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This course has informed and challenged me a lot! I love how Jason Edwards shows "before" it was like this, but "now" it is like this, and explains why. I do wonder because some of the ideas - particularly in Lesson 7 (where I am currently) seem to be both classical and progressive. (Seems like we could make a Venn diagram...) For example: teaching the "whole child" - isn't that classical? -to teach to the body, mind, and spirit? -and "not the sage on the stage, but a guide on the side" - can't that be classical? -integrating the liberal arts and not being the "expert"? Dr. Perrin, I appreciate your question to Dr. Edwards asking if there is anything good that came out of Progressive Education. And, I do appreciate his emphatic "no" as well. But I would love a further discussion about this. I am LOVING ClassicalU! I feel SO blessed to have this resource!! -
I am so very inspired by Russ Gregg's lectures!! Thank you, thank you!! I am hoping to start a school in urban OKC targeted at Hispanic families. This course gives me so much to consider. I loved learning about the Benevon model. Has anyone started a school using the Scholé Groups? I am wondering if Scholé Groups can be technical schools in addition to co-ops. Thanks!
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I love the idea of community learning extended at lunch time. Does anyone have ideas in how to implement table clothes and beauty to a 20 minute lunch time at school? The best I've seen so far was a group of 10th graders, fed up with social distancing, who went to their favorite teacher's room to have a voice about their frustration. Teasing them, he asked if anyone minded if he took his mask off and then threw it on the floor. It was refreshing to all of them. But I really like the idea of incorporatind some beauty even with the legistics of time and resourses. I welcome others' thoughts. Andrea Zdrantan -
Family Reading Practices
englishcollege replied to Joshua Butcher's topic in Homeschooling Education in General
Family reading is an amazing thing to do but it requires good discipline and regularity. Thanks all for sharing your opinions. Regards, Mark Ford The English College Dubai -
Professor Kern's stated convictions brought to mind Deuteronomy 8:3 and Matthew 4:4, "Man does not live by bread alone, but by the Word of God." It is by the Word, through, the Word, and in the Word that we live, and move, and have our being (Acts 17:28). These statements also bring to mind Aristotle's statement about humans being distinct because we are speaking beings. Jesus is the Living Word. His Word is living and active in our lives, nourishing, transforming, and renewing our heart, soul, mind, and strength to love Him first and foremost and to rightly love our neighbors and all creation. We hide His Word in our heart so that we might not sin against Him (Psalm 119:11). His Word is a lamp to our feet, a light for our path, a sword for our defense against the Devil. His word and His Holy Spirit in us are the God-inspired, God-given means to know Him and make Him known, to receive salvation in Christ alone, to know how we should live as Christ in and for the world, and an incomparable comfort and peace for our souls. -
The English College among fs1 schools in dubai is a long-standing, all-through British curriculum school from Early Years to A Levels focusing on outstanding pastoral care, personal and social development. We have highly experienced teachers and small class sizes to ensure personalized learning for every student. English College also offers rich and diverse extra-curricular programme, which is part of our creative and successful curriculum.
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I am challenging the answer that Edward Thorndike created the first mental testing regimes after the Great War. Firstly, the concept of 'mental testing' is vague and can mean more than one thing and secondly Piaget pre-figured Thorndike, as did a number of others immediately post-war. -
Latin Lesson 10 quiz question
Dianne Williams replied to Joy Shepard's topic in Essential Latin (Karen Moore)
I agree Joy. This looks to me like a 'gotcha' question and it is not the first time there's been such a question. There really is no 'unpredictability' in the spelling because of the 'fer'. Of course, if the question is referring to the unpredictability of 'tuli' and 'latum', then it should say so as a condition of the question. I look forward to a defence of 'a' as a better answer, too... -
I have not lost my students, but I think this is a beautiful perspective and models Biblical mentorship. I can think of nothing more classical than finding new purpose as a "retired" homeschool teacher. -
I see Lesson 9 of the course is absent though Christine made reference to it. How can I get access to it? Thanks. -
Who around here does Declamations in their Rhetoric classes? What do they look like? I just finished using a hypothetical Conjecture case with my 11th graders using Hermogenes's On Issues. The students wrote their own issue briefs (in essay form) on each side of the case, and then I broke them into teams for a modified cross-examination debate. They did a pretty good job of following the structures and finding basic claims for each issue, and they did surprisingly well on cross-examination (usually the skill I find students struggling with the most), but they did not do as well in keeping track of opposing claims to address them, and they showed relatively limited imagination in thinking through the possibilities afforded to them by the relatively open-ended fact sheet.
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Hello friends! Wondering if there are any classical educators out there who are native speakers of Arabic and know of any classical curricula in Arabic already in existence or being developed currently? -
Lesson 7 - Example Catechism??
Valerie Bishop replied to Hillary Harm's topic in Teaching the Great Books (Josh Gibbs)
HI Olsenhs, did you get any leads on or create your own catechism for the ancient history class? I'm doing the same and would love to see some ideas. -
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A couple of times the question was posed about the significance of a people group being disconnected from their history. It seems there are a great number of people disconnected from their history because of Western European colonization of the world. If knowing our history is similar to knowing where we are in the world, like the outer parts of a tree, then for some it exposes the reason they are at the bottom is because their people have barely survived the abuse by European people groups. Also there are many people cannot know their history because it’s no longer available. Any thoughts on how to approach this with children? We’ve been working through Bauer’s Story of the World so far.
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C. S. Lewis on Education
Amanda Erdman replied to Chris Perrin's topic in The Abolition of Man (Steve Turley)
Fairy tales being adapted. Old tales or fables are adapted so that the heroes may not be heroic at all and villains may actually be the heroes or are rehabilitated. Less time in actual, real nature. For example, many children know more facts about the Amazon rainforest than they know their backyard. They may be able to identify a rare tree frog from South America but they have no idea what the trees are in their yard. Everything is “me” centered. When we’re asked to consider classes, a major or a future career our mentors often ask us what we want to do, what we like to do, and are less interested in what would make a difference in the world. These are just a few things that came to mind as I read chapter one and listed to Dr Turley’s first lesson.
