As dialectic students begin the task of evaluating the thought and culture of history and contemporary society, they will face the challenge of learning how to critically consider and evaluate complex texts that may contain both virtuous and debased elements. At CCA, it is our intention to help students acquire discernment and wisdom by wisely introducing texts for their consideration that will contain a mix of virtuous and non-virtuous elements. We cannot, therefore, avoid all texts that may contain some elements offensive to a Christian mind. The Bible itself qualifies as a text which contains virtuous and debased elements only in that it contains many descriptions of evil acts--though always with a virtuous purpose. However, it is appropriate even to teach certain parts of the Bible with restraint or in an age-appropriate manner. For example, it would not normally be considered wise to teach the full meaning of the rape of Tamar by her half-brother Amnon to first graders. The plays of Shakespeare, widely acclaimed as great, edifying literature, nonetheless contain profane and bawdy elements that must be critically appraised by a Christian.
Occasionally, therefore, dialectic students may read literature that contains a mix of the virtuous and non-virtuous. The reasons for this can be listed:
1. Even some of the very best literature contains this mix: this is true because man is fallen and also because even virtuous literature (like the Bible!) must address the reality of sin in this fallen world.
2. Christian students living in a fallen world must learn how to biblically face and appraise the reality of sin as it is expressed in literature and life. The Bible itself arguably exists for this purpose and sometimes graphically portrays sin.
Mistakes can be made in teaching students discernment. CCA intends to avoid:
1. Introducing texts with no virtuous elements (or hardly any) that do more harm than good.
2. Giving the unholy elements of certain books inappropriate and excessive treatment that would glorify the sin.
3. Practically ignoring or neglecting the virtuous elements in the books students read.
Therefore the Curriculum Committee, teachers, and the Board of CCA will all be involved in insuring that appropriate books are selected and that they are wisely taught. The Headmaster and/or Upper School Principal will assist the teachers in the wise teaching of these books. Occasionally books with a few sections that are gratuitously offensive may be used but with such sections either blackened or removed. The Curriculum Committee, teachers and Board of CCA will all have input into such decisions. Generally the standard will be stricter the younger the student.