Matthew Farrelly is the founder of Pegasus Education. He is an educator who has been teaching and developing curriculum for late grammar, middle, and high school students in the K-12 Classical Christian tradition for nearly a decade. You will find his CV and other media at the links provided below. Before teaching, Matthew acquired his M.A. from Wheaton College Graduate School (Illinois) in Biblical Exegesis - a program focused on original-language research and interpretation of biblical literature. Before that, he received his B.A. in Christian Thought - an interdisciplinary program that combined liberal arts, biblical literature, philosophy, church history, and religious studies - from Grove City College (Pennsylvania).
Currently, Matthew makes his home in Madison, WI where he is a Joint Doctoral student in Educational Policies Studies and History at the University of Wisconsin. In the stream of other interventions concerned to explore the meanings & malaises of modernity/modernities, Matthew is researching and writing on the educational philosophy and practice of the Scottish-American naturalist, John Muir. Matthew is hoping to tell a story of how Muir made sense of his own 19th and early 20th century moment, paying especial attention to the ways he navigated the tensions between modern science, religion, spirituality, and nature in order to make sense of the human condition, the human relationship with the nonhuman world, and the purpose(s) of American Conservation. Joining disciplines of history of education, intellectual history, and philosophy of education, Matthew hopes to examine Muir in his own context, trace a reception history of his writings for environmental-educational applications, and explore how (and how not) Muir’s life and thought might speak today.
You can learn more about Matthew's academic work, including publications, at his Academia & Google Scholar pages.
Currently, Matthew makes his home in Madison, WI where he is a Joint Doctoral student in Educational Policies Studies and History at the University of Wisconsin. In the stream of other interventions concerned to explore the meanings & malaises of modernity/modernities, Matthew is researching and writing on the educational philosophy and practice of the Scottish-American naturalist, John Muir. Matthew is hoping to tell a story of how Muir made sense of his own 19th and early 20th century moment, paying especial attention to the ways he navigated the tensions between modern science, religion, spirituality, and nature in order to make sense of the human condition, the human relationship with the nonhuman world, and the purpose(s) of American Conservation. Joining disciplines of history of education, intellectual history, and philosophy of education, Matthew hopes to examine Muir in his own context, trace a reception history of his writings for environmental-educational applications, and explore how (and how not) Muir’s life and thought might speak today.
You can learn more about Matthew's academic work, including publications, at his Academia & Google Scholar pages.
