I still think Greek and Latin remain important for understanding what we might call the deep history of Western civilization. But I take your point that other languages and literatures have a wealth of insight. Arabic would be an interesting choice because it is both ancient and modern, and is likewise an inflected language. So you get the benefit of deep learning in the grammar of a language, as well as access to literature that is fascinating and relevant in a modern context. Chinese as a logographic and isolating (analytic) language doesn’t have the benefit of inflection for learning grammar. I imagine one of the benefits as you mention is the ability to bridge cultures. I would love to see more English-native students learn non-western languages for the benefits you describe. I suppose there is a question of the time and effort it takes to gain facility or even fluency in any of these languages. Perhaps a good place to begin is to access some of these literatures through English translations and then pursue specialization in the original languages in electives and higher education. Just a few thoughts. Thanks for your comments!

But is that really where we are now? I am not against Greek and Latin languages and literature – I’m studying them myself right now. But isn’t it possible to engage with other languages and literatures that would accomplish some of the same goals? These languages might also prepare young people to act as liaisons to those cultures, bridging the gaps between our cultures and theirs, and taking their education to another level.

Chinese literature is full of ethical values, as is Arabic (Islamic) literature. And how much are we in need of persons who can bridge the divides between our culture and theirs at this present moment in history!

Areas that immediately come to mind are studies in brain plasticity (like Norman Doidge), theories of intelligence (like Carol Dweck) and memory studies (Jason and I really liked the book Make It Stick). These contribute to a nuanced philosophy of education that isn’t just saying, “let’s back the train up to do school like they did in the 1800s.”

My question is this: What modern educational research should be included in the liberal arts (classical model) and what is the criteria for making these decisions? This is stemming from your statement, “Add this to the growing literature on neuroscience and educational psychology.” Furthermore, how can the classical movement leverage good “modern” educational research into methods, assessments and learning challenges?

Warmly,
Josh