Education and its opportunities have long been constrained by the practical necessities of our lives. They have been bound by time, location, and the extrinsically-imposed demand that we subjugate ourselves to servile labor in order to earn a paycheck and provide for our material wants and needs. The Lyceum Institute is here to change that: by utilizing the digital technology now always at our fingertips, we are building a community dedicated not only to continual, lifelong learning, but to building better intellectual habits.

This is not a program, a course, a certification process, nor simply a place to find content for passive consumption, but rather something to become a part of one’s life: a digital medium that directs one towards the development of perfective human habits.

I have a schedule that is quite unpredictable, so I wasn’t sure if the Lyceum would work for me. I finally decided to give it a go and I am really glad I did. I’ve been a member for two months now and honestly I feel a little guilty because I’ve received far more value than I’ve paid for. I’ve been studying Thomistic philosophy on my own for over ten years, so I am no beginner in that respect, but I have learned an incredible amount… in my short time at the Lyceum.

It’s very exciting to be on the ground level of what I believe can and will be a true game changer in how we use technology.

Tim T.

Our environment gives every member the chance to study in close, personal settings with real scholars: not mere experts in particular fields of study, but those who live an intellectual life that seeks out wisdom in daily practice. As a community, everyone is encouraged to engage with everyone else in honest, open, charitable, and fruitful discussion that pursues the truth–whether one is a novice or well-read, a neophyte in philosophy or a PhD, the Lyceum Institute offers a place to further those interests and advance not only in learning, but understanding.

We encourage the asking of questions both in the quaestiones disputatae program, as well as through colloquia and symposia. Too often, education has focused on providing solutions to problems: leading to an inability to form and ask intelligent and searching questions.

We emphasize the archivality of the digital paradigm, not only running several seminars per year, but making the lecture component of those seminars available to all members a month after the seminar concludes–and also provide open source and shareable resources.

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Interpretation and Traditions

Often, in my own work–and in a way which spills inevitably into my own teaching–I draw together insights from three distinct traditions: Thomisim, Peircean semiotics, and Heideggerian phenomenology.