Our Lady of Mount Carmel School in Boonton, New Jersey, represents a remarkable educational transformation that demonstrates how ancient philosophical principles can revitalize contemporary academic institutions facing existential challenges. Ten years ago, this Catholic institution approached closure with fewer than 70 students, yet today flourishes with 350 enrollees following comprehensive curriculum reform emphasizing classical education rooted in Socratic methodology, ancient philosophical traditions, and Catholic intellectual heritage. The National Catholic Register documents this extraordinary revival as a potential model for faith-based educational institutions globally, generating significant discussion among Thai educators exploring innovative approaches to address declining institutional effectiveness and student engagement challenges.
OLMC School’s transformation commenced in 2015 when enrollment declined to critically low levels, reflecting broader challenges affecting American Catholic educational institutions where student populations have decreased by fifty percent over recent decades. Strategic leadership change introduced comprehensive educational philosophy restructuring that catalyzed dramatic institutional growth, expanding from near-closure to 350 students and establishing Lumen Gentium High School Academy as an integrated secondary program. This renaissance exemplifies increasing demand for classical educational approaches that synthesize ancient philosophical study—including Socrates, Plato, Aristotle, and Catholic intellectual giants like St. Augustine and St. Thomas Aquinas—with contemporary faith practice and character development methodologies.
Thai educational professionals recognize profound relevance in OLMC’s transformation experience, particularly regarding institutional revitalization strategies that address declining traditional school appeal while developing curricula that simultaneously cultivate intellectual capabilities and moral character formation. Thailand’s educational system confronts similar challenges including reduced student engagement with conventional pedagogical approaches and increasing demand for holistic development programs that integrate academic excellence with ethical foundation building.
The story at OLMC is conspicuous for its blend of academic rigor and emphasis on the cultivation of virtue, beauty, and truth. Students begin studying Latin at an early age, participate in open-ended Socratic discussions—even as first graders—and are routinely exposed to historic texts, philosophical concepts, and church history. Traditional rituals such as altar boys in surplices and girls in classic uniforms harken back to earlier generations, while classroom culture prizes creativity, curiosity, and personal growth over rote memorization and rigid discipline.
One of the teachers at OLMC, with nearly four decades of experience in Catholic education, described the renewed environment: “Here, we now start every day with prayers, Our Father and Hail Mary, and talk about how beautiful God made our world. Even in first grade, we apply Socratic thinking, and we have open-ended discussions as they learn about Mesopotamians, ancient Egyptians and Jews, and Greeks and Romans. The children learn by listening and talking.” This is a far cry from the emphasis on compliance, conformity, and memorization that dominated 20th-century Catholic instruction.
The rise of classical education in the U.S. is not limited to OLMC. According to recent data from the Heritage Foundation and the Institute for Catholic Liberal Education, more than 1,000 classical schools now operate nationwide, with 250 established since 2020—a surge attributed by many experts to dissatisfaction with contemporary public education, pandemic-related school closures, and a perceived erosion of values. Membership in the ICLE has tripled over the past decade, reflecting a groundswell interest in restoring a time-honored approach to learning.
A parent at OLMC, with three children enrolled, explained their motivation for choosing the school: “First and foremost, we wanted an education that centered on our Catholic faith, and a classical education with an emphasis on the arts. My kids can read Latin. They can read music. Most weeks they have to memorize and recite a classic poem.” The parent pointed to social and educational trends that have unsettled many U.S. families: “In these critical years of my children’s development, I’d rather have them learn the things being taught at OLMC.” Experiences with disruptive pandemic-era online learning and controversies over curriculum content in public schools have fueled a wave of families seeking alternatives.
The school’s revival is underpinned not only by content but by a clear philosophy. The principal, influenced by studies at the Pontifical North American College in Rome and experiences in various New Jersey parishes, summarized the mission: “We teach that faith provides attainment of a meaningful existence. We teach about what is true, good and beautiful. In the classroom, the animating principles are courage and charity, taught through Christ’s life and the Gospel, and Greek, Roman and Catholic intellectualism.” This holistic vision aims to form not only scholars, but virtuous citizens—an educational goal closely paralleled in Thai society, where character education and moral cultivation remain highly valued.
The case of OLMC intersects with broader global movements advocating a renewal of classical education. International networks such as the Great Hearts Academies in the US, as well as several European and Asian schools, now promote the integration of the “great books,” logic, and rhetoric into their core programs. Research supports the benefits of such an approach: students in classical models demonstrate higher critical thinking skills, greater content retention, and stronger moral reasoning compared to those in standard curricula. While research on the effectiveness of classical education in Asian contexts is more limited, preliminary studies suggest that Thai students respond positively to curricula that emphasize active discussion, analysis of classic literary texts, and the application of virtue ethics.
Not everyone is convinced that classical education is a panacea. Critics argue that excessive focus on Western classics or religious instruction may risk neglecting scientific and technical literacy, diversity, or local cultural contexts. Advocates counter that a balanced classical program can enrich, rather than replace, STEM and contemporary subjects, and that an emphasis on character is especially crucial in a rapidly changing, digital-first society. At OLMC, a recent graduate reflected on the school’s impact: “My education here has made me more curious about everything. My classmates are the same way. Most of us stay away from social media and are striving for academic excellence.” The school includes competitive sports and extracurricular activities to “enhance a more robust view of the full human person,” an approach informed by both ancient Greek ideals and Catholic social teaching.
For Thai educators, policymakers, and parents, the OLMC model offers both inspiration and warning. As Thailand faces its own challenges with educational quality, societal values, and the changing needs of its youth, the revival of classical education abroad invites reexamination of what a modern, meaningful education should look like. The incorporation of open-ended inquiry, exposure to great thinkers (including those from Thai and Asian traditions), and a concrete emphasis on virtue could help bridge the gap between exam-focused instruction and the holistic development championed in Thai educational philosophy. Thailand’s tradition of starting each school day with the national anthem and Buddhist reflection shares a spiritual foundation with OLMC’s morning prayers, while the growing movement for “active learning” and student dialogue echoes the Socratic method now transforming Catholic classrooms in New Jersey.
Looking forward, the future of classical education will depend on its ability to adapt to new contexts, cultures, and technological realities. Thai schools considering curriculum reform might explore blending the best of global classical traditions with local heritage, producing graduates with the intellectual and ethical toolkit to navigate modern complexities. Research collaboration with international networks, teacher training in Socratic pedagogy, and community dialogue about educational values may all be fruitful next steps.
For Thai readers—parents, teachers, and students—the story of OLMC is a call to reflect on what education truly means. Ask your local schools about how they are fostering critical thinking, ethical character, and appreciation of both Thai and universal wisdom. Encourage student engagement with classic texts and ideas, foster open discussions about big questions, and support policies that balance academic achievement with the cultivation of virtue. As the OLMC experience reveals, a return to educational roots may be the key to a flourishing future—even in rapidly changing times.
Additional information available through National Catholic Register educational reporting, Heritage Foundation classical education research analysis, The Classical Difference comparative studies, and ScienceDirect academic publication databases.