In Search of Camelot and Classical Education

In class on Friday, Nov. 22, my professor asked if any of us recalled what historical event happened that day.  Four of us knew the answer but no others remembered that, on another Friday 50 years ago, President John Fitzgerald Kennedy was assassinated in Dallas, Texas.

The assassination of an American president is no small historical event, especially a popular 20^th century president about whom so many speak favorably (almost reverently); a president commonly referred to simply by his initials.

And did I mention this was my college history class?

Is there a correlation between students not easily recalling the death of a president whose life has been dubbed a modern-day Camelot, a place where legend says truth, goodness and beauty reigned?

I think there is, in fact, a direct correlation and it’s fitting that a hallmark of a classical education is an appreciation for all things true, good and beautiful.

Why did nearly an entire history class at the collegiate level not know the anniversary of JFK’s assassination?  My theory is history education in our public schools has failed us—miserably.

The study of history is supposed to improve critical thinking skills.  It should foster active education and discourage rote memorization of dates, places, events and names.

Would a classical approach to history education form a more historically aware citizenry?

Yes, because at the very heart of classical education is the philosophy of learning for the love of learning, not just to pass standardized exams.  I believe a case can easily be made that a classical education improves historical awareness because it significantly transforms understanding and enhances grasp of context.

Face it, most public education is not rooted in an understanding of context, at all.  I’m really beginning to see that going classical may be the only way to save ourselves from a shallow, misguided and watered-down education.