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Voddie Baucham - Education and Worldview · Voddie Baucham Sermons

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  Speaker 1: Integrationism is the historic movement which was occurring through this
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  Speaker 1: sort of post-Reformation and Puritan era, which called for a
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  Speaker 1: dialectic reconciliation of scripture, nature, and reason woven together by
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  Speaker 1: investigation and scholarship.
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  Speaker 2: So it was.
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  Speaker 1: The idea of integrating all knowledge. By the way, that's
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  Speaker 1: where the term university comes from. The term university, uni, right, one,
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  Speaker 1: means something that brings together all knowledge under one reality
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  Speaker 1: and one truth. Today, there are almost no universities left.
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  Speaker 1: They're all multiversities, okay? They're not universities anymore. They're multiversities.
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  Speaker 1: And that one idea, that one centralized, unifying idea is
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  Speaker 1: God and his word. All of the first universities were
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  Speaker 1: Christian universities. The concept of the university is a Christian concept, okay?
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  Speaker 1: There was a rejection of, number one, fideism, which is
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  Speaker 1: basing truth on blind faith with the exclusion of reason.
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  Speaker 2: There was a rejection of that, all right?
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  Speaker 1: This idea that Christians would eschew knowledge, that we would
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  Speaker 1: run away from knowledge, we would run away from investigation.
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  Speaker 2: That was rejected.
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  Speaker 1: And rationalism, basing truth on reason to the exclusion of revelation.
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  Speaker 1: There was a rejection of both of these ideas. The
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  Speaker 1: Puritans saw that all the arts and sciences revealed truth. theology,
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  Speaker 1: Review of Theology included, synthesized into a comprehensive view of
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  Speaker 1: truth based on the circle of knowledge leading to what
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  Speaker 1: they called Eupraxia, the practice of right living. Their idea
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  Speaker 1: was that the goal was that the student would walk uprightly,
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  Speaker 1: that the student would live righteously. Not just that the
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  Speaker 1: student would pass exams, not just that the student would
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  Speaker 1: be smart, but that the student would live rightly, that
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  Speaker 1: idea of eupraxia. Technometry was really the implementation of this.
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  Speaker 1: And the grand vision of Veritas, which was still the
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  Speaker 1: model of Harvard today, the divine truth in the mind
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  Speaker 1: of God, was the discovery and integration of all truth
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  Speaker 1: through scholarship and vocation resulting in the practice of right living. Now,
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  Speaker 1: Harvard's motto hasn't always just been veritas or truth, but
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  Speaker 1: it was truth for God and his kingdom. Now the
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  Speaker 1: motto is just truth. The circle of knowledge Let's look
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  Speaker 1: at this. What's at the center of education? Today, this
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  Speaker 1: is what we believe. That the pupil or the student
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  Speaker 1: is at the center of education. This is from David Scott.
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  Speaker 1: Each vocation and faculty are applied use of one or
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  Speaker 1: more of these disciplines. Because humankind was created in the
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  Speaker 1: image of the divine artist, the vocations allow the human
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  Speaker 1: being to participate in the ongoing divine master plan of creation.
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  Speaker 1: Vocation functions spiritually as a kind of performance art. Participation
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  Speaker 1: in God's ongoing mission for creation The human being, as
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  Speaker 1: an artisan, can follow in the footsteps of the divine artist.
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  Speaker 1: Through this circular pattern of created order, humanity can fulfill
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  Speaker 1: its cultural mandate, in Genesis 1, 26 and 28, and
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  Speaker 1: returns glory back to God. There's a second picture. At
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  Speaker 1: the center of education is the state, right? Some people
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  Speaker 1: see that first picture, at the center of education is
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  Speaker 1: the people. Others will see at the center of education
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  Speaker 1: is the state. Some will see at the center of
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  Speaker 1: education is the job.
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  Speaker 2: Right? This is all familiar to us. Even in homeschool service. Right?
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  Speaker 1: We do this and at the center of it is
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  Speaker 1: the job. What's the question that we all ask or
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  Speaker 1: that we all want to answer for people who question
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  Speaker 1: us about this? Oh, no, no, no, no, no. There
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  Speaker 1: are homeschoolers who get into great schools and there are
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  Speaker 1: homeschoolers who get great jobs. Therefore, home education is validated
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  Speaker 1: because at the center of education is the job.
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  Speaker 2: And we can get that.
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  Speaker 1: Right?
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  Speaker 2: But what ought to be at the center of education?
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  Speaker 1: According to the circle of knowledge, Colossians 2, 1 to 3.
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  Speaker 1: For I want you to know how great a struggle
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  Speaker 1: I have for you and for those at Laodicea and
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  Speaker 1: for all who have not seen me face to face,
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  Speaker 1: that their hearts may be encouraged, being knit together in love,
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  Speaker 1: to reach all the riches of full assurance of understanding
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  Speaker 1: and the knowledge of of God's mystery, which is Christ,
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  Speaker 1: in whom are hidden all the treasures of wisdom and knowledge.
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  Speaker 1: That's the center of education. Christ is at the center
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  Speaker 1: of education. Knowing God through his son, Jesus Christ.
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  Speaker 2: Okay? We'll skip these.
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  Speaker 1: So here's this first circle. Christ is at the center
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  Speaker 1: of education, and our goal is to know God. And
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  Speaker 1: when we know God, we can know things, the things
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  Speaker 1: that God has created, okay? So at the center of
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  Speaker 1: this wheel is Christ. By the way, in the early
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  Speaker 1: days of Harvard, Before you could graduate, you had to
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  Speaker 1: write a thesis on this wheel of knowledge. So every student,
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  Speaker 1: every student who graduated would have to write a thesis
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  Speaker 1: on this wheel that I'm showing you. So we understand
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  Speaker 1: all things because God is their creator. This allows us
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  Speaker 1: also to know man. which in turn gets us to imitation.
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  Speaker 1: We go from God's creation to discovery. We discover things,
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  Speaker 1: we discover man. Man imitates God and we see art.
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  Speaker 1: And the result of this is glory. Notice how the
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  Speaker 1: wheel works, okay? We wanna know God through his son,
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  Speaker 1: Jesus Christ. We look at God's creation And we can
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  Speaker 1: discover what everything is and what everything means. We discover
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  Speaker 1: who man is, why man exists. Eventually, we mature on
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  Speaker 1: to imitation. Who are we imitating? We're imitating God. God's
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  Speaker 1: a creator. So we create things like God created things.
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  Speaker 1: And we do this for what purpose? To bring glory
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  Speaker 1: to the God who we now know. There's another layer
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  Speaker 1: of this. This is the encyclopedia layer. How do we
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  Speaker 1: go through this process? The encyclopedia, these are the steps
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  Speaker 1: that we go through in order to understand these things. Well,
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  Speaker 1: we start with form, or the basic building blocks of knowledge.
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  Speaker 1: From there, we go to grammar. This ought to sound familiar.
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  Speaker 1: You guys understand classical education, the trivium? Where do we start? Grammar,
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  Speaker 1: all knowledge starts with grammar, right? What do we mean
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  Speaker 1: by that?
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  Speaker 2: If I'm gonna learn a language, I'm gonna have to
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  Speaker 2: first learn grammar. But it's not just true in terms
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  Speaker 2: of learning a language.
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  Speaker 1: If I wanna learn anything, I'm gonna first have to
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  Speaker 1: learn the grammar. If I go into a new field,
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  Speaker 1: if you were working in one field and all of
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  Speaker 1: a sudden you had to go into another field, one
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  Speaker 1: of the first things that you're going to have to
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  Speaker 1: do is you're going to have to learn the grammar.
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  Speaker 1: You're going to have to learn what words mean. You've
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  Speaker 1: got to learn what this thing is and what that
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  Speaker 1: thing is. If you go into the military, what are
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  Speaker 1: you going to have to do? You're going to have
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  Speaker 1: to learn your rates and your ranks and you're going
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  Speaker 1: to have to learn the basics of your uniform and
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  Speaker 1: these are your trousers and this is your, all of that, right?
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  Speaker 1: You start with grammar. You start with what things are.
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  Speaker 1: It's the most basic level of knowledge when we start
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  Speaker 1: talking about forms.
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  Speaker 2: Eventually, grammar gives way to logic.
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  Speaker 1: When you learn what things are, you eventually learn how
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  Speaker 1: to use them. You've got to know what they are
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  Speaker 1: in order to use them, right? If you don't know
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  Speaker 1: the purpose of a thing, you will eventually abuse it, right?
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  Speaker 2: So first, the grammar phase, you learn what things are.
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  Speaker 2: After that, you learn how to use them. Third phase,
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  Speaker 2: the rhetoric phase. And here's the trivia, right? So first
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  Speaker 2: I learned grammar.
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  Speaker 1: What to call things. Then after I learned what to
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  Speaker 1: call things, I learned how to use those things. And
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  Speaker 1: then after I've learned the basics of what to call
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  Speaker 1: them and how to use them, now I can actually
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  Speaker 1: manipulate them and get creative with them.
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  Speaker 2: So let's think about that in terms of words. When
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  Speaker 2: you learn a new language, first, you're just learning vocabulary.
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  Speaker 1: This is a boy, this is a girl, this is
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  Speaker 1: a table, this is a chair, right? First, you're learning vocabulary. Well, now,
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  Speaker 1: after that, you get to the second phase. And in
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  Speaker 1: the second phase, what do you begin to do? Well,
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  Speaker 1: in the second phase, you begin to, like, you know,
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  Speaker 1: parse verbs and things like that, right? And learn tenses
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  Speaker 1: and all this sort of stuff. So that you can
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  Speaker 1: begin to put simple phrases together. Well, eventually, once you've
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  Speaker 1: passed that, now you can actually get creative and make
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  Speaker 1: up sentences on your own, right? This is not just
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  Speaker 1: true of language. This is true of everything we learn.
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  Speaker 1: This is true of everything you teach your child. Whatever
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  Speaker 1: the subject is.
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  Speaker 2: Math.
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  Speaker 1: What do you do in math, right? Well, first you
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  Speaker 1: just have to learn what things are. There's the grammar phase,
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  Speaker 1: even when it comes to math. So I'll start by
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  Speaker 1: learning what things are. You know, here are the numbers
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  Speaker 1: and integers and you know, these are decimals and these
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  Speaker 1: are whatever. Here's the tens place, here's the ones place,
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  Speaker 1: the tens place, the hundreds place, right?
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  Speaker 2: Why do I have to.
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  Speaker 1: Learn the ones place and the tens place and the
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  Speaker 1: hundreds place? Because as these things get bigger, you're going
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  Speaker 1: to have to.
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  Speaker 2: Know what this is, right?
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  Speaker 1: Because I'm going to put this number up here and
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  Speaker 1: you're going to know that it's 245 because I've taught
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  Speaker 1: you the ones place, the tens place, the hundreds place,
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  Speaker 1: so on and so forth, right? So there's the grammar
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  Speaker 1: phase and then there's the logic phase and the logic
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  Speaker 1: phase is You've got this stuff that you remember by
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  Speaker 1: rote and now you start doing practice with them, right?
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  Speaker 1: And then eventually you get to the rhetoric phase. What
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  Speaker 1: happens in the rhetoric phase? Well, in the rhetoric phase,
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  Speaker 1: I'm getting ready to tile a floor. How much tile
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  Speaker 1: do I need?
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  Speaker 2: Well, I don't know.
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  Speaker 1: It's that long and it's that wide. Each tile is
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  Speaker 1: this long and this wide. See, that's the rhetoric phase.
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  Speaker 1: Even with mathematics, right?
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  Speaker 2: This is the way you learn things. Here's what's beautiful
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  Speaker 2: about home education.
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  Speaker 1: Home education is a much more effective way to teach
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  Speaker 1: people to learn. Now, most home educators are not very
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  Speaker 1: purposeful about this process of teaching their children to learn,
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  Speaker 1: but even without being purposeful about this process of teaching
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  Speaker 1: children to learn, The result is most home-educated children toward
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  Speaker 1: the latter part of their education are extremely independent.
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  Speaker 2: Anybody got anyone that's graduated yet?
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  Speaker 1: Toward the end, they become extremely independent, more so than
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  Speaker 1: children in government or in private education settings.
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  Speaker 2: And usually, toward the end of their education, home-educated children.
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  Speaker 1: There's always like one or two things that they decided
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  Speaker 1: that they liked, that they went and figured out how
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  Speaker 1: to do.
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  Speaker 2: Right? Because they've learned how to learn. Okay?
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  Speaker 1: They've learned this process. Folks, once you learn this process,
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  Speaker 1: you apply it to all knowledge. There's another phase. Eventually,
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  Speaker 1: we apply this to math, We apply this to science.
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  Speaker 1: We apply this to art. And we apply this to theology. Now,
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  Speaker 1: notice what just happened as we've gone around this circle.
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  Speaker 2: Here's what's interesting.
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  Speaker 1: In our culture today, most people would argue that the
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  Speaker 1: highest expression.
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  Speaker 2: Of learning would be what?
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  Speaker 1: Satan.
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  Speaker 2: Science, right? We think that the highest expression of learning
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  Speaker 2: would be science. That's not true.
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  Speaker 1: That's not the highest expression of learning.
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  Speaker 2: The highest expression of learning would be theology.
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  Speaker 1: Why? Because our ultimate goal is to know the God
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  Speaker 1: who made everything.
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  Speaker 2: Okay?
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  Speaker 1: So, notice how these things follow. The outer circle... Follows
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  Speaker 1: the inner circle. So we want to know who God is.
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  Speaker 1: God created the world and because he created the world,
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  Speaker 1: we know what things are. We start with forms and
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  Speaker 1: then grammar along that side, right? Because we're learning what
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  Speaker 1: things are. Then we move to the logic and the
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  Speaker 1: rhetoric phase. In the logic and rhetoric phase, we discover
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  Speaker 1: man in light of the God who made him. which
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  Speaker 1: eventually gets us to the application of these things in math,
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  Speaker 1: in science, in art. Notice that here, art would be
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  Speaker 1: higher than science. Why?
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  Speaker 2: Because God's a creator. God's a creator.
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  Speaker 1: Just discovering what things are is not the height of
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  Speaker 1: our expression as human beings. We discover what they are
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  Speaker 1: so that we can use them to bring glory to God, right?
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  Speaker 1: This is the expression of art. And theology helps us how?
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  Speaker 1: How do I know what art brings glory to God
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  Speaker 1: and what art doesn't? Well, what do they say out there?
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  Speaker 1: Beauty is in the eye of the beholder.
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  Speaker 2: No.
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  Speaker 1: Beauty is in the eye of God. God tells me
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  Speaker 1: what's beautiful. I don't determine what's beautiful. So even aesthetics,
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  Speaker 1: there is even a way to govern our definition of aesthetics.
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  Speaker 1: What is aesthetically pleasing? What is aesthetically displeasing? This comes
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  Speaker 1: to us through our theology, not through navel-gazing and just
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  Speaker 1: deciding what it is that we like or what's popular
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  Speaker 1: or what people are willing to pay the.
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  Speaker 2: Most money for.
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  Speaker 1: Because the fact of the matter is the stuff people
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  Speaker 1: are willing to pay the most money for today not
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  Speaker 1: very artistic.
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  Speaker 2: Amen, somebody, okay? It's garbage out there.
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  Speaker 1: And we've heard the stories of the person who takes
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  Speaker 1: the art done by their six-year-old and enter it into
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  Speaker 1: the art contest or whatever, and some art professor somewhere
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  Speaker 1: is talking about the brilliance in this piece. It's happened
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  Speaker 1: on a number of occasions. It's just ridiculous. That's not
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  Speaker 1: the way we understand art, though. Okay? This is the
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  Speaker 1: way we explain to our children why it's important for
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  Speaker 1: them to study various things. Eventually, we get to Eupraxia.
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  Speaker 1: Remember what we said about the purpose of all this.
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  Speaker 1: What's the purpose of all this? The purpose of all
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  Speaker 1: of this is that we would raise children who live
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  Speaker 1: lives to the glory of God, that we would raise
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  Speaker 1: children who would walk in righteousness and walk in truth, right?
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  Speaker 1: Not just acquire information. So on this first side, this
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  Speaker 1: is the art of organizing well. When you understand forms,
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  Speaker 1: you understand what things are in general, this is the
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  Speaker 1: art of organizing well.
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  Speaker 2: Secondly, grammar.
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  Speaker 1: This is the art of knowing well. This is the
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  Speaker 1: art of knowing well. Why?
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  Speaker 2: Because we need to learn how to learn. This is
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  Speaker 2: the art of knowing well.
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  Speaker 1: We need to learn how to categorize things in general,
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  Speaker 1: but we also need to learn how to learn. Thirdly,
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  Speaker 1: This idea of the logic phase. This is the art
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  Speaker 1: of thinking well. This is the art of thinking well. Fourthly,
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  Speaker 1: you look at the rhetoric phase. This is the art
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  Speaker 1: of speaking and writing well. So let's just stay on this.
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  Speaker 1: half for a moment and think about our children who
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  Speaker 1: are always asking us why they have to do everything
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  Speaker 1: that we tell them to do, right? So we're in
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  Speaker 1: the grammar phase of you pick the topic. Let's just
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  Speaker 1: go back to math, right?
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  Speaker 2: Because kids.
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  Speaker 1: push harder against that than just about anything else. They
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  Speaker 1: generally don't push hard against science initially when you're in
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  Speaker 1: the grammar phase because when you're in the grammar phase
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  Speaker 1: of science, you're learning different genus and species and all
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  Speaker 1: this sort of stuff and it's bugs and creeping and
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  Speaker 1: crawling things and all this sort of stuff and cells
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  Speaker 1: and so on and so forth.
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  Speaker 2: They don't care why you're making them learn that. They
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  Speaker 2: just think it's cool. It's awesome, right?
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  Speaker 1: But when you're doing maths, that's a different thing. And
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  Speaker 1: you get a lot of pushback on that. And so,
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  Speaker 1: why do I need to memorize this? You keep making
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  Speaker 1: me do this and memorize this over and over again.
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  Speaker 1: Why are you making me memorize this? Well, I'm making
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  Speaker 1: you memorize this because you need to become adept at
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  Speaker 1: the art of knowing well.
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  Speaker 2: And it's the first phase of knowledge. Catechism. Apply this
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  Speaker 2: to theology proper. And it's catechism.
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  Speaker 1: Catechism is the grammar phase. And so you have your
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  Speaker 1: child memorizing the catechism. Why do I have to memorize
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  Speaker 1: the catechism? This is about the art of knowing well.
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  Speaker 1: You don't understand it yet in its fullest. But you
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  Speaker 1: need to know how to know things. And memorizing things
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  Speaker 1: like this and breaking them down to their various parts
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  Speaker 1: is part of the way that you become adept at
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  Speaker 1: knowing things. In the logic phase, this is the art
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  Speaker 1: of thinking well. Again, applying this to math. So now
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  Speaker 1: all of a sudden math is not, your kid says,
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  Speaker 1: why do I need to do math? How do we
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  Speaker 1: answer that? Well, so all the good jobs don't go
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  Speaker 1: off to China. Is that our best answer?
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  Speaker 2: I hope it's not. I hope it's not.
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  Speaker 1: I hope we tell them it's very important for you
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  Speaker 1: to do things like math and science because God is
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  Speaker 1: a God of order who has created the universe and
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  Speaker 1: he's created the universe in a very orderly way. And
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  Speaker 1: the better you understand things like math and science, the
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  Speaker 1: better you are able to hear what God is saying
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  Speaker 1: through creation. Because the heavens declare the glory of God.
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  Speaker 1: Day by day, pull forth speech. The idea of speaking
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  Speaker 1: and writing well, of communicating what you know, it is
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  Speaker 1: useless and meaningless to know things and not be able
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  Speaker 1: to communicate them well. What good is that?
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  Speaker 2: Amen? What good is that?
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  Speaker 1: You can be the most brilliant person in the world,
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  Speaker 1: but if you can't figure out how to take whatever
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  Speaker 1: it is that you've come to understand and communicate that
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  Speaker 1: in an effective and winsome way to other people, you
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  Speaker 1: will not maximize the benefit of that thing you've come
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  Speaker 1: to know. Right?
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  Speaker 2: Somehow it's got to get out.
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  Speaker 1: Somehow people have got to know what we've come to know.
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  Speaker 1: So again, the idea of speaking and writing well.
• 23:47
  Speaker 2: Math.
• 23:49
  Speaker 1: The art of quantifying well. The art of quantifying well.
• 23:55
  Speaker 1: By the way, this is why you can teach computer
• 24:01
  Speaker 1: science from a biblical worldview. Because along this, will you?
• 24:07
  Speaker 1: Computer science would fit right here. As would physics and
• 24:11
  Speaker 1: a whole bunch of other stuff fit right here. It's
• 24:13
  Speaker 1: the art of quantifying well. Why do we need to
• 24:18
  Speaker 1: be able to do that?
• 24:19
  Speaker 2: Well, if you can't quantify well, you don't get to
• 24:22
  Speaker 2: the next phase, which is the art of analyzing. That's
• 24:30
  Speaker 2: what science is about. Analyzing. Analyzing what? Anything. Anything. Engineering.
• 24:46
  Speaker 2: If it's right here. See, it's interesting how, you.
• 24:52
  Speaker 1: Know, today we think that there are certain disciplines, and
• 24:57
  Speaker 1: even on the university level, there are certain majors that
• 25:01
  Speaker 1: are Christian in their origin, but there are others that
• 25:04
  Speaker 1: really don't have anything to do with Christianity. We think
• 25:08
  Speaker 1: that there's this chasm between, for example, Christianity and science.
• 25:13
  Speaker 1: Nothing could be further from the truth. In fact, it's
• 25:17
  Speaker 1: the biblical worldview that gives us the foundation upon which
• 25:20
  Speaker 1: good science is to be built. This is the art
• 25:30
  Speaker 1: of imitating nature well. Which is a step up from
• 25:36
  Speaker 1: analyzing nature well.
• 25:39
  Speaker 2: Right? So, maths, quantifying, if you can't quantify well, you
• 25:44
  Speaker 2: can't analyze well. Do we get that? If you can't
• 25:48
  Speaker 2: quantify well, you can't analyze well. You can't do science
• 25:52
  Speaker 2: without quantifying. Right?
• 25:56
  Speaker 1: Even when it comes to the makeup of the human body.
• 26:00
  Speaker 1: The makeup of the human body is certain percentage of this,
• 26:04
  Speaker 1: certain percentage of that, certain percentage of the other.
• 26:09
  Speaker 2: So guess what? In order to do that science, you
• 26:13
  Speaker 2: have to quantify and use maths. Okay? You want to
• 26:19
  Speaker 2: make whatever.
• 26:20
  Speaker 1: You want to turn petroleum into diesel fuel.
• 26:25
  Speaker 2: What do you have to do?
• 26:26
  Speaker 1: Well, you got to do some quantifying and then do
• 26:28
  Speaker 1: some analyzing before you can then imitate, right? The last one, theology,
• 26:41
  Speaker 1: the art of living well. The art of living well.
• 26:49
  Speaker 1: So in this first quadrant, what do we have and
• 26:53
  Speaker 1: what do we emphasize? We're emphasizing the heart, the emotion.
• 27:05
  Speaker 1: And the second one, all your soul, your spirit. And
• 27:10
  Speaker 1: the third one, with all your mind, your intellect. And
• 27:15
  Speaker 1: the last one, with all your strength, your work. So,
• 27:26
  Speaker 1: The interesting thing about this wheel, and you can take
• 27:32
  Speaker 1: this and I'll try to figure out a way to
• 27:34
  Speaker 1: give this to everybody.
• 27:36
  Speaker 2: You take this.
• 27:37
  Speaker 1: And every subject that you will ever teach your child
• 27:43
  Speaker 1: fits on this wheel. Everybody in this room who holds
• 27:50
  Speaker 1: a degree, your degree fits on this wheel. And for
• 27:56
  Speaker 1: the overwhelming majority of us, we would never have put
• 28:01
  Speaker 1: it on this wheel in terms of here's how this
• 28:05
  Speaker 1: thing that I study fits in to the idea of
• 28:10
  Speaker 1: all knowledge coming from God and all knowledge being a
• 28:19
  Speaker 1: servant to my praise and worship of God. Every last
• 28:25
  Speaker 1: one of us Every one of us can put our,
• 28:28
  Speaker 1: whatever you do for work, you can put it on
• 28:31
  Speaker 1: this wheel.
• 28:32
  Speaker 2: And you can ask yourself the question.
• 28:34
  Speaker 1: Number one, if you knew what you're doing, how are
• 28:37
  Speaker 1: you going from one face to the other? Because that
• 28:40
  Speaker 1: would be maturing in your knowledge and expression.
• 28:44
  Speaker 2: Of whatever it is you do. Right? And it doesn't
• 28:52
  Speaker 2: matter what that thing is. Again, I mean, you can
• 28:58
  Speaker 2: take it back to the military. You can take it
• 29:01
  Speaker 2: into sports. Let's do that.
• 29:05
  Speaker 1: So we take it into sports. The first thing that
• 29:11
  Speaker 1: we would do, let's bring it into the inner circle, right?
• 29:15
  Speaker 1: So whatever it is that I'm doing, how am I
• 29:20
  Speaker 1: coming to know the God who made the world and
• 29:24
  Speaker 1: his son, Jesus Christ, Through whatever this thing is that
• 29:27
  Speaker 1: I'm doing. And a lot of us would just be
• 29:30
  Speaker 1: kind of like, well, you know, actually your knee jerk
• 29:32
  Speaker 1: reaction is you can't really, you can't really come to
• 29:35
  Speaker 1: know God through that.
• 29:36
  Speaker 2: You can't really come to know God through participation in
• 29:39
  Speaker 2: some kind of spirit.
• 29:40
  Speaker 1: Really? Because one of the things that God created is man.
• 29:47
  Speaker 1: And he gave us bodies. And our bodies function in
• 29:51
  Speaker 1: certain ways. And our bodies function better when we use
• 29:56
  Speaker 1: them and exert them than they do Take the human body,
• 30:05
  Speaker 1: stop moving, stop challenging it, and it goes to sleep.
• 30:12
  Speaker 2: Amen?
• 30:13
  Speaker 1: Take the human body, push it to its limits, and
• 30:17
  Speaker 1: all of a sudden, its limits get.
• 30:20
  Speaker 2: Further and further and further out there. Right? Why is that?
• 30:30
  Speaker 1: Well, We start there on that first side, that form
• 30:35
  Speaker 1: and grammar, you know, God created your body, created it
• 30:38
  Speaker 1: a certain way, and then we get to more discovery
• 30:43
  Speaker 1: of the body and who man is, the logic and
• 30:45
  Speaker 1: the rhetoric.
• 30:47
  Speaker 2: What would the logic and the rhetoric look like?
• 30:49
  Speaker 1: Well, the first thing is the grammar phase.
• 30:54
  Speaker 2: What is my body? What are the parts of my body?
• 30:56
  Speaker 2: What are the parts of my body that I use
• 30:57
  Speaker 2: in whatever this particular sport is? So what are the
• 31:00
  Speaker 2: parts of my body that I need to strengthen in
• 31:02
  Speaker 2: order to be better at this particular sport?
• 31:04
  Speaker 1: What are the parts of my body that are jeopardized
• 31:06
  Speaker 1: by this sport? Because it may be dangerous for certain
• 31:09
  Speaker 1: parts of my body. If that's the case, then I
• 31:12
  Speaker 1: need to learn how to protect those parts of my body.
• 31:14
  Speaker 1: By the way, there are a lot of sports that
• 31:16
  Speaker 1: we play where we wear pads, right? You figure that
• 31:23
  Speaker 1: out in this logic and rhetoric phase, okay? Because people
• 31:29
  Speaker 1: used to go out there and play soccer, football without
• 31:32
  Speaker 1: shin guards. How many times you got to, you know,
• 31:36
  Speaker 1: two guys kick their shins together and get a hairline
• 31:42
  Speaker 1: fracture before somebody goes, hey, we should probably put something
• 31:46
  Speaker 1: right there.
• 31:48
  Speaker 2: Right?
• 31:52
  Speaker 1: So there's that discovery. Then there's the imitation, right? So
• 32:01
  Speaker 1: how do we go from math, quantifying, science, analyzing, art, imitating?
• 32:12
  Speaker 2: What does that look like in terms of your sport? Anybody?
• 32:23
  Speaker 1: Huh? What?
• 32:27
  Speaker 2: Yeah, it could be tactics. What else? Math could be aerodynamics.
• 32:44
  Speaker 1: Math could be aerodynamics? Let me give you an example
• 32:47
  Speaker 1: of this. So in high school, I was in track
• 32:50
  Speaker 1: and field. And I was in high school in the
• 32:53
  Speaker 1: mid to late 1980s. And there's a guy by the
• 32:57
  Speaker 1: name of Dick Fosbury. I used to high jump. Before
• 33:03
  Speaker 1: Dick Fosbury, everybody high jumped the same way. They approached
• 33:07
  Speaker 1: the bar, and they went over the bar, forward, and rolled.
• 33:12
  Speaker 1: Dick Fosbury, through the application of mathematics, physics, science, figured
• 33:18
  Speaker 1: out that if you approached the bar making what he
• 33:22
  Speaker 1: finally figured was a J, where you jumped over backwards
• 33:26
  Speaker 1: as opposed to going.
• 33:27
  Speaker 2: Over forward, you can jump a whole lot higher.
• 33:33
  Speaker 1: Within one Olympic game, within one Olympic games, people were
• 33:38
  Speaker 1: done with jumping forward and everybody was doing the Fosbury flop.
• 33:46
  Speaker 1: Because Dick Fosbury figured out a way to do that
• 33:50
  Speaker 1: thing more in line with the way God made the body.
• 33:56
  Speaker 2: Do you see what I'm saying here? Okay.
• 34:03
  Speaker 1: So even again, we're talking about something sport that you
• 34:06
  Speaker 1: just wouldn't even talk about. And usually in terms of this,
• 34:09
  Speaker 1: it's kind of like this war between, you know, if
• 34:12
  Speaker 1: you're a really good Christian parent and your children are
• 34:14
  Speaker 1: going to be involved in any sports and they know
• 34:16
  Speaker 1: they're going to read the Bible and do more spiritual things.
• 34:19
  Speaker 2: Understand something. God made our bodies.
• 34:24
  Speaker 1: And if you understand the body properly, you go through
• 34:26
  Speaker 1: all this stuff on the first half, it doesn't take
• 34:29
  Speaker 1: long to figure out that.
• 34:30
  Speaker 2: When we use our bodies and when we push.
• 34:33
  Speaker 1: Our bodies to the limit, they're more fit, they're more energetic,
• 34:40
  Speaker 1: they last longer, right? And we can get more production
• 34:46
  Speaker 1: out of them, okay? So sport helps us to figure
• 34:50
  Speaker 1: out how we can push those limits. used to be
• 34:53
  Speaker 1: believed that man could not run a four-minute mile, that
• 34:57
  Speaker 1: his heart would explode.
• 35:02
  Speaker 2: Now they do it in high school.
• 35:06
  Speaker 1: Right? One guy does it at Oxford, and all of
• 35:10
  Speaker 1: a sudden, four-minute miles just started coming from everywhere, right? Okay.
• 35:15
  Speaker 1: All right.
• 35:16
  Speaker 2: Now, then we've got to push it all the way
• 35:20
  Speaker 2: up to the top. Which is theology. How would we
• 35:25
  Speaker 2: apply that in terms of theology? Which is the art
• 35:27
  Speaker 2: of living well. What?
• 35:33
  Speaker 1: Yeah. Absolutely.
• 35:35
  Speaker 2: Being healthy.
• 35:36
  Speaker 1: Your body is a temple of the Holy Spirit. So
• 35:39
  Speaker 1: how then do we take care of our bodies properly?
• 35:42
  Speaker 1: How then do we... Do you see what I'm saying?
• 35:45
  Speaker 1: Because this is stewardship. This is So folks, if we
• 35:51
  Speaker 1: can take something like PE, physical education, and run it
• 35:57
  Speaker 1: around this wheel, just being introduced to it, and figure
• 36:03
  Speaker 1: out how ultimately we can get from form all the
• 36:06
  Speaker 1: way back over to theology, and see how this can
• 36:10
  Speaker 1: be done to the glory of God, you see how
• 36:12
  Speaker 1: we can do.
• 36:12
  Speaker 2: That with anything else. Give me another one. Give me another.
• 36:20
  Speaker 2: Give me a subject. History. Okay, fine. History.
• 36:27
  Speaker 1: So let's start with history. Let's take it around this,
• 36:33
  Speaker 1: first the inner wheel. First, what does history begin with?
• 36:39
  Speaker 1: God and creation and him creating all things. So when
• 36:45
  Speaker 1: did he create all things?
• 36:46
  Speaker 2: How did he create all things? And the discovery of
• 36:50
  Speaker 2: things that he created.
• 36:51
  Speaker 1: Understanding man in light of God and his creation of
• 36:56
  Speaker 1: all things. So let's go now and talk about form.
• 37:12
  Speaker 1: What form is history going to take? Facts, timelines, eras, right?
• 37:19
  Speaker 1: Stuff like that, right? So now, grammar.
• 37:24
  Speaker 2: What are those basics that we're going to have to memorize? Yes.
• 37:28
  Speaker 2: They're just going to have, right?
• 37:30
  Speaker 1: Like it or not, like it or not, you're going
• 37:34
  Speaker 1: to have to cram some dicks in your head that
• 37:37
  Speaker 1: aren't going to make any sense for you. And there
• 37:40
  Speaker 1: may be ways that you know. 1492, Columbus Hill, the
• 37:45
  Speaker 1: ocean blue, you know, but you're going to have to,
• 37:48
  Speaker 1: that's the grammar phase.
• 37:49
  Speaker 2: But you've got to do that, right? You've got to
• 37:52
  Speaker 2: do that.
• 37:53
  Speaker 1: Now, eventually, you come down to the logic phase and
• 37:57
  Speaker 1: the rhetoric phase, okay?
• 38:02
  Speaker 2: So, the logic phase.
• 38:04
  Speaker 1: I've memorized all these dates, and I've memorized all these events, okay?
• 38:09
  Speaker 1: And I've memorized them in various parts of the world, right?
• 38:13
  Speaker 1: What happens in the logic phase when I'm dealing with history? Exactly.
• 38:23
  Speaker 2: Exactly.
• 38:24
  Speaker 1: Well, this happened around that time. Hey, this also happened
• 38:27
  Speaker 1: around that time, right?
• 38:29
  Speaker 2: Okay. Rhetoric phase. Now what am I gonna be doing
• 38:39
  Speaker 2: with history? Yeah.
• 38:43
  Speaker 1: Lessons from history and even warnings today based on lessons
• 38:48
  Speaker 1: from history.
• 38:49
  Speaker 2: We've seen this before, right?
• 38:51
  Speaker 1: Okay? And in order to do that rightly, okay, now
• 38:58
  Speaker 1: we're no longer just sort of basic historians. We're not
• 39:02
  Speaker 1: just passing history tests anymore. We're gonna have to apply
• 39:06
  Speaker 1: some maths. Because we're gonna have to be able to
• 39:10
  Speaker 1: quantify things well, right? What's a way now that history
• 39:15
  Speaker 1: becomes more complex and we're actually applying maths in order
• 39:22
  Speaker 1: to quantify things well and apply them to our knowledge
• 39:25
  Speaker 1: of history and our assessment of history? Yeah, but that's still,
• 39:38
  Speaker 1: we're getting back to the more basic stuff.
• 39:41
  Speaker 2: We're past all that now.
• 39:42
  Speaker 1: Okay.
• 39:49
  Speaker 2: Could be. Statistics for what? Thank you. You see? You see,
• 40:00
  Speaker 2: now we've gotten, yeah.
• 40:02
  Speaker 1: But do you see how, but do you see the
• 40:03
  Speaker 1: difference between that application of maths in the more complicated
• 40:09
  Speaker 1: area and kind of the grammar phase type of stuff, right?
• 40:14
  Speaker 2: All right. And in science, I think we've already addressed
• 40:18
  Speaker 2: some of that. Now, art. Art. What am I going
• 40:28
  Speaker 2: to do with that? And providence. Right?
• 40:44
  Speaker 1: At this point, what I'm going to do is I'm
• 40:47
  Speaker 1: going to try to understand All of history, again, going
• 40:52
  Speaker 1: back to that, because remember in the middle, this is
• 40:56
  Speaker 1: all about knowing God through his son, Jesus Christ, the
• 41:01
  Speaker 1: God who created the world. And so I want to
• 41:04
  Speaker 1: be able to understand how all of history. has been
• 41:08
  Speaker 1: shaped and formed by God's providential hand and his providential
• 41:13
  Speaker 1: work because that's how I'm going to be able to
• 41:16
  Speaker 1: bring praise and glory and honor.
• 41:18
  Speaker 2: To God through the study of history. Okay? Alright?
• 41:26
  Speaker 1: And then we get to that last one, theology, the
• 41:28
  Speaker 1: art of living well. I think that's already been said.
• 41:30
  Speaker 2: Okay?
• 41:32
  Speaker 1: This is the application of that even to the way
• 41:34
  Speaker 1: that we consider ourselves today and Move into the future.
• 41:38
  Speaker 2: Okay? Do you guys see this? Okay? This is a real.
• 41:45
  Speaker 1: Tangible way that you can answer a question that most
• 41:49
  Speaker 1: of us as homeschool parents just really can't answer. And
• 41:52
  Speaker 1: that is, okay, how am I to give my child
• 41:56
  Speaker 1: a Christian education? I know that I'm supposed to give
• 41:58
  Speaker 1: my child a Christian education. And for most of us,
• 42:01
  Speaker 1: what that means is I'm supposed to do all the
• 42:03
  Speaker 1: other stuff that everybody else does the same way they
• 42:05
  Speaker 1: do it, but I'm to have Bible.
• 42:09
  Speaker 2: Right?
• 42:10
  Speaker 1: We're supposed to do Bible. Everything else we do the
• 42:14
  Speaker 1: same way everybody else does, but we do Bible. Right? Well,
• 42:19
  Speaker 1: how is your math and your science, Christian? Well, you know,
• 42:21
  Speaker 1: we use Apologia, so that makes it.
• 42:26
  Speaker 2: No, uh-uh.
• 42:28
  Speaker 1: From a more fundamental level, why is Apologia, and I
• 42:32
  Speaker 1: just sort of pulled that one out, why is that
• 42:36
  Speaker 1: more appropriate than some other science?
• 42:42
  Speaker 2: Can you use another science and fit it into this?
• 42:46
  Speaker 1: Or do we always have to have people who are
• 42:50
  Speaker 1: spoon-feeding us?
• 42:53
  Speaker 2: This is the way that this is Christian. See, when
• 42:59
  Speaker 2: we understand this, we actually have more liberty.
• 43:06
  Speaker 1: Right?
• 43:08
  Speaker 2: We actually have more liberty. And sometimes it can be
• 43:11
  Speaker 2: a challenge. Okay?
• 43:15
  Speaker 1: But folks, if we could put sports and physical education
• 43:19
  Speaker 1: along this wheel, both on the inside of the wheel
• 43:22
  Speaker 1: and the outside of the wheel, and understand how we
• 43:24
  Speaker 1: can even pursue that to the glory of God, and
• 43:27
  Speaker 1: then we can take math, and then we can take history, and,
• 43:30
  Speaker 1: you know, whatever else we wanted, we can put anything
• 43:32
  Speaker 1: else we wanted on here, okay?
• 43:35
  Speaker 2: We can take military science. We'll do that one. That'll
• 43:38
  Speaker 2: be the last one, okay? Take the military and put
• 43:43
  Speaker 2: it on there. Military?
• 43:46
  Speaker 1: No, because that's all about war and it's all about
• 43:48
  Speaker 1: killing and there's no way that you can run that
• 43:50
  Speaker 1: around this thing and end up over here with the
• 43:54
  Speaker 1: glory of God.
• 43:55
  Speaker 2: Hmm. Is it a subject? Hmm?
• 44:03
  Speaker 1: Hmm.
• 44:04
  Speaker 2: Then it needs to be taken care of. For God's glory.
• 44:11
  Speaker 2: Can it be?
• 44:11
  Speaker 1: Hmm. Show me.
• 44:16
  Speaker 2: Come on. You got to do it. Don't just tell me.
• 44:26
  Speaker 1: And the reason I want us to do this together
• 44:29
  Speaker 1: is number one, I want to show you the usefulness
• 44:30
  Speaker 1: of this, right? But secondly, I want you to leave
• 44:34
  Speaker 1: this session with something that you can go home and
• 44:38
  Speaker 1: tangibly apply. Not just, not even just to your home educations.
• 44:44
  Speaker 1: You can tangibly apply this to how you feed your family.
• 44:50
  Speaker 2: Culinary arts. You can put that on there. But again,
• 44:53
  Speaker 2: we're in the military now. All right? All right. So
• 44:57
  Speaker 2: we're talking about form and grammar. What are we doing?
• 45:01
  Speaker 2: Strategies way down there. Huh? What's, yeah. What's an army?
• 45:10
  Speaker 2: What's a navy? What's an air force?
• 45:13
  Speaker 1: Right?
• 45:14
  Speaker 2: Why do we have those? Who are officers? Who are
• 45:18
  Speaker 2: enlisted people? Why do we have officers and enlisted people?
• 45:20
  Speaker 2: What are the rates and ranks? Right? Just basic stuff.
• 45:25
  Speaker 2: What do they wear?
• 45:26
  Speaker 1: And if you're in the military, right, you're learning how
• 45:30
  Speaker 1: to stand. Stand at attention. Stand at ease. You're learning
• 45:36
  Speaker 1: how to march.
• 45:38
  Speaker 2: Right? You're learning different paces at which to march.
• 45:41
  Speaker 1: Right?
• 45:49
  Speaker 2: You're doing all that stuff, and what are you learning then? Uniformity.
• 45:54
  Speaker 2: Why is it important to learn uniformity?
• 45:56
  Speaker 1: Why is it important to learn order and structure and
• 46:00
  Speaker 1: command structure? Right? Well, eventually you get hired and you
• 46:06
  Speaker 1: start getting to the logic and rhetoric phase. Now you
• 46:09
  Speaker 1: understand that in order for a military to function, in
• 46:14
  Speaker 1: order for a military to operate, But there has to
• 46:17
  Speaker 1: be this command structure, and there has to be order, okay?
• 46:21
  Speaker 1: Because here's what you're going to have to do. Everything
• 46:24
  Speaker 1: is about command and control, right? So we understand that. Eventually,
• 46:31
  Speaker 1: we move over here to the math and science phase
• 46:34
  Speaker 1: of it. How many of your people do you put
• 46:38
  Speaker 1: on the seat? How many of your people do you
• 46:40
  Speaker 1: need in the air? How many of the people do
• 46:43
  Speaker 1: you need on the land? Kind of depends on where
• 46:45
  Speaker 1: you are, who you're fighting, where you're fighting, what you're
• 46:48
  Speaker 1: fighting for, right? All of that stuff, okay? But again,
• 46:55
  Speaker 1: let's go to the center. Can you bring that to
• 47:01
  Speaker 1: the center.
• 47:03
  Speaker 2: Of the wheel?
• 47:04
  Speaker 1: Notice I start on the outside because the outside is
• 47:06
  Speaker 1: the easy one when it comes to the military, right?
• 47:08
  Speaker 2: I mean, once you sort of break through and do that, right?
• 47:12
  Speaker 1: You can see how we get all the way to
• 47:14
  Speaker 1: math and then the science of it and then even
• 47:16
  Speaker 1: the art of it, right?
• 47:20
  Speaker 2: There's absolutely an art to it.
• 47:24
  Speaker 1: Some of the greatest discoveries in the history of the
• 47:28
  Speaker 1: world have been the result of wars. Much of what
• 47:35
  Speaker 1: we've done with flight, think about that. Much of what
• 47:39
  Speaker 1: we've done with our seafaring, think about that, okay? Much
• 47:45
  Speaker 1: of it, much of it has been because people had
• 47:47
  Speaker 1: to defend themselves against other people and repel enemies, right?
• 47:52
  Speaker 2: Much of it, much of it has been because of that, okay?
• 47:59
  Speaker 2: Huge planes that carry a lot of people.
• 48:01
  Speaker 1: The military needed that before commercial flight needed it. Right?
• 48:11
  Speaker 1: Commercial flight merely benefited from what the military had to
• 48:15
  Speaker 1: push the envelope and do in order to move troops
• 48:18
  Speaker 1: from one place to another. But again, that's the easy stuff.
• 48:21
  Speaker 1: Let's get back in the middle. So we're talking about
• 48:25
  Speaker 1: knowing God through his son Jesus Christ. This God who
• 48:28
  Speaker 1: created the world and all the.
• 48:30
  Speaker 2: Things in it. This God who created man in his
• 48:33
  Speaker 2: own image. Okay, alright.
• 48:47
  Speaker 1: Bring that down more basic. What are the ethics of that?
• 48:52
  Speaker 1: Why would we need any sort of military structure based
• 48:56
  Speaker 1: on this?
• 48:56
  Speaker 2: To protect the innocent.
• 49:05
  Speaker 1: To protect the innocent. To protect the innocent. Because we
• 49:14
  Speaker 1: are in spiritual warfare, aren't we?
• 49:18
  Speaker 2: We are in security up there. Say it again.
• 49:35
  Speaker 1: You're assuming that there is such a thing as a
• 49:38
  Speaker 1: just war. Um, yeah, there's always going to be someone
• 49:44
  Speaker 1: who's in sin in war. There's always going to be, yeah,
• 49:49
  Speaker 1: everyone's a sinner, but not everything that everyone does is sinful, right?
• 49:54
  Speaker 1: Just because everyone's a sinner doesn't mean that everything that
• 49:56
  Speaker 1: everyone does is a sinner. What I'm saying is when
• 49:58
  Speaker 1: you have aggression like that, especially when you talk about
• 50:01
  Speaker 1: on that level, you're generally not going to have two people.
• 50:05
  Speaker 2: With righteous motives who end up at war with one another.
• 50:08
  Speaker 1: You're going to have at least one who is exercising
• 50:12
  Speaker 1: some unrighteous motives towards someone else who then is defending themselves.
• 50:18
  Speaker 2: At least, if not both, who are exercising that because
• 50:21
  Speaker 2: we live in a fallen world. Say again. Who would
• 50:36
  Speaker 2: judge who's the worst of the two sinners?
• 50:38
  Speaker 1: God would.
• 50:39
  Speaker 2: Yeah, God would.
• 50:40
  Speaker 1: That's assuming that you're dealing with two groups who are
• 50:43
  Speaker 1: both acting sinfully and not one who is acting sinfully
• 50:46
  Speaker 1: and someone else who's defending themselves against those sinful actions.
• 50:50
  Speaker 1: But yeah, God would ultimately be the one who would
• 50:53
  Speaker 1: judge that. Because God's the one who judges all people's sin. Yeah.
• 50:58
  Speaker 2: So what about the law of Christ as it relates to.
• 51:02
  Speaker 1: Warfare, standing army, sort of fun standing army here and there.
• 51:06
  Speaker 2: Moral qualifier. Yeah, but see, that's another thing, right?
• 51:12
  Speaker 1: Because people haven't always agreed that you should have standing armies.
• 51:15
  Speaker 1: The founders of my country, they argued that you shouldn't
• 51:19
  Speaker 1: have standing armies. We should have a militia, right? And
• 51:24
  Speaker 1: well-armed public, right? Not a standing army. Because Benjamin Franklin...
• 51:31
  Speaker 1: You know, the problem with standing armies is people always
• 51:34
  Speaker 1: feel the temptation to use them, right?
• 51:37
  Speaker 2: But again, that goes back here too, okay?
• 51:43
  Speaker 1: So the idea that man is made in the image
• 51:46
  Speaker 1: of God, that man, you know, is to be treated
• 51:51
  Speaker 1: with respect, dignity and respect, the idea that the weak
• 51:56
  Speaker 1: are to be protected.
• 51:58
  Speaker 2: You know, these are things that we can get, we can.
• 52:00
  Speaker 1: Understand here, and they would inform our application, right, of
• 52:08
  Speaker 1: these truths. Not even on the, even before you got
• 52:14
  Speaker 1: to that level, it would be down to.
• 52:16
  Speaker 2: The personal level, right?
• 52:19
  Speaker 1: To the personal level of self-defense, okay? And the Bible
• 52:22
  Speaker 1: makes it very clear that self-defense is not murder. God
• 52:28
  Speaker 1: teaches Israel very specifically in a number of different places
• 52:33
  Speaker 1: the difference between someone, for example, who kills another person
• 52:38
  Speaker 1: and it is murder, and someone who kills another person
• 52:40
  Speaker 1: and it's self-defense, right?
• 52:44
  Speaker 2: So yeah, he does not teach that all killing.
• 52:49
  Speaker 1: Is a violation of his command, right? Again, but all
• 52:55
  Speaker 1: of that would have to be applied right here to
• 52:56
  Speaker 1: this circle. Now, take all of these things that we
• 53:01
  Speaker 1: just did. Okay? And we all see now. We get
• 53:08
  Speaker 1: it now, right? You understand how the wheel works? You
• 53:11
  Speaker 1: can take anything now and apply it to the wheel,
• 53:13
  Speaker 1: and you'll get better at it.
• 53:14
  Speaker 2: As you go along. Think about this.
• 53:19
  Speaker 1: Even the questions here, these much more complicated questions about
• 53:23
  Speaker 1: war and, you know, whether it's going to be just
• 53:25
  Speaker 1: and whether it's ethical and whether it's this, whether it's that, da-da-da-da. Now,
• 53:30
  Speaker 1: as believers, we can go to the text and we
• 53:34
  Speaker 1: can come here and we can deal with that.
• 53:37
  Speaker 2: But we live in a world.
• 53:40
  Speaker 1: Where people who have been blessed beyond measure because of
• 53:45
  Speaker 1: this kind of thinking now find it outdated and obsolete,
• 53:50
  Speaker 1: and we're trying to do all of this without that
• 53:53
  Speaker 1: circle of knowledge. This is what's wrong with modern education.
• 54:05
  Speaker 1: And this is why we're seeing such.
• 54:07
  Speaker 2: Horrible fruit all over the place. Because we do not
• 54:12
  Speaker 2: have these governing principles. and this ultimate truth at the
• 54:19
  Speaker 2: center of it. Do you see?
• 54:24
  Speaker 1: It's one thing for us to say, you know, boy,
• 54:26
  Speaker 1: there's some of these things that would be more complicated
• 54:28
  Speaker 1: and we'd have to, you know, dig a little bit
• 54:30
  Speaker 1: more into the nuances of the text and, you know,
• 54:32
  Speaker 1: so on and so forth.
• 54:34
  Speaker 2: It's one thing to say that. It's another thing to
• 54:36
  Speaker 2: say there's no standard.
• 54:40
  Speaker 1: So, for example, we've got people fighting wars today, none
• 54:44
  Speaker 1: of whom acknowledge war.
• 54:47
  Speaker 2: An absolute moral standard? None. Well, let me take that back.
• 54:57
  Speaker 2: Let me take that back. Because ISIS would have an
• 55:00
  Speaker 2: absolute moral standard. Right?
• 55:04
  Speaker 1: They would have an absolute moral standard. And they would
• 55:06
  Speaker 1: absolutely go to the test to defend everything that they're doing. Okay?
• 55:11
  Speaker 2: But other than that, when we talk about the West,
• 55:13
  Speaker 2: we talk about the UN, we talk about the EU,
• 55:14
  Speaker 2: we talk about the US, we talk about.
• 55:18
  Speaker 1: All of these people have rejected the very possibility of
• 55:22
  Speaker 1: an absolute moral standard and are making statements like, we
• 55:27
  Speaker 1: must defeat evil.
• 55:34
  Speaker 2: Do you see it? Do you see it? Okay. So,
• 55:40
  Speaker 2: this is very important.
• 55:41
  Speaker 1: All right? And when we're thinking about educating our children
• 55:44
  Speaker 1: and thinking about giving them a Christian education, I think
• 55:47
  Speaker 1: it's very important. Is this the only way that we
• 55:50
  Speaker 1: can think through this?
• 55:52
  Speaker 2: No, there are other models of this.
• 55:54
  Speaker 1: I don't think there are any as thorough as this one, right?
• 56:00
  Speaker 1: Even the trivium itself is only a portion of this.
• 56:03
  Speaker 2: Wheel, right?
• 56:04
  Speaker 1: The trivium's not even the whole first half of the wheel, okay?
• 56:11
  Speaker 1: So yes, there are other ways that people are trying
• 56:14
  Speaker 1: to approach and sort of synthesize what it means to
• 56:18
  Speaker 1: do Christian education. But we don't have anything that comes
• 56:23
  Speaker 1: close to what the Puritans did here.
• 56:27
  Speaker 2: Yeah, it's the Puritan model. Yeah, Harvard was based on
• 56:31
  Speaker 2: the Puritan model.