The Ascension Classical Academy

In short, classical Christian education is the educational tradition which looks to the synthesis of classical and Christian thought as found in the middle ages in the West, as its model for education. This tradition is based upon the classic thought and texts of Greece and Rome as transformed by the Word of God, revealed in Jesus and practiced in the Church.

Click here to read more about the essential elements of classical Christian education.

The Anglican Church is the Christian Church that originates in Britain. The original Christian presence there began in the first century, soon after Christ ascended into heaven. Building upon these ancient roots, the identity of the modern Anglican Church was uniquely honed during the English Reformation of the 1500’s, and is therefore uniquely both re-formed and catholic. It is often seen as a “middle way” between Protestant and Catholic; however, as one writer has it, “not as a compromise for the sake of peace, but as a comprehension for the sake of truth.”

Click here to read more about the Anglican Church’s distinctives.

First, there is the practical matter that as a religious organization, we enjoy some of the protections of religious freedoms in our State and Country. Second, we acknowledge that all organizations have theological and philosophical commitments. We choose to be explicit about ours, so that all who participate with us know where our commitments lie. 

What is particularly good about being an Anglican school?

Yes. We rely heavily upon our sister schools, our educational association, and the treasury of books and articles that have been recently written about CCE (see the resources page). We are in process of becoming a member of the Anglican Schools Association and we are blessed to have mentor schools with whom we consult as needed, particularly St. Andrew’s Academy, Canterbury School, St. Timothy’s School, and Good Shepherd School.

Click here to see our Affiliations.

This question reveals two fundamental presuppositions: first, that education is primarily a values-neutral transfer of facts and information from teacher to student; and second, that the schools today are the same as even a quarter-century ago.

Let us begin by honestly acknowledging that education is far more than transfer of information. It is a transfer of the entirety of a culture - traditions, norms, values, religion, meaning, and aspirations. Schools and teachers shape students' cultural imaginations. Whether by the curriculum they choose, the facts they present, or how they present those facts, they communicate a view of life, of morality, of religion to the student body, even when they never mention those things. And since education is synonymous with enculturation, there is no such thing as a values-neutral education. All education teaches something about God, even (or especially) when not naming Him. A school, for example, that treats all religions as the same communicates the message that no religion is actually true, and therefore that there is no God. Such a school produces atheists while not acknowledging Atheism itself as a religion. This is all being done under the guise of neutrality.

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