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The Abolition of Man Book Study
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Introduction
Lesson 1: Introduction (Preview Content)6 Topics|1 Quiz -
Discussion of Lecture 1 (Preview Content)5 Topics
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Lessons & DiscussionsLesson 2: The Abolition of Man in Context4 Topics|1 Quiz
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Discussion of Lecture 23 Topics
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Lesson 3: Men without Chests4 Topics|1 Quiz
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Discussion of Lecture 31 Topic
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Lesson 4: Moral versus Modern Education4 Topics|1 Quiz
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Discussion of Lecture 41 Topic
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Lesson 5: The Abolition of Man4 Topics|1 Quiz
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Discussion of Lecture 51 Topic
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Lesson 6: Lewis's Predictions Fulfilled in Three Ways4 Topics|1 Quiz
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Discussion of Lecture 61 Topic
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End of Course TestEnd of Course Test: The Abolition of Man1 Quiz
Lesson 4,
Topic 3
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Discussion Questions
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- How might thinking according to the economy of significance influence or change teaching in the classroom? For example, as Dr. Perrin mentioned, would it change how the day begins or ends?
- How might the concept of education be linked to an economy of significance? How does education reflect larger, more infinite truths?
- As Dr. Turley said, we are by default modernists. In what areas of our lives do we naturally adopt a nature/culture dichotomy? In what areas of our lives do we resist this?
- The medieval imagination saw beauty in order, leading to such magnificent creations as the cathedral and monastery. Dr. Turley also mentioned the admiration we have for virtuosos and their command of order and perfection in music. What are some other examples in the Medieval Period, or modern times, whose order and beauty reflects the grandeur of God?
