What the educators of history have to tell us is that education is about developing a vision of goodness and virtue, and then—most importantly—bringing that knowledge to bear on actual conduct. Right thinking is an important step toward that end, but knowledge alone without conscience or virtue was never an object. David Hicks assures us that “the sublime premise of a classical education asserts that right thinking will lead to right, if not righteous, acting.” (Norms and Nobility, p. vi) Only within the past several generations has education become entirely divorced from moral development,
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