Discusses the study of history and how it is much more than "just the facts."
Proposes that textbooks lie--not in what they say but in the way they say it.
Describes the journey of a Gutenberg student.
Reflects on the importance of living "face-to-face," especially for education.
Questions the "university as gatekeeper" model.
Asks, "What do we need from our educational system?
Argues that many colleges and universities operate more like businesses than educational institutions.
Compares the predominant view of education with a biblical world view.
Asks whether the skills of reading the Great Books apply to reading the Bible.
Discusses the importance of the Great Books for teaching us about human heritage, diversity, and respectful conflict.
Purposes that the objective of understanding secular texts in Gutenberg’s curriculum is to cultivate confidence and humility.
Addresses students to argue that the “stress” of assignments promotes growth.
Gives one alumni’s answer to the question of why a student should value a Gutenberg education.
Expresses David Crabtree’s thanks as he leaves Gutenberg after twenty-two years as its president.
Reaffirms the ongoing mission of Gutenberg College.
Addresses Gutenberg graduates concerning the defining passion of one's life.
Explores how the author's thinking and understanding has changed over the course of twenty years as a tutor at Gutenberg College—specifically, how he understands the Bible and Gutenberg’s role, how his perspective on the nature of Christianity and its origins has changed, and what he has learned about the basis for hope.
Describes how emotions affect learning and offers four truths that should guide teachers and students in the classroom.
Discusses three disciplines of dialog that the class of 2013 came to value during their four years together.
Describes what distinguishes Gutenberg College's education from other "great books" colleges.