Notes from "A Contemplation of Creation, Part 1" by Andrew Kern

Today through Saturday, I am attending the CiRCE Conference along with other tutors from Sayers Classical Academy. To be transparent: I was not sure what to expect from this conference, and I was not thrilled about going to it. My attitude quickly changed, however, with the presentation delivered by the first speaker, CiRCE Institute president, Andrew Kerns. Below, I include the outline-notes that I wrote during his presentation. The entire presentation was beneficial. Perhaps the most captivating part was when he discussed univocal, equivocal, and analogical methods of instruction; I had heard these terms in my linguistic classes and theology classes, but the connections that he made were new (at least to me) and enlightening.

Genesis 1:1-5; 24-28.

I. Introduction: Reading

A. Approaching the mind of the Maker

B. Analogous knowledge

II. Reform (thoughts from the work of David Hicks)

A. The teacher, not the curriculum, needs to be the focus of reform.

B. Classical education can be a means of cultural advance rather than retreat.

C. "Inquiry" is key.

III. Two Habits of Mind

A. Normative: There is a habit of mind that orders and is not opposed to the analytical.

B. Analytical: focuses on measurability.

IV. Urgency (thoughts from "The Mind of the Maker" by Dorothy Sayers)

A. A "synthesis of life" is necessary.

B. A purely analytical approach is unworkable.

V. Two Myths

A. The Myth of Violence:
1. Creation is a work of art, attained by wisdom.
2. Wisdom delights in the sons of men (from Job).
3. The glory of original creation has been invaded by violence.
4. We believe that the ordering principle of creation is a Person.
5. The serpent used words, in a twisted imitation of God, to bring violence into creation.
6. We are an image-- necessarily imitators-- showing forth either God or Satan.

B. The Myth of Peace:
1. Sometimes we are disappointed in others because we think we have found our model.
2. Preparation is key to successfully leading a class of imitators.

VI. Two Paths of Violence

A. Logos w/o Incarnation
1. Univocal
2. Attacking
3. "Do as I say, not as I do."
4. Inflexibility
5. Big brother in "the Prodigal Son"
6. Reduces everything to the analytical
->Imaging the Logos to our classroom properly means that we respond to the needs of our students.

B. Incarnation w/o Logos
1. Equivocal
2. Fleeing
3. Hates the Logos: the permanent, boundaries, definition
4. Like instruments playing with no direction
5. Little brother in "the Prodigal Son"

VII. The Analogical

A. Humans are to be the "bond of unity" in creation (cf. Maximus Confessor).

B. We cannot impart wisdom; we strive to impart the love of wisdom (philosophy).