teach across the curriculum. This helps me better conceptualize how each text relates to the
whole canon and to help the students, especially upper-division students, think globally about
what they have read in light of their faith. Since I, like most of Torrey instructors, didn't receive
the kind of classical education that these students are getting, I have had to work hard to be
prepared. I can testify that reading the Torrey Great Books, despite already having an M.Div. in
theology and a Ph.D. in history, has deepened my understanding of Western society and
Christianity, and helped me better understand how to think about current trends.
Teaching in Torrey is a challenge, in that an instructor cannot hide behind his notes or
control entirely the direction of the class. The students ask lots of questions that he can't answer.
Instructors usually experience some disorientation when starting to teach in Torrey. They soon
realize that the class is not their class, but the students' class. They are simply there to help the
class with its task of learning. Sadly, some instructors find this threatening. But others, who
realize that education should be arranged for the students' benefit, not theirs, quickly come to
love the positive learning environment that it creates. Teaching a Torrey class can be like ready a
bucking bronco as opposed to a docile pony, but is it fun!
Is Torrey creating whole souls? Since we are only in our sixth year, it's too early to tell.
But early indications are very positive. Our students, despite being identified as the bright kids
on campus, have not formed elitist cliques. Rather, they have dived into virtually every ministry
across the campus. They write for the school paper, hold leadership positions in student
government and student ministry programs. They get involved in their churches and in ministry
to the community. Just as importantly, they think frequently about how what they have learned
should impact how they live.