Bible, Latin, math, logic, rhetoric, science, literature, music, art, and physical education—every subject taught from a Christian worldview, K3 through twelfth grade.
Every school makes a thousand small choices about how it forms a child. Here is how we differ, line by line.
Schools must impart job skills of value to particular industries. This early “job training” may not apply to other industries and often ignores reasoning and other higher‑level skills.
The emphasis is on reasoning skills, wisdom, and training the mind. These are broad skills that can be used in higher education, the workplace, and the home.
There is little toleration for orthodox Christian teachings or claims to truth.
Classical Christian education begins with the assumption that God has revealed truth in the Scriptures and that the Bible is an infallible authority.
All moral positions are equally valid, though some may be more risky. There are no moral absolutes; what is true for you may not be true for me.
There are Biblical standards of right and wrong, good and evil, that children must learn and come to value.
Information given to students is filtered through textbooks written to comply with politically correct standards. Interpretations are handed to students.
Students are taught how to read original authors’ works and to interpret primary sources for themselves based on their own study of history, literature, theology, and language.
Knowledge is dis‑integrated, broken into separate subjects that rarely relate to one another.
Knowledge is unified and crosses subject boundaries. Students learn the big picture as well as the details.
There are continual cycles of “education reform” in efforts to find best practices. New methods, tests, and materials are frequently rolled out in search of something more effective.
Songs and chants for younger students; Socratic dialogue, debate, and speeches for older students. Methods that worked for centuries still work.
Oregon education statistics are very low, by the State’s own admission. A majority of public‑school students either do not graduate or graduate unprepared for college‑level work.
CCE graduates score high on standardized testing, are admitted to highly competitive colleges, and graduate on time.
