DOI
https://doi.org/10.52284/NECJ.50.2.article.richardi
Publication Date
10-23-2023
Abstract
In 1947, accomplished author and intellectual Dorothy Leigh Sayers shared her unorthodox views on education with an audience at Oxford University. The concerns she expressed about the failings of modern schooling and her proposed remedy would catalyze the “classical education” movement in the United States decades later, a movement characterized by adherence to the medieval trivium as both a tool of learning and a model for child development. The transmission of Sayers’s ideas to America, variations in the classical learning movement, and Sayers’ continued influence are discussed.
First Page
9
Last Page
28
Recommended Citation
Richardi, Jessica
(2023)
"“Neither Orthodox Nor Enlightened:” Dorothy Sayers and Classical Education in America,"
New England Classical Journal: Vol. 50
:
Iss.
2
, 9-28.
https://doi.org/10.52284/NECJ.50.2.article.richardi
Keywords
Dorothy Sayers, trivium, grammar, logic, rhetoric, classical education, classical Christian education