Pagan Texts and Classical Christian Education
Classical Christian schools approach education very differently in many ways. I like to tell those new to hearing about this ancient modality of education that we don’t teach our students what to think, but how to think. A large portion of this skill comes from not avoiding hard topics in an age appropriate way. This become especially important in the 7th grade year when our students enter our Upper School program and take two specific classes: Ancient Humanities and the Hebrew Narrative. Ancient history and literature (including the Old Testament) are full of difficult and mature themes and we always want to be sure to take time to explain to parents the whys and hows of these classes and topics.
This summer I had the privilege of attending a class at the National Association of Classical Christian Schools’ conference taught by Dr. David Diener. This post is based around my notes from this class I took and I hope it brings some clarity and confidence for you and your student.
The History
The issue of whether students should read pagan works is not a new issue. This issue arose in the first century AD. Jewish education was largely done in the home. They took Deuteronomy 6 to heart and education was a part of their daily lives. However, the content and purpose of the Jewish education was almost exclusively in their Jewish religion. Jewish education largely influenced Christian education. New Christians were catechized for three years before they were baptized and the earliest forms of Christian education were based around parents and the church working together to supplement a secular classical education, because at that time education was done following the secular Roman classical model. Classical Christian Education is a result of early Christians attempting to combine the pagan Classical education with Christianity. Since that time there have been wise leaders who fall on all sides of this debate of how to include pagan literature in education. Dr. Diener gave a fabulous discourse on all these different positions and I saved all the primary sources he used for myself and would be happy to share with anyone who is interested.
Being Like the Bees
There was one particular excerpt shared from “To Young Men on How They Might Derive Profit from Pagan Literature” from Saint Basil first published in 1459 that I want to use as a model to explain the importance of utilizing pagan works in our students’ education:
You ought not to give your attention to all they write without exception; but whenever they recount for you the deeds or words of good men, you ought to cherish and emulate these and try to be as far as possible like them; but when they treat of wicked men, you ought to avoid such imitation, stopping your ears no less than Odysseus did, according to what those same poets say when he avoided the songs of the Sirens… Just as in the case of other beings enjoyment of flowers is limited to their fragrance and color, but the bees, as we see possess the power to get honey from them as well, so it is possible here also for those who are pursuing not merely what is sweet and pleasant in such writings to store away from them some benefit also for their souls. It is, therefore, in accordance with the whole similitude of the bees, that we should participate in the pagan literature. For these neither approach all flowers equally, nor in truth do they attempt to carry off entire those upon which they alight but taking only so much of them as is suitable for their work, they suffer the rest to go untouched. We ourselves too, if we are wise, having appropriated from this literature that is suitable to us and akin to the truth, will pass over the remainder. As just as in plucking the blooms from a rose bed we avoid the thorns, so also in garnering from such writings whatever is useful, let us guard ourselves against what is harmful. At the very outset, therefore, we should, examine each of the branches of knowledge and adapt it to our end according to the Doric proverb, ‘bringing the stone to the line’.
~ Saint Basil
Like the bees, we want our students to be able to look at pagan works (and ideas) and be able to recognize and extract what is useful and leave the rest. This is why pagan works are so very important.
A Practical Example
In 7th or 8th grade students will spend a year studying the ancients. During this year of study they will read the entirety of The Epic of Gilgamesh. This is an incredible story that is rich in themes. It takes a student on a journey where they learn about friendship, self-sacrifice, the state of the human condition, the sovereignty of God in all cultures, and so much more. However, it does contain some more mature content. Here is an example:
“Now the trapper returned, taking the harlot with him. After a three days’ journey they came to the drinking-hole, and there they sat down; the harlot and the trapper sat facing one another and waited for the game to come. For the first day and for the second day the two sat waiting, but on the third day the herds came; they came down to drink and Enkidu was with them. The small wild creatures of the plains were glad of the water, and Enkidu with them, who ate grass with the gazelle and was born in the hills; and she saw him, the savage man, come from far-off in the hills. The trapper spoke to her: ‘There he is. Now, woman, make your breasts bare, have no shame, do not delay but welcome his love. Let him see you naked, let him possess your body. When he comes near uncover yourself and lie with him; teach him, the savage man, your woman’s art, for when he murmurs love to you the wild beasts that shared his life in the hills will reject him.’ She was not ashamed to take him, she made herself naked and welcomed his eagerness; as he lay on her murmuring love she taught him the woman’s art. For six days and seven nights they lay together, for Enkidu had forgotten his home in the hills; but when he was satisfied he went back to the wild beasts. Then, when the gazelle saw him, they bolted away; when the wild creatures saw him they fled. Enkidu would have followed, but his body was bound as though with a cord, his knees gave way when he started to run, his swiftness was gone. And now the wild creatures had all fled away; Enkidu was grown weak, for wisdom was in him, and the thoughts of a man were in his heart. So he returned and sat down at the woman’s feet, and listened intently to what she said.”
Chapter 1 Paragraph 7 The Epic of Gilgamesh
At first read, you may want to avoid this passage. However, this passage is an important part of the story. We don’t have students read Gilgamesh because it has this sex scene in it. We have them read this story because it speaks to the human condition. It opens up avenues of sweet conversation with our students NOT about sex, but about sin, temptation, integrity, and trust. It leads to a discussion of what separates humans from God. All of which would be missed if we stuck to only reading simple stories with happy, easy content. As our students get older it is so important that we start having these conversations with them and not avoid them. The Bible if full of similar stories. They are included for a reason.
So How Do We Approach These Texts?
Following Dr. Deiner’s wisdom, as a staff, we consider the following six things as we are going through these texts:
We always ask ourselves: why are we reading this text? Why has it withstood the test of time? We don’t read books because they mention sex or violence. We read them because the “honey” to be found in them serves a purpose that will benefit our students’ souls.
We emphasize the distinction between the content of the text and its purpose. The Bible is a really excellent example of this. What does the content teach us. Why is the story of Tamar included in the Bible? What does the Holy Spirit want us to learn from that story?
We always consider the importance of how students are being led through the text and not just the content. Shepherding the students through the text alongside parents is always our goal. We want to teach them to extract the honey and leave the rest.
We consider not only the what and the how but the when. Age and maturity are taken into account. It’s why we don’t read The Great Gatsby until High School. It’s also why we may read picture books of Gilgamesh to our grammar students but the full content of the story is not read until Upper School.
We take seriously the value of general revelation. General revelation refers to God’s revelation made to all people everywhere. It is incomplete but it is still valuable. Do we study only Christian mathematicians and scientists? No. We absolutely have to teach the next generation how to critique pagan texts without being afraid of them.
We focus on the importance of helping students become discerning. We want our students to learn to engage with secular thoughts and be discerning. We want them to learn to embrace the idea that mystery and ambiguity is important so they can continue to do this in “the real world” for the rest of their lives. This takes practice and guidance.
The Parent’s Role
A parent’s role in this endeavor cannot be more important. Teachers will do their best to give you a heads up about specific content coming up, but we always encourage you to read alongside your student. Don’t shy away from the beautiful conversations that come from these texts. You will be amazed at how it will draw you closer to your children. Teachers will also regularly assign discussion questions to have with you students. Be excited about those questions and press your student to think deeply and respond well. Above all: pray for your student and never hesitate to reach out to us with questions, concerns, feedback, or let us know about an amazing conversation you had.
