Is This the Worst Era in American Pop Culture?
Recently, someone posed an interesting question to me: Are we currently experiencing the lowest point in American pop culture history? It’s a thought-provoking idea, given the overwhelming number of prequels, sequels, and remakes dominating our screens. A prominent recent example is a film that reimagines the world of Oz, illustrating the creative stagnation happening in the movie industry.
This stagnation isn’t limited to film, though. Music seems to follow a similar trend. Earlier generations offered a diverse array of musical styles, yet nowadays, finding significant stylistic differences in popular music feels increasingly rare. It’s even more concerning that some of the most popular tracks are created by AI—so where has all the creativity gone?
There are many potential explanations for this decline. One stands out to me: the education system in America appears to be falling short in nurturing moral imagination and innovative thinking. Instead of guiding students toward enduring truths, there seems to be a shift toward expressive individualism, where the focus is on personal feelings rather than deeper truths.
Classical Christian education could be a solution to this issue. This modern classical education movement strives to recover what Dorothy Sayers referred to as “lost learning tools.” It emphasizes the importance of good books, ideas, and classical languages—not just to transmit knowledge but to help students develop virtuous lives. By training students in virtue and encouraging them to admire heroic figures, there’s a potential to cultivate a lasting passion for learning.
Vigen Groan explores this developmental process in his work, “Cultivating a Heart of Virtue: How Classic Stories Awaken Children’s Moral Imagination.” He notes how classic fairy tales—think “Pinocchio” or “The Lion, the Witch and the Wardrobe”—can significantly impact a child’s moral framework. When young readers see themselves in these stories, the imagery and metaphors help shape their understanding of good, evil, love, and sacrifice, influencing how they navigate the real world. According to Groan, when a child’s moral imagination is ignited, virtues start to resonate with personal and societal relevance.
CS Lewis echoed this sentiment in “The Abolition of Man.” He criticized the prevailing educational models and argued for an approach that nurtures students’ capacities to discern noble versus base impulses. Education, in his view, should help students identify what deserves admiration and help them make informed choices.
If we want to see a true revitalization in popular culture, embracing classical Christian education might indeed be essential. Ironically, this renewal doesn’t sprout from chasing innovation for its own sake or fixating on trends; rather, it starts with immersing ourselves in timeless truths. It requires nurturing curious minds within a rich moral framework. Russell Kirk once pointed out that the works that endure are those founded on substantial truths instead of nihilism.
In order for classical education to have a Christian framework, it must link to the grand Biblical narrative of Creation, Fall, Salvation, and Restoration. This perspective affirms the dignity of humanity while also recognizing its limitations, distinguishing between the Creator and creation. Within this moral context, students are encouraged to imagine and create respectfully, pondering what is true, just, pure, lovely, and worthy of praise.
In a time marked by cultural decline, classical Christian education stands as a remarkable model, firmly rooted in Christ. As it is said, “In Him are hidden all the treasures of wisdom and knowledge.” By fostering a strong moral imagination, Christians are not only equipped to resist cultural stagnation but also to contribute to creating a vibrant and innovative cultural landscape.
