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  3. Does anyone know where to get the entire presentation presented in Lesson 3 (the one for the powerpoint)?
  4. Last week
  5. Mr. Perrin, there is no video associated with Lesson 6 of Principles of Classical Pedagogy. All I can see on the page is a list of resources, questions, recommended reading, etc.
  6. Earlier
  7. Using the method described will also avoid the isolating of geometry to its own little world, not explored until many years down the road.
  8. I haven't seen the video, so I'm jumping in a bit blindly. Your claim would only make the thesis irrelevant if the original point is to prove something other than the thesis that academic achievement is the goal of education. That claim is disputable, but it isn't irrelevant to one perspective about education. I think the example would have to be arguing that extra-curricular activities that show data supporting academic achievement are irrelevant precisely because they are extra-curricular. I do think that Russel's point is valid, if I understand him correctly. While you couldn't make the example a main point, or the thesis itself, it could serve as a supporting claim for a thesis or major claim that was more direct. A similar argument might go like this: studies show that humans who believe in the resurrection of Christ have more hope than those who deny the resurrection. This thesis is irrelevant to whether or not the resurrection is true as an historical event, but it does provide supporting evidence for the resurrection from grounds other than history. Another possibility that occurs to me in the original example is that the argument is a potential correlation/causation fallacy. The fact that data show a correlation between sports program participation and academic achievement does not imply that sports participation is the cause of academic achievement. It may just show that high academic achievers also enjoy athletic competition.
  9. Perhaps. In one of his presentations Dr. Perrin said that academic performance is a side benefit, or a secondary gain of classical education. You may be right: While a sports program may raise academic performance, that is secondary to the point of whether to have a sports program. So, someone proposes starting a football team. To support his proposal he presents his data about the correlation between sports participation and academic performance. It's effect on academic performance is irrelevant since academic performance is a secondary objective. Had he touted the idea that a sports program would somehow help develop Truth, Goodness or Beauty, would that have been relevant?
  10. Should the goal be to perform better academically? Christian classical schools often say their goal is to give students opportunities to grow in wisdom and virtue. Was God's goal for Christ as a youth to perform better academically? Scripture says he grew in wisdom and stature and in favor with God and with man. Perhaps the irrelevant thesis here is that academics is every school's goal - or ought to be.
  11. Discussion Questions 1. How would you best define classical education? Share and discuss your definition with others in a small group or on the forum. - A return to, and restoration of, the educational model and methods of teaching set in motion during the classical period of a lifelong learner equipping students with the tools to become lifelong learners themselves, modeling and instilling in them a love for God, truth, goodness, and beauty, upholding the authority of Scripture for wisdom and knowing and imitating God, and shepherding them as the beloved, redeemed, image-bearers of God in our world. - Additionally, the teacher must first set apart Christ as Lord in their heart, love God and love others, hold to the authority of Scripture, and be a lifelong learner in order that they might honestly, passionately, and joyfully transmit truth, knowledge, wisdom, virtue, and eloquence as they shepherd those entrusted to them. 2. How does the definition of curriculum as a course change your thinking about curriculum? - The definition of curriculum as a course makes me think of curriculum as a long-term, continuous, fluid action marked by specific studies, experiences, and teachers (parents, educators, pastors, mentors, etc.) throughout one’s education and life which develop the character of a person. 3. Classical education can be defined as parts that come together as a whole. Of the curricular, pedagogical, psychological, communal, and linguistic definitions, with which definition are you most familiar and why? How do the other parts expand your view of the tradition of classical education? - As I have been in Classical Education for three years, my view of the curricular definitions is intertwined. I see the value of looking at each one separately as well as how they are inseparable, like the Trinity as Dr. Perrin noted in the lecture. Similarly, in the day to day of teaching classically, we teach individual subjects in a way that is intertwined with the whole body of subjects. We need the psychological to know the student, the pedagogical for knowing how to teach the student, the linguistic for knowing the origins of what we are teaching, and the communal because we were created for life in community with God and one another and therefore all facets of life should include enjoying and glorifying God in community. The teacher is the curriculum.
  12. When does an Irrelevant Thesis change to a supporting point or secondary gain? In example 1 the speaker says they should have a football program because there is data that shows that students who participate in sports programs perform better academically. Let's take as a given that the data the speaker possesses is accurate. If the goal of the school is to have students do well academically and a sports program helps accomplish that, where is the fallacy? Perhaps in being to specific as to the sport?
  13. I like Ms. Floyd's statement that, "A fallacy is an error in part of the reasoning that renders the conclusion invalid." Metaphorically, it is the one piece in the Jenga tower that, when removed, causes the entire structure to collapse. Having gone through 14 of the lessons in this book I can see where 40 fallacies in one semester would be rigorous in the extreme for middle-schoolers. As you noted, it would give them little "time to practice and contemplate the concepts and skills". Twenty-eight fallacies on the other hand obviously dials it back a bit to an appropriate number for a semester. Plus the book is entertaining enough for students through the artwork and mock conversations to make it enjoyable. It seems like twenty-eight, is manageable considering the discussion and homework needed.
  14. Mrs. Moore refers to an article that she wrote on How to Teach Latin. She mentioned that it is on the CAP website, but I have been unable to find it. Can someone post a link? Thanks
  15. Very interested in hearing much about this topic. I’ve been looking through reading lists presented at The Ambrose School and also on Wes Callihan’s high school curriculum. Had a co-op mom recently express concern about a number of titles and authors, specifically about heavy or dark content. Concerned if it was appropriate to present to teens. Curious to know how titles are selected for age and content....
  16. After reading again the chapter on Music, I have some additional questions. 1. Is musical education similar to the way the score to a movie works; forming the proper affective background to form the audience's attitudes and reception of the narrative? 2. Would music operate in conjunction with gymnastic as the proper form for training bodily control? Armies use drums to train unified marching, would classical education use music to train certain skills of the body? 3. Would reading be lyrical? Like bards who sung their tales, would classical educators need to make reading come alive through the musical quality of our reading?
  17. Despite referring to Gymnastic and Music as the foundation of the liberal arts, Clark and Jain offer little to know examples of implementation of these critical disciplines of classical education. I have spent a little bit of time brainstorming what gymnastic might attempt to teach and train. I'm curious to know what others think about implementing gymnastic and music curriculum/pedagogy, or identifying where it already exists. What does gymnastic look like in practice? Teaching and training skillful control of the body through: 1. Standing, sitting, walking, running, lifting, singing, dancing, etc. 2. Tool-using such as writing, cutting, organizing, etc. 3. Self-control exercises such as fasting, sleep regulation, praying, directing attention, etc.
  18. Hi Brandon, I don't know of anyone who is currently writing about how to renew higher education in light of CCE, but I do know of some institutions of higher learning that are using classical education: New Saint Andrews in Moscow, ID; New College Franklin in Franklin, TN; Templeton Honors College at Eastern University in St. Davids, PA are three that come to mind. You can also check out the Integrated Humanities Program project that took place at the University of Kansas back in the 1970s. Kevin Clark and Ravi Jain interact with it quite a bit in their latest edition of The Liberal Arts Tradition. You might also try contacting Veritas Press, who spearheaded online classical education for secondary education. They might be able to point you to some resources on higher education.
  19. There is a "depth of knowledge" necessary to teach math, but what depth at what level? I can see the necessity in the Upper School levels, but in the Grammar school, it would seem to be more necessary to know the chants and "jingles" well. Perhaps alternatives if a student doesn't understand something when taught in a particular manner, but that takes more flexibility in method rather than depth of knowledge.
  20. Hello, This is my first post. I didn't even realize there was a forum. I have had a question I have been struggling with for a year or two. I have taught in classical schools, I do classical education for our homeschool kids, and I read about education often. My regular job is a theology professor for an online MA program. I find it challenging to connect the things I gained from Classical U, or other resources, to the university level with all the interactions being online. Is there anyone out there that is writing about how to renew higher education (universities) in light of the classical education movement? That is a good place to start. Going a step further, is there anyone that is applying the principles and pedagogical ideas to online instruction? I could not figure out where to post this. Any feedback, from anyone, would be appreciated. Thanks! -Brandon H
  21. We've recently started using CurriculumTrak and we like it. Just learning still. Everyone we've spoken with that uses it likes it a lot. Nick Dunlap
  22. I was intrigued by an article I read in online which said schools across the world are implementing the Singapore Math Curriculum. I used to order the Singapore Math Curriculum Workbooks for my kids when they were in Primary School. It might be a brilliant idea to begin classes in India. I am keen to get teacher credentials in the subject. Regards, Zeenath
  23. I am not sure how many of you know about Common Core's history and its pervasiveness into US education, but it has definitely begun to show its stripes at our classical Christian school our daughter has attended for 6 years now. We are concerned because the book used for 5th / 6th grades is the Big Ideas Math Book which is a premiere book for use to align with the Common Core standards. We were originally told that Common Core is just a stamp on the books and they would never adopt it, but we are seeing them use problems in the book which are just like the ones you see everyone upset about on YouTube, etc.... So, after much research, we know that the College Board, headed by the architect of Common Core David Coleman, has revised the SAT and the ACT has also been revised, both to align with the Common Core standards. So, given this, how are homeschoolers dealing with this change and ensuring your children can successfully take these exams? Or, is there another exam that is available that colleges take other than the SAT and ACT? Thanks, Pat
  24. Yes, it is eye-opening to see how we as parents contribute to the disease running rampant in our culture. It is hard to figure out what is the balance. I have struggled being too complacent. Oftentimes wonder has to be wooed, sometimes woke! I am seeking wisdom in how to craft in my children hard work and diligence without crushing their wonder.
  25. I would like to have some clarification on one of the quiz questions. In Lesson 10 (More on Verb Conjugations) the quiz asks: "The verb "fero, ferre" is irregular because: a. It varies its spelling in unpredictable ways b. It does not end in a vowel as most verbs do. I selected "b" but was marked as incorrect. Can someone explain if "a" would be a better answer, why that is? I thought it was irregular because the stem 'fer' does not end in a vowel as most verb stems do. Thanks
  26. How would you best define classical education? A classical education teaches that which is true and beautiful. It teaches what helps us get closer to God and feeds our souls with what they need and want. A classical education does not necessarily teach us things that will give us a good job or lots of money. The things we learn can certainly help us attain those goals, but they are not the purpose of a classical education. The purpose of a classical education is to elevate our minds and souls to how they were before the fall of man, how they are supposed to be. How does the definition of curriculum as a course change your thinking about curriculum? Defining the word 'curriculum' as a course of study makes me feel less restricted in terms of what I can learn. If I created a curriculum for classical education that included only grammar, logic, and rhetoric, I would forget that classical education is more than those three subjects. If I think of a curriculum as a course of study, it reminds me that there are many subjects in a classical education. It's hard to explain what I mean, but this is the closest I could get. Classical education can be defined as parts that come together as a whole. Of the curricular, pedagogical, psychological, communal, and linguistic definitions, with which definition are you most familiar and why? How do the other parts expand your view of the tradition of classical education? I was not familiar with any of the definitions. If I had to pick one I am most familiar with, I would pick the psychological one. I define a classical education as one that teaches what is good and beautiful. It is an education that teaches for the sake of learning, not secular success or lots of money. It is an education with no concrete end in sight. It continues throughout one's life, as truth and beauty never change.
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  28. Hi everyone, I just wanted to post the discussion questions and my answers from Lesson 1 of the Introduction to Classical Education. Any feedback is appreciated! In your country and culture, what would you say are the ideals that the nation seeks, as revealed in the education system (curriculum, setting, etc)? In America I think that people learn only what they need to learn to get into college and get a good job. Education stops once you have a job that gives you a good salary. People are not learning to expand their minds and get closer to God. If something is not on a test or will not help them get their dream job, it is not worth learning. The public school curriculum is all about teaching students enough for them to graduate and get in a good college, because then the school can brag about how successful it is. The setting of most public schools is an overcrowded classroom with one teacher in charge of teaching thirty students everything they need to know with no help from the parents. The teacher does not have enough time to spend with every student to make sure that they are doing well and are reaching their full potential. The job of the parent is to make sure that the student is being sufficiently challenged and is completing their homework and understands it. But most parents put all the responsibility of their child's education on the teacher and blame the teacher when their student fails. Who is the student (what is a human being, what is the human being for)? A human being is a being created in God's image, composed of an immortal soul and a mortal body. Human beings were put on this earth by God to know, love, and serve Him, and to be happy with him in Heaven. A human being's goal is to get to Heaven. So, a student is a human being who is using his mind and body to learn that which will help him achieve his goal. What curriculum do we teach? Classical educators teach a curriculum that centers on grammar, logic, and rhetoric, with arithmetic, geometry, astronomy, and music. These seven subjects are all connected to each other and all other subjects. Mastering grammar, logic, and rhetoric gives students the ability to master other subjects. Dorothy Sayers refers to these subjects as a knife and all other subjects as wood. Once you know these subjects, you can use them to whittle any wood you want. In what setting do we teach? A classical classroom consists of one teacher who assists the parents in teaching the students. Parents are heavily involved in a classical school, whether they are helping with extracurricular activities, assisting a teacher in teaching the class, observing the class, or helping their student with their homework and learning outside of the classroom. It is very different from a public school in that parents are very involved because they need to be and because they want their students to learn more than what is necessary to get them to college. The parent and teacher work together to make sure the child is learning the tools that will help him master any subject he wishes. The classrooms are disciplined, quiet, and peaceful. To what ends or purpose do we teach? We teach so that students can get closer to God and closer to how our first parents were before the fall. We teach so that students will have a lifelong desire to learn everything that is good and true and beautiful. We teach so that students will know how to know, love, and serve God best, and get to Heaven with him where everything is the best, truest, and most beautiful.
  29. Any suggested resources on teaching Common Topics in Rhetoric?
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