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Found 7 results

  1. For those of you who have viewed the first part of the Teaching Math Classically course, or who have thought about "classical" math pedagogy, what is your emerging thought on what it means to teach math in accordance with the classical tradition of education?
  2. Browsing our ClassicalU forums content I came across this thread: Specifically the short video referenced in the response post. The presenter of the video has specific things to say about children and the effects of technology. I know from observations of myself, I grow in anxiety and distractibility when I use my phone and computer frequently. These days I find I have to purpose to NOT use them. What am I showing my children? This is what it is to be an adult? My own college classes and this forum are online, but I want them to do all their course work through books and paper, and all their socializing in person. I wish I could have the Great Books courses locally and that ClassicalU was a support group downtown, but they aren't. So I compromise and use the computer/my phone. To wind down in the evening I play Words with Friends. I justify this as superior to the Xbox because it is a spelling and strategy game. But the truth is it's still electronic entertainment. It's still solitary. And of course I go on facebook multiple times a day as a "break". Yet I am slightly insulted when I am out with people and they answer or pull out their phone. How do my children feel? Who could be calling or texting during school hours that's more important than what we are doing together? So are there necessary or beneficial uses for electronic devices in education - especially for the young? Is there an age that is too young and other skills and concrete materials ought to be employed first? Is the damage that is coming out through studies and observations, statistics and data enough to warrant not using devices before middle school? That age seems shocking to suggest. But just twenty-five years ago there was hardly anything to use before that time. My 14yo daughter has friends she keeps in contact with from our church camp through social hang-outs. I am glad she is maintaining relationships from camp. But she doesn't have her own computer or phone. She has to use ours and ask to do so. But, she develops a negative attitude when she is denied or we want to do something as a family. So, I see this rejection of the ones who are present for virtual "community" happening. I am sure that is how my kids feel when I have my phone out or am on it while "we" are supposed to be watching a movie. I wonder if this is what happens with books compared with movies, and curriculum compared with online opportunities. Can you imagine if God had chosen to send a program instead of Jesus?
  3. For those of you taking the Classical Pedagogy course or who have studied classical pedagogy before--consider this: Often when educators learn about the principles of classical pedagogy, they realize that they have discovered and practiced some of these principles--on their own. Is that the case with you? Which of these principles have you come to know and practice, perhaps without even knowing the were classical?
  4. In his course on How to Teach History, Wes Callihan describes our modern disregard for the study of history–what do you think the dangers are to disregarding history?
  5. Of the various insights from Flora Armetta (in her course on Teaching Three Great Books), which did you find most helpful for teaching The Adventures of Huckleberry Finn by Mark Twain? If you are not taking her course, but have taught these books, what teaching insights can you share?
  6. The method or mode of teaching called "Socratic Teaching" seems to be interpreted and implemented in various ways. Some think that just asking questions of students in a loosely-led discussion is "Socratic." Others think that when the teacher pretends not to know anything, "playing dumb" is a chief component of Socratic teaching. Andrew Kern has some specific ideas for what he thinks Socratic teaching should be. What do you think of his ideas? Are there any other legitimate ways of teaching Socratically that you would mention?
  7. If you viewed Andrew’s lecture on mimetic teaching, how would you summarize mimetic teaching? Have you taught using elements of mimetic teaching before, even you did not call it such?
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