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Building on Henry David Thoreau’s appeal to ancient sages and on Pierre Hadot’s work on spiritual exercises, the author advances the view that sources from the past can help Christian educators who are interested in promoting “maturity” to respond to the tension between scholarship/academic skill, on the one hand, and practice/wisdom, on the other. Selected characteristics of ancient Greek philosophy and of the early Christian spiritual tradition are highlighted as especially salient. Two overarching points shape the argument: (1) Teaching for Christian maturity is much more about practicing a “way of life,” and about being healed, formed, and transformed within a way of life, than it is about academic research or the use of information technology, and (2) sources that pre-date the rise of professors, modern research methods, and the “technofication” and “methodolatry” of today’s educational systems can reveal basic insights on Christian maturity that might otherwise be overlooked.
