The Fables of Aesop is out now!

Devin O'Donnell

Devin O’Donnell is the author of THE AGE OF MARTHA. He has taught and worked in classical learning for over 15 years. In 2009, he and some crazy families founded a classical Christian school in California, where he later served as headmaster. In 2015, he was Research Editor of Bibliotheca. Currently, he is the Director of Family & Community Education at The Oaks Classical Christian Academy. He also teaches Great Books and is a classical hack, who came up through the manhole covers of learned society to find wisdom.

Christopher Hitchens was right about the King James Bible

Personally, I am not a KJV-only-person, especially not out of some sectarian commitment. But in the midst of a myriad of publishers seeking to market the Scriptures and amid the theological concerns for accuracy and psychological concerns regarding ease, Christopher Hitchens offers insight especially helpful for our task as educators, especially those of the Rhetoric […]

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“The Higher Naiveté” and the Revolution of Modern Learning

At the end of last school year, Joshua Gibbs suggested some of the benefits to our technological age. In a lecture on the Dark Ages of Greece, Yale professor Donald Kagan explains his gullibility towards the ancients: …Well, prior to the late eighteenth century when German scholars began to look at the Homeric poems specifically,

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Credulitas, Part III: Children, Belief, and the Medicine of Faith

It is true that we are to “take all thoughts captive to the obedience of Christ.” But sometimes this injunction seems to mingle all too easily with Modern skepticism. Christians, for instance, will readily acknowledge “belief” in God; some of them can perhaps even articulate those beliefs in the creeds. But the willingness to believe

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Credulitas, Part II: In Defense of the Gullible

In The Discarded Image, Lewis makes it very clear: “credulitas must precede all instruction” (35). In my last essay, I expounded on this theme with stories from the classroom, essentially inferring that credulitas is itself an educational virtue. I’d like to defend that idea by looking again to Lewis, who not only models credulitas but

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