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  4. I watched the Morning Time lesson with Kathy Weitz today. She mentioned her children having map books, timelines and a sketchbook for Morning Time. I was wondering if she or someone else could explain more what the map book looked like and how you would use it. Were they maps she compiled of the places they were reading in history and lit? Are the children drawing maps? Would love to know more and how other people might use maps in Morning Time. Thanks!!
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  6. My wife and I would like to study the apostles lives, their effects on the early church and their deaths.  Could you point us to a good book on the subject?

  7. Is it possible to get a copy of the Latin Rocks CD Mrs. Moore mentions in Lesson 3 (or 2)? I'm sure our family would greatly enjoy it, as my kids all still sing the Song School Latin songs.
  8. Thank you for your help. You have given me food for thought with those questions..I'll have to think a bit deeper!
  9. I'm not sure what happened with the change of questions. I just checked the course and I see the second question, which you've asked about. As for answering the question, what possible presuppositions do you think progressive and conservative thought hold? The names themselves are suggestive of at least one or two. What makes a progressive seek to progress? A conservative, seek to conserve? The three differences discussed in the lecture are beyond my ability to help you with at the moment, as I've not gone through the course.
  10. Thank you. I was confused as I was preparing the question 'Describe essential qualities that a good teacher of Great Books must possess' but then the essay question changed to the above-mentioned..which I don't understand that well, so I guess examples of how to answer the question would be great!
  11. Are you asking for examples of how to answer the question in particular, or help interpreting the terms, or something else?
  12. I really enjoyed this course..so insightful for teaching literature! I'm a little confused about the end of course essay question ( identify a key presupposition that leads to the many differences between progressive and conservative thought...and describe three differences between progressive and conservative thought that were presented in this course). Any advice most welcome!
  13. Does anyone know where to get the entire presentation presented in Lesson 3 (the one for the powerpoint)?
  14. 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.
  15. Using the method described will also avoid the isolating of geometry to its own little world, not explored until many years down the road.
  16. 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.
  17. 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?
  18. 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.
  19. 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.
  20. 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?
  21. 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.
  22. 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
  23. 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....
  24. 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?
  25. 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.
  26. 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.
  27. 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.
  28. 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
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