how plays and other creative outlets positively impact students. 

In this episode, Dr. Perrin describes the importance of temperance in everyday life and in education.

In this episode, Dr. Perrin describes the importance of friendship in everyday life and in education.

In this episode, Dr. Perrin describes how metaphors can be used to understand classical education.

In this episode, Dr. Perrin explores the meaning of Christian nationalism and how it relates to classical education.

In this episode, Dr. Perrin explores the many contributions Augustine made to the modern understanding of history, education, philosophy, and theology.

In this episode, Dr. Perrin describes the ongoing importance and relevance of both Augustine and Kuyper in classical Christian education.

In this episode, Dr. Perrin explores the meaning of the word, "college" and its role in classical education. What does a college curriculum look like today and how does it compare to what it could look like if classical methods were applied?