Behind the Curriculum Curtain

In the world of classical Christian education, Chris Perrin’s idea of “embodied learning” reminds us to rethink how we bring our students into the fullness of learning. Embodied learning is teaching beyond the intellect—it’s about the whole person. Embodied learning is the idea that because we learn with our whole bodies and all our senses, creating sensory rhythms and routines helps students connect to the world’s beauty and deepens their learning through all five senses. And that brings us to its two powerful facets: liturgical learning and poetic learning.

Now, when teachers first hear “liturgical learning,” it might sound a little intimidating. They might worry: “Does this mean every moment is planned? Are we just running our classroom like a series of rituals? Are we, in a sense, indoctrinating students?” But in truth, liturgical learning is more like an invitation to a feast. Think of it as creating a beautiful table where routines and rhythms aren’t there to control every second, but to help students savor learning, just like a well-prepared meal helps us savor food and conversation.

Teachers might explore simple daily rhythms—such as beginning with a brief discussion on honesty or clarity or using transitions to check in on progress and encourage reflection—as gentle ways to support character formation. These small, repeated practices can create a sense of consistency and enjoyment while helping students develop habits of self-discipline and attentiveness. Over time, such rhythms may show students that learning extends beyond content to the shaping of virtues lived out each day.

And on the other side, there’s poetic learning—engaging the senses, bringing beauty into the classroom. It’s about helping teachers feel that it’s not only okay but essential to slow down, to let students really experience learning in a full-bodied way, not just as a pile of facts.

In practical terms, embracing poetic learning means weaving in literature, poetry, and sensory experiences that highlight the beauty inherent in our subjects. We might read a nature poem that enriches a science lesson or listen to a piece of Mozart to uncover the mathematical patterns in music. By bringing in tactile objects like the texture of bark or the scent of flowers, we invite students to experience learning through their senses. Ultimately, this approach shows them that the subjects we study are not just collections of facts, but reflections of the beauty and order that God has created. In doing so, we help students see that their learning is part of a larger, beautiful story.

So, here are a few questions to help you, as a teacher or educator, reflect on bringing these ideas to life:

First, ask yourself: What daily routines in my classroom could become more intentional “liturgies”? In other words, how can I turn everyday patterns into something that gently forms good habits and virtues in my students?

Second, think about the senses: What can I introduce into my lessons—whether it’s in math, science, or English language arts—that would allow students to really experience beauty or wonder with all their senses? Maybe it’s bringing in natural objects, maybe it’s reading a piece of poetry aloud, or even just giving them a moment to pause and reflect.

Finally, consider: How can I reassure myself and my students that slowing down and savoring the learning process is not a waste of time, but actually a deeper way to help them grow?

In the end, embodied learning makes education a lived, beautiful experience. By creating these “liturgies” and embracing the poetic, we invite our students to learn not just with their minds, but with their whole selves.