Trinitas Blog

Sean Hadley

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Setting the Right Markers

Posted by Sean Hadley on Apr 17, 2022 1:00:00 PM

We’ve spent the last two weeks thinking about the dominant form of grades used in schools today, the history and effects of that system, and why they are not the ideal for a classical Christian school.

Bear with me one more time as I recall our pitching metaphor. A coach who tells a young pitcher that they threw a “C+” pitch is not providing much help. And the young pitcher who interrupts a coach’s instruction to ask, “Yeah, but did I pass?” might be riding the bench for a while. Why? Because we understand intuitively that constructive feedback is about more than a graded evaluation.

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Topics: Blog Posts, Classical Education, True Education, Teaching, Grades, Virtue

Did Jesus Receive Handwriting Grades?

Posted by Sean Hadley on Apr 10, 2022 1:00:00 PM

As we saw last week, the modern grade scale is a fairly recent development in education and not one that has a long history of success or stability. This week we will look at how grades are perceived to function which has important implications for a Christian classical school.

The purpose of grades in a classroom, under the A–F system, is to pass judgment through a numerical evaluation. This gives the notion of impartiality and objectivity while mitigating the force of the judgment. We pass judgment every day, of course, regarding what shoes to wear, what route to take to work, and even what to say to our boss. Judgment is an inescapable part of the human experience. But there is no denying: we do not like feeling “judged.”

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Topics: Blog Posts, Classical Education, True Education, Teaching, Grades, Virtue

Imagine a World Without Grades. You Can Do It If You Try.

Posted by Sean Hadley on Apr 3, 2022 5:35:50 PM

Imagine you are a young pitcher, standing on the mound of your first Varsity baseball practice. You throw the ball to the catcher, and your coach proceeds to tell you that it was a “C+” pitch. What would you think? The example seems ludicrous to us because we know what the young man needs: pointed, specific guidance so that he can improve the pitch. We know intuitively that the letter, in this case, is unhelpful.

Now imagine the same scenario from a slightly different angle. You are the coach. As you approach the mound and begin explaining to the student how to use their shoulders as they throw, you are suddenly interrupted. “Yeah, but did I pass, Coach?” You can imagine the frustration in this similarly absurd example. “A student would never say that!” you think to yourself. And you’re right; they would not. Again, this is intuitive; there doesn’t even seem a need to explain it. Similar scenarios could be played out ad nauseum, with different actors substituted in to show that applying a percentage system of grading to life is unhelpful at best and downright dehumanizing at worst. So why does this same proposal meet with such hesitancy when applied to the classroom?

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Topics: Blog Posts, Classical Education, True Education, Teaching, Grades, Virtue

Pursuing Wisdom

Posted by Sean Hadley on Sep 12, 2021 3:45:15 PM

The pursuit of wisdom consists of basic things: reading boni libris, competing with a charitable heart on the field, turning in commonplace books, parsing Latin and Greek, working out complex Calculus problems, reciting poetry, memorizing Scripture, crafting essays, exercising your vocal cords in choir, and submitting your best art (even if you don’t think you’re much of an artist). Well, maybe it is better to say that these are the concrete ways you will pursue those lofty aims advocated by Aristotle, namely phronesis and techne. Both of them are arts aimed at the cultivation of the soul, phronesis meaning moral virtue, and techne meaning skilled virtue. Morals and skills. Or to use Paul’s language, “by the mercies of God, that you present your bodies a living sacrifice, holy, acceptable to God, which is your reasonable service. And do not be conformed to this world, but be transformed by the renewing of your mind, that you may prove what is that good and acceptable and perfect will of God” (Romans 12:1-2).

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Topics: Blog Posts, Classical Education, True Education, Reading, Virtue

Studying the Greek Gods

Posted by Sean Hadley on Feb 17, 2016 3:29:32 PM

In his book, The Liberated Imagination: Thinking Christianly About the Arts, Leland Ryken asks a simple but provocative question: “Why do people hang paintings on walls?” There is of course the straightforward response: “because they enjoy said paintings.” But there is another level to the response worth considering, and its implications ripple out beyond the singular notion of picture hanging. Creative expressions have been how humanity thought and considered the reality around it for all recorded history. We don’t write or tell stories or sing just because we enjoy it; we also do these things because we must.

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Topics: Blog Posts, School Life, Classical Education

The Right Questions for The Force Awakens

Posted by Sean Hadley on Jan 15, 2016 3:51:58 PM

Group of people looking at the screen at the cinemaEvery quarter, our students are invited to participate in the Classic Film Society. We gather, eat popcorn, watch movies, and then spend time discussing the ways these films wrestle with the Gospel, even if they do it inadvertently. This is more than just an excuse to watch good movies, because movies are one of the primary way our culture searches for the Gospel. Directors aren’t necessarily looking to imbed the content of Christianity in their film, but they cannot escape the shape of Christianity.[1] Films made in the past demonstrate this, as do those that continue to come to a theater near you.

And this is one of the beauties of our Classic Film Society: what we do connects with current movies as well. 

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Topics: Blog Posts, School Life, Christian Living

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