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Lewis's Abolition of Man is a manual for how education was changed from a classical/medieval model to a progressive model. It is also, therefore, a manual for how to recover the classical/medieval model. A 🧵. 1/
This summer, I left my job as COO at the CiRCE Institute and became a high school great books and Latin teacher at the St. Constantine School in Houston. I am now in week 4 of teaching (I know, it's still early--honeymoon phase). Let me just say:
High school kids are amazing.
Annie nails it.
Several people have sent me this video by the distinguished Dr. Scott Masson asking for thoughts. In short I will say:
- The order of moral action IS part of symbolic patterns.
- If you can't change the diction or moral action of the story in any way without changing the soul of the story then you cannot retell the story at all. In fact, you can't translate it into English without at least somewhat changing the meaning.
- CS Lewis argued that the essential meaning of myth transcends the particulars of poetic diction and authorial intention. I still agree.
- Athena, not Sinon, is still the moral voice guiding Odysseus and reckoning with your guilt is a part of wisdom. Sinon does not represent THE center or soul point of Odysseus's guilt; CLEARLY the Trojan horse does. In both image, action, and narrative structure the burning of Troy is the center of Odysseus's guilt, something symbolized in the embodiment and climactic presence of Athena.
- Nolan's Odysseus does not relinquish his responsibility and leave guiltily. Again, I find myself wondering if we are all watching the same movie. Odysseus takes total responsibility, sacrifices himself to restore order, and installs his son as King, leaving in peace.
- Yes, only Jesus Christ actually solves the REAL problem of guilt but you can't put Jesus in every movie. It would get very boring; you would have mass symbolic draining of the Gospel. The pattern of sacrificial death and resurrection is the way stories participate in the Myth become Fact and expand its meaning as the Gospel light flickers and dances in 10,000 places.
- Antinoos is punished for his assault on divine and domestic order - of which his sin against Sinon is a part. This is a both/and, the higher offense shown to us in the specific offense.
- Nolan's adaptation is not a replacement of Homer nor his universal meaning; it is an aesthetically potent and significant application of that universal meaning for a particular people and place and time.
- You have to evoke an emotional response to get the point across - that's how movies as a fast visual medium work.
- I agree, it is not a complete Return of the King story because it can't be. The end of Homer's Odyssey doesn't work morally in a post-Christian world. Divine fiat in a Deus ex machina ending isn't plausible. We have to find some other way to symbolize the Christ answer, which I think Nolan does brilliantly by building on the work of Girard.
- In short, Dr. Masson provides a very sophisticated version of the "It's not Homer" and "It's not what I wanted" argument. In response, it can't be Homer and it is a mark of maturity and charity to appreciate something for what it IS rather than what you wanted it to be. youtu.be/39wmVSCTCkE?si=yBJ0…
Matt Bianco retweeted
SCHEDULE CONTINUED:
🌞Republic Bk 3: Music Education II (392c-
403c) with @mgbianc and @alecmbianco (12.22.26)
🌞Christmas Episode (12.29.26)
🌞Republic Bk 3: The Noble Lie (403c-417b) with Dr. Kevin Kambo @UofDallas (1.5.27)
🌞Plato and Plotinus with President Sterling & Dr. Ken
Wolfe, St. John's College Santa Fe (1.12.27)
🌞 Republic Bk 4: Adeimantus’ Objections
(419a-428a) with Dr. Ben Keoseyan (1.19.27)
🌞Republic Bk 4: Justice in the City (428a-
437a) Dr. Tiffany Miller @UofDallas (1.26.27)
🌞Republic Bk 4: Justice in the Soul (437b-445e) with @FreyChristopher (2.2.27)
🌞 LENT 2027: Dante's Paradiso (2.9.27 - 4.6.27)
🌞Republic Bk 5: First Wave of Laughter:
Equality of the Sexes (449a-457c) with @chezaristote (4.13.27)
🌞Republic Bk 5: Second Wave of Laughter:
Sharing of Women and Children (457c-
471e) with @chezaristote (4.20.27)
🌞Republic Bk 5: Third Wave of Laughter:
Philosopher King (472a-480a) with @Tomberly530 (4.27.27)
🌞TBD (5.4.27)
🌞Republic Bk 6: The Good Part I (484a-506d) with @RyanHaecker of the @MethexisATX (5.11.27)
🌞Republic Bk 6: The Good Part II (484a-
506d) with @RyanHaecker of the @MethexisATX (5.18.27)
🌞Republic Bk 6: Analogy of the Sun &
Divided Line (506d-511e) @RyanHaecker of the @MethexisATX (5.25.27)
MORE BELOW!
This is just a crazy take. You don't honor someone by slavishly copying him. You only honor someone when you respect the work and make it something new. This is why we can say Vergil honored Homer.
And therein lies the issue, @holland_tom! Think about how you ended your post:
"It honours Homer while simultaneously making something new of him (The Odyssey)."
Let's play this out and see if you can recognize the inherent fallacy in such a statement.
It honours Shakespeare while simultaneously making something new of Hamlet.
It honours Dante Alighieri while simultaneously making something new of The Divine Comedy.
It honours Jane Austen while simultaneously making something new of Pride & Prejudice.
There is a reason why Peter Jackson's masterful trilogy, the Lord of the Rings did so well and continues to be revered and held as one of the greatest cinematic achievements of all time. Just go back and listen to the interviews he gave. They wanted to stay true to the source material and that is why it succeeded. They were not pretending the work was written yesterday. They honored the work and the history and the lineage and the fan base by staying true to the text. Conversely, the Rings of Power are almost not worthy of mentioning in the same sentence.
The moment we believe we can improve a work that has stood for thousands of years by simply injecting woke/DEI filters, you have already failed.
And, I say that with much sadness because Christopher Nolan has been one of my all-time favorite directors and there has not been a movie of his I have not loved. Part of the reason I love him is he never panders to his audience and had always demanded authenticity -- until now.
Matt Bianco retweeted
There are two dangerous ways of approaching the Church Fathers. One turns them into rigid monuments of the past. The other dismisses them as outdated voices irrelevant to modern life. Both misunderstand them...
Matt Bianco retweeted
A Norwegian neuroscientist spent 20 years proving that the act of writing by hand changes the human brain in ways typing physically cannot, and almost nobody outside her field has read the paper.
Her name is Audrey van der Meer.
She runs a brain research lab in Trondheim, and the paper that closed the argument was published in 2024 in a journal called Frontiers in Psychology. The finding is brutal enough that it should have changed every classroom on Earth.
The experiment was simple. She recruited 36 university students and put each one in a cap with 256 sensors pressed against their scalp to record brain activity. Words flashed on a screen one at a time.
Sometimes the students wrote the word by hand on a touchscreen using a digital pen, and sometimes they typed the same word on a keyboard. Every neural response was recorded for the full five seconds the word stayed on screen.
Then her team looked at the part of the data most researchers had ignored for years, which is how different parts of the brain were communicating with each other during the task.
When the students wrote by hand, the brain lit up everywhere at once.
The regions responsible for memory, sensory integration, and the encoding of new information were all firing together in a coordinated pattern that spread across the entire cortex. The whole network was awake and connected.
When the same students typed the same word, that pattern collapsed almost completely.
Most of the brain went quiet, and the connections between regions that had been alive seconds earlier were nowhere to be found on the EEG.
Same word, same brain, same person, and two completely different neurological events.
The reason turned out to be something nobody had really paid attention to before her work. Writing by hand is not one motion but a sequence of thousands of tiny micro-movements coordinated with your eyes in real time, where each letter is a different shape that requires the brain to solve a slightly different spatial problem.
Your fingers, wrist, vision, and the parts of your brain that track position in space are all working together to produce one letter, then the next, then the next.
Typing throws all of that away. Every key on a keyboard requires the exact same finger motion regardless of which letter you are pressing, which means the brain has almost nothing to integrate and almost no problem to solve.
Van der Meer said it plainly in her interviews.
Pressing the same key with the same finger over and over does not stimulate the brain in any meaningful way, and she pointed out something that should scare every parent who handed their kid an iPad.
Children who learn to read and write on tablets often cannot tell letters like b and d apart, because they have never physically felt with their bodies what it takes to actually produce those letters on a page.
A decade before her, two researchers at Princeton ran the same fight using a completely different method and ended up at the same answer. Pam Mueller and Daniel Oppenheimer tested 327 students across three experiments, where half took notes on laptops with the internet disabled and half took notes by hand, before testing everyone on what they actually understood from the lectures they had watched.
The handwriting group won by a wide margin on every question that required real understanding rather than surface recall.
The reason was hiding in the transcripts of what the two groups had actually written down.
The laptop students typed almost word for word, capturing more total content but processing almost none of it as they went, while the handwriting students physically could not write fast enough to transcribe a lecture in real time, which forced them to listen carefully, decide what actually mattered, and put it in their own words on the page.
That single act of choosing what to keep was the learning itself, and the keyboard had quietly skipped the choosing and skipped the learning along with it.
Two studies. Two countries. Same answer.
Handwriting makes the brain work. Typing lets it coast.
Every note you have ever typed instead of written went into your brain through a thinner pipe. Every meeting, every book highlight, every idea you captured on your phone instead of on paper was processed at half depth.
You did not forget those things because your memory is bad. You forgot them because typing never woke the part of the brain that would have made them stick.
The fix is the thing your grandmother already knew.
Pick up a pen. Write the thing down. The slower road is the faster one.
Matt Bianco retweeted
Dorothy Sayers' "trivium" is her proposed developmental taxonomy of learning using terms from the classical trivium (grammar, logic, and rhetoric) as analogs to three "stages" of learning. She never proposed it as a definition of classical education.
Matt Bianco retweeted
If you think Shakespeare "alienates" students,
consider how "alienated" they feel later in life
when references are made to Romeo and Juliet or
Hamlet & they don't understand. A lot of things
are unfamiliar or difficult for students. That isn't a
reason to stop teaching them.
Have you ever been to a Georgian Supra? If you can get to Charleston, SC on 7/15, I will be leading a one-day conference on "The Art of Hospitality." We will be discussing hospitality and doing a Supra. Join me!
circeinstitute.org/events/dr…
A school is healthy when its teachers are still being formed. Stagnant adults cannot raise living souls.
Teachers need a seminar just as much as the students do, and the students need the teachers to participate in a seminar as much as the teachers need it.
When education loses its liturgical rhythm—time, repetition, reverence—it compensates with noise and novelty. Like the Romans, cultivating virtue gets replaced with bread and circuses.
Authority in education is not control. It is calm clarity about the beautiful, the good, and the true, embodied consistently over time.
Children don’t need to be constantly stimulated. They need to be initiated into silence, beauty, and attentive presence.















