Passing the Torch

Passing the Torch, Louis Markos. IVP Academic (ISBN: 9781514011300) 2025.

Summary: An argument for Classical Christian Education based on its aim to produce virtuous, morally self-regulating citizens.

Louis Markos has written several books arguing the value of the Greek classical tradition for Christians while engaging that tradition critically. Therefore, it makes sense that Markos would defend the idea of classical Christian education, which he ably does in this book. Foundational to his argument, as he argues in the Introduction, is understanding what it means to be human. He understands humans as created with basic dignity but also as fallen, needing rules, limits, and discipline. Specifically, humans are rational, emotional, and volitional creatures. Our choices shape our feelings. A human fully alive is one whose virtues, affections, and desires have been formed and ordered.

Markos then argues that the nature of education must arise for our understanding of human nature. Specifically, what books and activities foster virtue? Firstly, he argues for a liberal rather than vocational education, liberal in the sense of liberating the mind to reason well and make virtue-shaped moral choices. Secondly, this is best accomplished through the canon of great books going back to the Greek tradition. He argues both that these book address universal human concerns and also that these works formed the shared values of the Western world. Thirdly, he argues for reading books rather than distillations of these books in textbooks or course packs.

Fourthly, he makes a case for reading history rather than a curriculum of social studies to understand the past that has shaped us. Fifthly, he likewise emphasizes humanities over social sciences, due to the latter’s methodological naturalism that mutes the imago dei in human beings. Sixthly, amidst moral relativism, classical education emphasizes the transcendentals of Goodness, Truth, and Beauty as objective realities. Finally, classical education emphasizes virtues of character rather than mutable values.

Then, in the second part of the book, Markos dialogues with influential educators through history. He includes chapters on Plato, Augustine, Rousseau, Dewey, C.S. Lewis, Dorothy Sayers and Charlotte Mason, and Mortimer Adler, E. D. Hirsch, and Neil Postman. He offers both positive and critical assessments of each. He especially highlights Lewis’s Abolition of Man as well as Dorothy L. Sayers, The Lost Tools of Learning. The latter was popularized by Douglas Wilson, a pioneer in the Christian Classical Education movement. He does believe Rousseau’s utopianism and Dewey’s progressiveness weakened much of contemporary education, as well-intended as were their efforts.

In concluding, he summarizes his argument as one critical for the American experiment at its 250th year. He writes, “If we are to continue, however, we must revive an understanding of the Greco-Roman, Judeo-Christian traditions that gave birth to that experiment and that continue to draw hopeful travelers here from all over the world. If we do not pass the torch to the next generation, then the glorious flame of liberty, which immigrants to Ellis Island saw as they docked in New York Harbor, will slowly, I fear, go out.”

On one hand, Markos makes an important argument that education needs to reflect an understanding of human nature. Certainly, the tradition he upholds deeply explores the human condition, the formation of virtues, and the ordering of society. Markos advocacy of books and history seems a much needed corrective to bland and ideologically driven social sciences. In addition, his recognition particularly of the Black contribution to this tradition, touched on in the text and bibliography and highlighted in a concluding review, is important.

I think Markos makes a valid point of immigrants (if we allow them in!) learning the intellectual tradition that has shaped our country. But, just as other cultures have illumined my reading of scripture, including American Indigenous Peoples (not discussed) as well as Latino, Asian, and African cultures, Might these enrich rather than dilute our Western cultural tradition? This possibility does not seem to be considered. I’d also love to see more evidence of classical education as a multi-ethnic movement.

Two figures mentioned in Markos’ text, Douglas Wilson and Pete Hegseth, might contribute to a perception associating Markos with a conservative culture war. He cites a book of Hegseth’s, noting its “polemical” character. but making an argument worth considering concerning American education. Likewise, he mentions Douglas Wilson at various points, duly crediting him with his contribution to classical education. However, he is silent regarding other critiques of Wilson.

I think the perception is not fair to Markos’ larger purpose. Classical education is a larger movement, both in its Christian and secular expressions, than Wilson or Hegseth. Markos offers a critique of American education, its assumptions and methodologies that needs to be weighed. He puts forth an alternative that is gaining traction. Finally, I find myself sympathetic to this proposal. I have spent my adult life backfilling the deficits in my own education by reading many of the Great Books mentioned here, as well as great works of other cultures.

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Disclosure of Material Connection: I received a complimentary copy of this book from the publisher for review.