The Classic Learning Test (CLT) is set to be the focal point of an upcoming dialogue, as Jeremy Tate, its founder, has agreed to engage in a conversation addressing concerns previously raised about the test. This discussion, scheduled for Wednesday, June 21st on Twitter Spaces, aims to explore whether the CLT is effectively serving the current needs of classical education. This timely conversation is crucial for fostering open discussions about the direction of education, particularly within classical learning and Christian frameworks.
Since its inception in 2015, the Classic Learning Test has experienced significant growth, positioning itself as an alternative in the standardized testing landscape, especially after many colleges moved away from the SAT/ACT post-COVID. For many in classical Christian education, the CLT also offered an option more aligned with their educational philosophies. As previously discussed, the test became a subject of debate following Matthew Freeman’s essay in The American Conservative, “Classical Education’s Woke Comorbidities.” This upcoming conversation stems from these discussions and the need to examine the CLT’s role in the evolving educational sphere.
A key concern revolves around whether the Classic Learning Test, in its growth, risks mirroring the ideologies it initially sought to challenge. There’s a fear that the CLT might compromise the foundational principles that distinguished it from mainstream educational testing. Previous critiques have suggested a potential drift towards a superficial understanding of knowledge, characteristic of modern education, possibly at the expense of traditional Christian values and the philosophical underpinnings of classical education.
However, it’s important to acknowledge the complex environment the Classic Learning Test operates within. Higher education, the very space the CLT aims to connect with classical education, is largely influenced by liberal ideologies. The challenge for the CLT is to navigate this terrain without diluting its core values and distinctiveness.
Jeremy Tate’s willingness to participate in this open discussion is a positive step. It demonstrates a commitment to addressing criticism, promoting clarity, and ensuring transparency regarding the CLT’s objectives and operations.
The upcoming conversation is expected to delve into several critical aspects of the Classic Learning Test and classical education. These include the interpretation and application of Aristotelian educational philosophies, the potential influence of modern liberalism on classical education, and the CLT’s dedication to Christian principles within education. This last point remains a central concern, prompting a deeper examination of the CLT’s mission. This dialogue offers a valuable opportunity to gain clarity and foster a deeper understanding of these important issues. Participants will also have the chance to pose their own questions during the session.
Ultimately, this discourse embodies a fundamental principle of classical education: the pursuit of truth through meaningful and open dialogue.
Further updates regarding the conversation and its outcomes will be shared.
For those unfamiliar with the preceding discussions, or seeking a recap, summaries of the primary arguments are provided below.
Summary of Freeman’s Argument:
Matthew Freeman contends that the classical education movement is increasingly susceptible to “wokeness,” threatening its core tenets. He argues that liberal influences are infiltrating organizations like the Classic Learning Test (CLT), evidenced by a shift towards prioritizing diversity and representation over the traditional classical canon. Freeman points to figures like Jessica Hooten Wilson, who advocate for diversifying reading lists and conference speakers to include voices from various backgrounds, as examples of this trend. He believes this is the start of a larger ideological battle that could lead to liberalism dominating classical education. Freeman suggests that as the classical education movement gains prominence, it becomes vulnerable to co-option, similar to other conservative institutions. He argues that the movement’s defense should not be based on liberal notions of equality but on the classical principle of hero-worship, which acknowledges hierarchy. Deviating from this core principle, Freeman warns, risks turning classical education into a tool for progressive agendas.
Summary of Tate’s Rebuttal:
Jeremy Tate acknowledges the significance of Freeman’s questions regarding the relationship between classical education and diversity. However, Tate disagrees with Freeman’s assertion that classical education proponents, including himself, are succumbing to “woke” ideologies. Tate argues that the core disagreement lies in differing perspectives on curriculum texts. While Freeman emphasizes hero-worship as central to classical education, Tate posits that its primary goal is to cultivate critical thinking. He believes this necessitates a diverse range of texts spanning from antiquity to modernity. Exposing students to varied perspectives, according to Tate, is crucial for developing their analytical and interpretive abilities. Tate concludes by inviting Freeman to a podcast to further discuss these points.
Summary of the Author’s Position:
The author acknowledges Jeremy Tate’s defense of the Classic Learning Test (CLT) and its aim to offer a broader alternative to conventional standardized tests as a positive development. While Tate emphasizes the importance of critical thinking skills and the use of diverse texts, concerns remain about the potential for the CLT to be co-opted by left-leaning educational influences, particularly given its increasing success and visibility. The author argues that modern readers often inadvertently impose their egalitarian values onto ancient texts, leading to misinterpretations of their original meaning. This issue is amplified when constructing a comprehensive curriculum. The assumption that intellectual diversity is inherently necessary in education is itself seen as a misreading of classical thought. Drawing from Aristotle, the author suggests that true universal education lies in understanding the fundamental causes and principles of reality, ultimately rooted in God. The author contends that the CLT’s emphasis on diversity may impede its ability to guide students toward a deeper understanding of this reality. The author accepts Tate’s invitation for further discussion, stepping in for Freeman to continue the dialogue.
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