HeightsCast: Forming Men Fully Alive

This week on HeightsCast, we feature a recording of the 2022 Headmaster's Lecture on the man fully alive. In this lecture, Mr. Alvaro de Vicente helps us understand what we mean when we use St. Irenaeus' oft-quoted though seldom understood words that gloria Dei est vivens homo: the glory of God is living man. Mr. de Vicente shares his thoughts on the destination and the road ahead, suggesting that to live fully on earth we must understand that the fullness of life is found only in heaven. And if we are to reach this destination which is our destiny, we should see this life as practice for the next. In particular, he offers three actions that are the best practice for heaven: To play To see To commit Taking us through each of these, Mr. de Vicente helps us to approach life in a playful way, taking ourselves lightly and others seriously; to discover the beauty of the world, contemplating with loving eyes and a grateful heart; and to commit fully, passionately persevering in our love for others. Our boys will not live these ideals perfectly—we will not live them perfectly—but if together we begin and begin again often, we will be well on the way; and that will be a taste of heaven. Chapters 2:43 Origins of the tagline "Men fully alive" 4:01 Man fully alive: what does this mean? 4:14 Common notions 5:18 Man as the masterpiece of God 7:56 What is man? 9:01 Crisis of masculinity: either brutes or wimps 9:45 Life on earth as a preparation for heaven 11:07 What is heaven? 12:36 Practice for heaven 13:16 A man with a mission 16:31 To play 16:33 Physical play 19:06 Approaching life in a playful way 22:31 A game with two halves 26:09 To see 27:56 Blindness as an illness of the soul 29:36 The Little Prince and our inability to see beauty 30:54 When the truth complicates my life 32:48 Who you are and what you are here for 33:32 On contemplation 34:36 Finding beauty 36:47 Life as a museum 37:21 Seeing with the mind's eye 39:41 Seeing with the heart 41:33 To commit 42:11 The man in a wheelchair 43:40 Closing doors 45:20 On the passions 48:01 Commitment is different from a self-help book 48:41 Screwtape on love and marriage 51:58 Faithfulness over time is the name of love (Benedict XVI) 52:41 The danger of overcommitting 54:26 Conclusion Also on The Forum Foundations of Hope: Raising Optimistic Men Fully Alive with Alvaro de Vicente The Education of "Men Fully Alive": The Mission and Vision of The Heights with Alvaro de Vicente Who Am I?: The Question of Persona with Alvaro de Vicente Our Little Protectors: How Do WE See Our Boys? with Alvaro de Vicente Forming Wise, Courageous Risk-Takers with Alvaro de Vicente In Defense of Victory by Kyle Blackmer Additional Resources Against Heresies by St. Irenaeus

In this week's episode, we discuss science fiction with Mr. Joe Breslin, fifth grade teacher and soon-to-be published author of Other Minds: 13 Tales of Wonder and Sorrow. Surveying the wide umbrella of literature and film termed "sci-fi," Mr. Breslin helps us understand what makes this genre of literature valuable, interesting, and beautiful. As Mr. Breslin explains, science fiction done well offers a celebration of the human person, showing us in often strange ways what is possible for us as thinking beings. Moreover, by removing us from the humdrum of our ordinary lives and instilling a sense of awe as we experience another world, science fiction can provide new insights into old problems, helping us rediscover the wonder of our own everyday lives. And this is often much needed–for although our world may never be lacking in wonders, we may at times find our weary selves lacking in the wonder to see it. Chapters 1:40 What is science fiction? 2:20 Science fiction vs. fantasy 4:30 Kinds of science fiction Space opera Hard sci-fi Dystopia Post-apocalyptic Steampunk Military Horror Classic 11:30 Insights from different genres 13:03 Personal favorites of Mr. Breslin 16:10 Why is science fiction valuable? 17:37 Perception vs. reality 18:27 Anthropology through another lens 19:19 Science fiction as a humanistic kind of literature 22:13 Challenges of writing science fiction 28:45 Mr. Breslin's own writing 30:30 A common thread: strange encounters 32:32 Self-publishing 34:35 Good fiction infused with Faith 38:38 Why read science fiction? 40:25 A caveat: the danger of focusing on man under a single aspect 42:43 Literature: utility and enjoyment 44:50 Learn more about Mr. Breslin's work Also on The Forum Modern Literature: On Curating the Contemporary with Michael Ortiz Guiding Our Boys through Modern Literature with Joe Breslin and Lionel Yaceczko Exploring and Expressing the Human Condition through Literature with Michael Ortiz Forum Reviews Additional Resources Joey Breslin Writes, Mr. Breslin's writing website

From the boys' choir in the lower school to the men's chorus in the upper school, informal performances at faculty dinners to songs at the annual Maryland Day Gala, singing echoes throughout the whole of The Heights experience. This week, we sit down with Mr. Patrick Love, music teacher at The Heights since 2004, to discuss not only when and where we sing at The Heights but why we love to sing so much. As you'll hear, singing—broadly understood—is at the heart of our school's mission. Cantare amantis est, St. Augustine tells us: singing belongs to the one who loves. And as Arthur Clutton-Brock wrote, "education ought to teach us how to be in love always and what to be in love with." In educating our boys to become men fully alive, then, we are ultimately helping them to love, to find their voice, and to fall in love with One who sings them into existence. Chapters 3:40 Where does singing happen at The Heights? 4:30 A musical history of The Heights 8:00 Where does singing happen amongst the faculty? 12:27 What motivates us to sing? Why do we sing? 13:45 Only the lover sings 15:30 From The Magician's Nephew 18:40 Singing: the real deal 21:00 Love, education, and singing at the crossroads 22:23 Fr. Luigi Giussani and the CL Songbook 23:30 Singing in the home 25:28 John Senior 29:45 Cal Newport on technology fasts 31:10 On iTunes 32:46 Singing in the homeroom: teaching as singing 39:00 Singing and silence Also on The Forum Leisure and Acedia: R.J. Snell on Contemplative Homes in a Frenetic Age with R.J. Snell Digital Minimalism: Creating a Philosophy of Personal Technology Use with Cal Newport What Is the Difference between Free Time and Leisure? by Joe Bissex Fall Poems We Love to Memorize by Tom Cox Additional Resources Only the Lover Sings: Art and Contemplation by Josef Pieper In Tune with the World: A Theory of Festivity by Josef Pieper The Risk of Education: Discovering Our Ultimate Destiny by Fr. Luigi Giussani The Restoration of Christian Culture by John Senior Education at the Crossroads by Jacques Maritain The Magician's Nephew by C.S. Lewis

This week on HeightsCast we talk with upper school head, Michael Moynihan, about a new initiative of his on the Forum: the Initiative for the Renewal of Science Education. In the episode, Michael discusses the need for a new synthesis in the liberal arts, combining the best of modern science with the wisdom of ages. In particular, he explains how the recent tendency in science education to begin with theory and then proceed to phenomena is unscientific, producing students with a habit of intellectual surrender, rather than the inspiration to become great scientists.

In this week's episode, we talk with headmaster Alavaro de Vicente about a central theme from our faculty workshop: self-mastery. As Alvaro explains, self-mastery is a certain integration of action, words, thoughts, and desires that gives one the interior freedom to not only do the good but to want to do the good. What does this self-mastery look like for teachers, for students, and for parents? How do we help our boys develop self-mastery? What is the role of a school in assisting parents with this great endeavor? As man is not made virtuous in a day, Mr. de Vicente encourages us to think long term. At the same, he reminds us to focus on the little things, those small, daily realities where aspiration becomes actuality. In particular, he suggests dress code, punctuality, and language as three battlefields on which we can wage war alongside our sons—not against them—as they grow in interior freedom. Self-mastery, Alvaro explains, is not about mastering the world or others. It is rather about mastery of oneself so as to be able to steward the little piece of creation which the Creator has given us. For some, this may be a team. For others, it could be a whole company or even a country. For most, this will be a family, for whom the father has a special kind of care—a care which is best lived out when he recognizes that he is both a father and the Father's son. Chapters 0:57 What is self-mastery? 2:30 The role of the school in developing self-mastery of students 5:00 Practical advice for developing self-mastery in students 6:23 Dress code 9:35 Punctuality 10:30 Language 13:12 School tone and self-mastery 14:54 Advice for teachers 15:45 Armando Valladares and interior freedom 19:20 Trusting our students 22:52 John Henry Cardinal Newman and the education of boys 23:30 Two applications of Newman's educational philosophy 26:45 Self-mastery and the order of creation 30:00 Living life to the fullest: how self-mastery can help us enjoy life more 31:15 Advice for parents 35:20 Implementing change in the home 39:38 Stories from Alvaro's upbringing 42:20 Recommended reading 43:50 A question to spark discussion Also on The Forum Respectful Dominion: Colin Gleason on Discipline with Colin Gleason Learn to Turn: Tom Royals on Parental Prudence with Tom Royals Manners: The Art of Happiness by Robert Greving Why My Computer Science Students Should Master the Guitar by George Martin Training the Hand to Train the Mind by Robert Greving Additional Resources A Catholic Eton? Newman's Oratory School by Paul Shrimpton Against All Hope: A Memoir of Life in Castro's Gulag by Armando Valladares

In this week's episode we discuss fights. Most boys, especially at a young age, have a beautiful need for rough and tumble physical play. But what happens when it's not play? What happens when egos are insulted and the fists go up? Or when there's an unjust aggression? At what point is a young lad–or an older one–justified in puttin' up his dukes? Teacher and Coach, Kyle Blackmer, gives us some points for consideration as we coach our sons on the use of physical force. In the end, this is another one of those areas where parents–most often, but not always, dad–are the primary educators of boys learning the proper employment of one of God's great gifts: their strength.

In many quarters of contemporary society, busy-ness has become a sort of cliche greeting. To the question "How are you?", the response, "So busy," is often automatic. To borrow the words of Dr. R.J. Snell, many of us are conspicuously busy; and we wear our busy-ness as a sort of badge of honor, rooting our worth in our work. In last week's episode, we talked with Dr. Snell about work and acedia. This week, we round out that episode with a discussion of what is ultimately the point of work, namely leisure. While we may often think of leisure as ordered toward work—we rest so that we may work more—Dr. Snell explains how the reverse is nearer the truth, not only etymologically but also metaphysically. Work is for the sake of leisure, as instrumental goods are for the sake of intrinsic goods. As you'll hear, if we take the Eucharistic feast seriously on Sunday, then the rest of our days will be caught up into that Eucharastic feast. Monday will be different, for though we may be just as busy as before, our activity will no longer be so frenetic. It may even take on the mysterious rhythm of a divine dance. 0:20 Relationship between leisure and acedia 0:35 Acedia as frenetic busy-ness 1:05 Total work and workaholism 1:44 School as leisure 2:30 Leisure is not an absence of activity 3:02 Sabbath work and goods for their own sake 5:04 Modern education and its discontents 5:52 Education as the feast 6:35 Mistake 1: Not respecting students as sovereign knowers 7:56 Mistake 2: Olympian vision of education 10:55 Overscheduling as a form of acedia 12:05 Conspicuous busy-ness 12:45 A culture of having and doing, rather than being 13:35 Sin as loving a lower good at the expense of a higher good 14:40 Sloth as a flattening of the Sabbath 14:56 Where do we begin? 15:40 Suggestions for the Sabbath 17:00 Sabbath overflowing into the work week 17:30 A Eucharistic life 18:25 Another sort of leisure 18:50 Leisure and contemplation in the work-a-day world 19:20 Living in and approving of the good 20:11 Dance as contemplation 21:53 Backyard sports as contemplation 23:50 A good question for conversation 24:10 What can we do to enjoy our time with each other more? 24:25 Catching the little foxes Also on The Forum Work and Acedia: R.J. Snell on Our Original Vocation with R.J. Snell OptimalWork series with Kevin Majeres What Is the Difference between Free Time and Leisure? by Joe Bissex Additional Resources Leisure: The Basis of Culture by Josef Pieper In Tune with the World by Josef Pieper Portsmouth Institute Family, Leisure, and the Restoration of Culture by R.J. Snell Acedia and Its Discontents: Metaphysical Boredom in an Empire of Desire by R.J. Snell Summa Theologiae, II.2.35: Sloth by St. Thomas Aquinas

A certain distinguished school leader, when asked when he would retire from his work, replied, "the day that I wake up and do not want to go to work." A reply such as this perhaps strikes the modern ear as senseless. For many of us, work fills the greater portion of our daily lives, but do we feel ourselves thereby fulfilled? Especially today, we may often feel trapped in what seem like unspectacular sisyphean cycles. This week, R. J. Snell, editor-in-chief of Public Discourse and director of the Center on the University and Intellectual Life at the Witherspoon Institute in Princeton, New Jersey, talks to HeightsCast about the virtues of work and its opposing vice, acedia. Drawing on insights from his book, Acedia and Its Discontents, R. J. helps us think through how these concepts are realized in the context of family life and life on campus. As we will hear, our everyday work is the ordinary means by which we participate not only in the perfection of God's creation but also in the perfection of our very selves. Our work is where the rubber meets the road; it is where mere aspiration is turned into actual reality. Ultimately, work is where heaven and earth merge. In realizing this often hidden truth, we may thereby discover that divine drama which is not a sisyphean cycle, but a spiral staircase. Chapters 1:17 Work as a gift 2:22 Error of thinking that work is a result of the Fall 3:23 Garden of Eden as in a state of potency: Adam and Eve are called to fill it 5:30 Work as part of being made in the image of God 7:15 How work fulfills us 7:35 Husbandry of the self 8:25 God's rule through our own self rule: participated theonomy 10:08 Work as the primary way of exercising self-governance 12:50 Cultivating the soil: on the way to beauty 14:25 The friendly universe 15:50 Grace perfects nature 16:41 The three tests of good work 18:45 The integrity of work and the worker's integrity 19:30 Bright-eyed children 21:25 Work as furnishing God's house 24:03 Education as cooperating with Grace 26:07 Acedia: a hatred of reality 27:05 Judge Holden and the desire for radical self-autonomy 30:00 Desert Fathers on acedia and the refusal of God's friendship 31:00 Sloth as the vice of our age 31:36 Natural history as the counter to acedia and reductionism 35:03 The little foxes: recognizing acedia creeping in 35:55 What you are doing now is where God is calling you 37:40 The divine drama of the most mundane things 38:50 Sabbath and rest Also on The Forum OptimalWork series with Kevin Majeres Why We Need Exposure to Nature by Eric Heil What Is the Difference between Free Time and Leisure? by Joe Bissex Additional Resources Portsmouth Institute Family, Leisure, and the Restoration of Culture by R. J. Snell Acedia and Its Discontents: Metaphysical Boredom in an Empire of Desire by R. J. Snell Summa Theologiae, II.2.35: Sloth by St. Thomas Aquinas

This episode features Mr. Michael Moynihan's lecture at last year's Teaching Vocation Conference. Our Upper School Head shares why a liberal arts education is needed more today than in times past. And the reasons are not simply that classics majors can code too. To the contrary, an authentic liberal education gives us not only truth, but also a ground upon which to stand. Many of our current social crises are rooted precisely in such a poverty: we mistrust much of our ability to know, and consequently we don't know much of what gives life purpose and meaning. Michael goes on to share four characteristics of a good liberal arts education. According to our Upper School Head, such an education: Teaches the right use of reason (grounding empirical sciences in realism at the bottom, and opening them to philosophy and transcendence at the top. In this vein, Michael challenges the current trends that simply limit the liberal arts to the humanities); Conveys meaning through a narrative approach, and in particular, meanings that offer a foundation resistant to materialism; Connects us to our tradition in such a way that facilitates authentic freedom; and Is firmly rooted in a realism that allows students to engage the real in a meaningful way. More on the Forum: "Fact or Opinion?": Roots of Relativism in an Ethical Dilemma Freedom in Quarantine: Daniel Bernardus on Leonardo Polo

In last week's episode, we considered how beauty is a special combination of order and surprise. To behold beauty, we learned, is to contemplate the dynamism of a being on the way to its perfection. It is to see the rose emerging from its seed. This week we talk with assistant headmaster, Tom Royals, about learning to see the beauty—albeit often messy beauty—of our own growing children. To be sure, in this adventure, we may find more surprise than order. Nevertheless, in learning to see our children with loving eyes, we learn to better understand them. And in better understanding them, we are better able to accompany them along their paths, each of which has its own peculiar order. In this episode, Tom encourages us to avoid thinking of our children as projects and instead to learn to contemplate them as free persons. For it is only in becoming contemplatives of our children that they will know themselves to be understood and loved, as they are. This knowledge, more than anything, will become the basis of their growth. Like Chesterton said of Rome, they are not loved because they were first great; they will become great because they have first been loved. Chapters 4:00 Not projects, but persons 5:43 To be seen and known 6:25 To be accompanied, not managed 7:20 To be contemplated 7:45 Charity as seeking to understand 9:30 Only the beloved sings 10:30 Accompanying as flowing from contemplating 11:50 The importance of knowing our stress points 13:08 ​​We are always teaching 15:30 Why we should "waste time" with our children 16:35 The importance of being available 19:15 The need for simplicity when attending to our children 21:00 The dangers of "search and destroy" mode 25:00 Why we should welcome guests into our homes 26:20 Storytelling around the dinner table 27:05 Limiting corrections at the dinner table 28:20 Parents and teachers are always learning 28:55 The long view in parenting and education 29:30 Loving your children as a manifestation of loving your spouse 31:12 Parenting and teaching: overflows of the interior life Also on The Forum 20 Ways to Improve the Family Dinner by Rich Moss Against Indifference by Tom Longano Ways to Foster a Family Culture by Alvaro de Vicente On Home as Social Hub: The Importance of Hosting Our Sons and Their Friends with Tom Royals Learn to Turn: Tom Royals on Parental Prudence with Tom Royals Cultivating Friendship in the Classroom by Austin Hatch Our Little Protectors: How Do WE See Our Boys? with Alvaro de Vicente