And how often have we denied our own instincts to turn right when the unwavering synthetic voice dictates that we turn left? Granted, when we find ourselves in a pickle, the gadgets of the digital revolution may in fact be life-saving. Now that I have a GPS, I no longer need to remember these details. I have seen people (not excluding myself) use it for even the most simple and routine destinations: the local grocery store, or a friend’s house. We would rather simply enter co-ordinates into our devices than bear the burden of carrying a map in our heads.īut more disturbing than our reliance on the GPS is our curious subservience to it. Gone are the days when one would rely on a friend, the cashier, or a stranger to relay the way to us in narrative form. Let us consider a ubiquitous device of our modern age: the GPS. In writing about classical education, I would like to begin by diverting the reader’s attention to an illustration. In the ideal classical form, the student is not taught what to think but how to think. It is not merely the content of the Great Books, but the tools used in learning any book, which modern education has lost and needs to recover. According to Dorothy Sayers, classical education is not as much an orthodox literary corpus as it is a mindset and a methodology.
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