In Proverbs 24:3-5, Solomon writes “By wisdom a house is built, and by understanding it is established; by knowledge the rooms are filled with all precious and pleasant riches. A wise man is full of strength, and a man of knowledge enhances his might…” In classical education, teachers begin at the grammar level of teaching the facts, the knowledge of a subject. Yet grammar is not the telos. Rather, it is an invitation into intelligence. Intelligence is the ability to acquire and soundly apply knowledge. Wisdom is grounding that intelligence in character. The house is wisdom, and what fills the house is knowledge. Knowledge isn’t the foundation, but is the “pleasant riches” that fills the rooms. 

To pursue knowledge as the aim of education is folly. In “Effectiveness of the Socratic Method: A Comparative Analysis of the Historical and Modern Invocations of an Educational Method,” Amanda Grondin writes, “By the time a student reaches high school, they are more interested in learning the exact facts and formulas they need to pass the test rather than learning a concept for the sake of later application” (Grondin 29). Many students pursue grades over character. The purpose of learning isn’t to cram my head full of facts, but rather it is a lifelong process of understanding how to apply knowledge. When I graduate, my professors will be beaming, not because I passed their classes with the requisite knowledge, but rather because they know that I have grown in character and will step off the stage as a light for Christ. ¹

To be sharpened, we must engage contesting perspectives, which is why the Socratic method is essential for application. By establishing a dialogue between teacher and students through the Socratic method, students will more effectively understand their beliefs in light of others, and how to defend them.  The Socratic method encourages students to think analytically, and persuade eloquently. Rodger D. Jensen Jr. conducted a study titled “The Effectiveness of the Socratic Method in Developing Critical Thinking Skills in English Language Learners,” in which he analyzed the amount of improvement of critical thinking as the longevity of Socratic method increased, to see if there was a positive correlation between critical thinking and the Socratic method. Jensen discovered that “The effect size from week 1 to week 5 was 0.70. This indicated a large degree of change in critical thinking skills development” (Jensen 16). The Socratic method gives students the opportunity to dive deeper in questioning material and each other’s opinions, taking learning to a deeper, more applicable level. Within Socratic discussions, I have learned how to articulate my position well, but most importantly I have learned how to listen. Often in disagreement, there is lots of talking, but just speaking one’s opinion is not sufficient. Listening, asking questions, and truly seeking understanding are crucial. Humble listening changes communities. The Socratic method helps to establish critical thinking, and listening skills in students that are crucial to build character.

While all of this may seem most easily applied in upper-level learning, I believe that these foundational truths are applicable across all ages. Within an elementary level classroom, students need a balance of structure and freedom in order to thrive. A teacher should be a facilitator of an environment conducive to trying and failing, as many times as possible. This cannot be an amorphous free-for-all, nor can it reward accuracy over effort. Classroom environments should encourage collaborative effort, persevering problem-solving, and empathy as we learn to fail together. 

An artist-focused arts environment typically adds another element of fear. Oftentimes, arts-focused classrooms are seen as talent-based. You are either gifted or you are not. To work against these unhelpful stereotypes, I would encourage growth mindsets. Rather than rewarding results, bolstering fixed mindsets, I prioritize collaborative effort as the most important. Students should enjoy not only the product, but also the process of making art together. 

God is the great artist, the master storyteller. He has endowed each of his children a desire to create as we have been created. In using our minds and bodies to create music and stories together we honor God. How wonderful to cultivate a classroom culture built upon the joy of glorifying God with the gifts he has given us! As an educator, I strive to steward the unique voices God has given us through a collaborative, structured, and encouraging classroom environment, inspired by the Socratic method, growth mindset, and character growth. 

1. To train up students of character, education, particularly high school and college, needs to be rooted in writings and methods that inspire virtue. The foremost writing we turn to must be the Bible. Knowing the Bible will establish a foundation of truth for all other material to build upon. In volume 18 of the Regnum Edinburgh Centenary Series, Nancy Scammacca Lewis (on behalf of the REVEAL Team), reflected on the results from the extensive Reveal Spiritual Life Survey. She wrote “Nothing else even comes close to having the same impact as the Bible when it comes to spiritual growth” (Lewis 257). Becoming a person of character means first being rooted in God’s truth. There is no substitute for the Bible. Education should also encompass critical context. Such as learning about theologians (Kierkegaard, Bonhoeffer, Lewis, Calvin, Luther) interpretations of scripture, and the best of secular knowledge (foundational philosophy by Socrates, Plato). Through these critiques and context of culture and scripture, students will be better prepared to critically understand, and argue for their faith. In synthesizing the best of secular knowledge with biblical truth, we can develop a cohesive and comprehensive Christian worldview. 
   
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