The classical educational movement supports a form of education based on Western cultural traditions, with a particular focus on education as understood and taught in Classical and Medieval times. The classical educational curriculum and pedagogy was first developed during the Middle Ages by Martianus Capella and was systematized during the Renaissance by Peter Ramus. Capella's original goal was to provide a systematic and memorable framework for teaching all human knowledge. The term "classical education" has been used in Western culture for several centuries, with each era modifying the definition and adding its own choice of topics. At the end of the 18th century, in addition to the medieval trivium and quadrivium, the definitions of classical education include literary studies, poetry, drama, philosophy, history, art, and language.
In the 20th and 21st centuries it is used to refer to a broad-based study of liberal arts and science, as opposed to practical or pre-professional programs.
There are a number of informal groups and professional organizations that take a classical approach to classical education seriously. In secular classical movements, in the 1930s Mortimer Adler and Robert Hutchins put forward the "Great Books" of Western civilization as the main stage for the curriculum of classical education. Also some public schools (especially charter) have devised their curriculum and pedagogy around the trivium and integrate the teaching of values ​​(sometimes called "character education") into the main classes. There are several major societies and associations in the classical Christian education movement, including the Society for Classical Learning, the Association of Classical and Christian Schools, the Trinity School, and the CiRCE Institute.
The University of Pennsylvania seal (1894) describes the trivium as a pile of books that provides the basis for a modified 'quadrivium' of mathematics, natural philosophy (empirical science), astronomy, and theology.
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Three Phases of Modern Education Connected to Classical Education
Classical education developed many of the terms now used to describe modern education. Western classical education has three phases, each with a different purpose. Phases are roughly coordinated with human development, and ideally coordinated with the development of each student.
- "Basic education" teaches students how to learn.
- "Secondary education" then teaches a conceptual framework that can accommodate all human knowledge (history), fill in the basic facts and practices of the main knowledge area, and develop basic skills (perhaps in simplified form) of any great human activity.
- "Tertiary education" then prepares a person to pursue a learned profession such as law, theology, military strategy, medicine, or science.
Primary education
In classical terms, basic education is trivium which consists of grammar, logic, and rhetoric.
Logic and rhetoric are often taught in part by the Socratic method, in which teachers ask questions and class discuss them. By controlling speed, teachers can keep the class alive, but disciplined.
Grammar
Grammar consists of language skills such as reading and writing mechanism. An important goal of grammar is to get as many words and manage as many concepts as possible so as to express and clearly understand concepts of varying degrees of complexity. Classic education traditionally includes learning Latin and Greek to strengthen the understanding of the workings of the language and allow students to read uneducated Classics of Western Civilization. In the modern rise of classical education, this period refers to the upper elementary school years.
Logic
Logic (dialectic) is the correct process of reasoning. The traditional text for teaching logic is Aristotelian Logic. In the modern revival of classical education, this stage of logic (or dialectical stage) refers to junior or junior high school students, who gradually begin to question ideas and authority, and thoroughly enjoy debate or argument. Training in logic, both formal and informal, allows students to critically examine arguments and analyze their own arguments. The whole purpose is to train the mind of the students not only to understand the information, but to find an analytical relationship between different facts/ideas, to find out why something is right, or why something else is wrong (in short, the reason for fact).
Rhetoric
Rhetorical debates and compositions are taught to somewhat older (often high school) students, who at this point in their education have concepts and logic to criticize their own work and persuade others. According to Aristotle, "Rhetoric is the partner of dialectics", relating to finding "all available means of persuasion." Students are now learning to articulate answers to important questions in their own words, to try to persuade others with these facts, and to defend ideas against rebuttal. Students learn to reason correctly at the Logic stage so they can now apply those skills to Rhetoric. Traditionally, students will read and imitate classical poets in learning how to present their arguments well.
Intermediate education
Secondary education, classical quadrivium or "four ways," consists of arithmetic, geometry, music, and astronomy. Arithmetic is the Number itself, which is pure abstraction; ie outside space and time. Geometry is the number in space. Music is Number in time, and Astronomy is a Number in space and time. Sometimes architecture is taught together, often from the work of Vitruvius.
History is always taught to provide context and show political and military developments. Classical texts come from ancient writers such as Herodotus, Thucydides, Livy, Cicero, and Tacitus.
Biographies are also often assigned; the classic example is Plutarch's Lives . Biography helps to show how people behave in their context, and the wide range of professions and choices available. The more modern texts available, these are often added to the curriculum.
In the Middle Ages, this was the best text available. In modern terms, these fields may be called history, natural sciences, accounting and business, art (at least two, one to entertain friends, and one to decorate one's domicile), military strategy and tactics, engineering, agronomy and architecture.
It is taught in a historical matrix, reviewing the natural progression of each field for each trivium phase. That is, in a perfect classical study, the study of history is reviewed three times: first to learn the grammar (concepts, terms and skills in the order developed), the next time logic (how these elements can be assembled), and finally rhetoric, good, useful, and beautiful human objects that meet the grammar and logic of the field.
History is a unifying conceptual framework, because history is the study of everything that has happened before the present. A skilled teacher also uses the historical context to show how each stage of development naturally asks questions and then how progress answers them, helps understand human motives and activities in every field. The Q & A approach is called "dialectical method," and allows history to be taught Socrates as well.
The classical educator considers Socrates' method the best technique for teaching critical thinking. Discussion and classroom criticism is essential so that students can recognize and internalize critical thinking techniques. This method is widely used to teach both philosophy and law. Currently rare in other contexts. Basically, the teacher refers to student discussions, asks questions that lead, and may refer to facts, but never concludes until at least one student reaches that conclusion. This learning is most effective when students compete strongly, even fiercely in arguments, but always in accordance with well-accepted rules about the right reasons. This means errors may not be allowed by the teacher.
By completing the project in every major area of ​​human endeavor, students can develop personal preferences for further education and professional training.
Tertiary education
Tertiary education is usually an apprentice for someone with a desired profession. Most often, students are called "secretaries" and have an obligation to run all normal business "masters". Philosophy and Theology are equally widely taught as a tertiary subject at the University.
Early biography of the nobles suggests perhaps the final form of classical education: a tutor. One of the earliest early classical examples of this tutor system is Alexander the Great, who was taught by Aristotle.
Maps Classical education movement
Interpretation of modern classical education
There are a number of modern groups and professional organizations that take the classical approach to education seriously, and who do it seriously.
Classic Christian Education
There are several major societies and associations in the classical Christian education movement, including the Society for Classical Learning, the Association of Classical and Christian Schools, the Trinity School, and the CiRCE Institute.
These schools tend to rely on one or more of the classical educational visions represented by the Dorothy Sayers essay "The Lost Tools of Learning", Proposal Paideia Mortimer Adler, Alfred North Whitehead's The Aims of Education, or Susan Wise Bauer The Well Trained Mind .
Most classic Christian schools use trivium as the three stages of learning related to child development:
- Grammar: The basic rule of each subject
- Logic: A contact that is ordered specifically within each subject
- Rhetoric: How grammar and logic of each subject can be clearly expressed
Classical Christian schools vary in their approach to the integration of sectarian Christian thought. Some schools ask parents to sign a faith statement before attending, some do not require this parent but are clear in their sectarian teaching, others are consciously ecumenical.
Classic secular education
There are a number of classical schools in the public/secular sector. These schools, especially the charter schools, also structure their curriculum and pedagogy around the trivium and integrate the teaching of values ​​(sometimes called "character education") into the main class without involving any particular religious perspective.
Classical educational methods are also often integrated into homeschooling, mainly because of the publication: "Well-Trained Thoughts: A Guide to Classical Home Education," by Jessie Wise and Susan Wise Bauer (WW Norton, 1999), are modern references to classical education, especially in homeschooling settings. It provides a history of classical education, an overview of classical educational methodology and philosophy, and lists of annotated books divided by classes and topics that list the best books for classical education in each category.
Mortimer Adler and Robert Hutchins, both from the University of Chicago who began in the 1930s to restore the "Great Books" of Western civilization to the central level in the curriculum. St. John's College is an example of this type of classical education at the college level. Although standard classics - such as the Harvard Classics - most widely available at the time, denounced by many for being unrelated to modern times, Adler and Hutchins seek to extend the "classic" standard by incorporating more modern works. , and by trying to tie them together in the context of what they describe as "Great Ideas," is summarized into the index of "Syntopikon" and combined with the "five-foot rack" of new books as "The Books of Westerners" World. "They were very popular during the 1950s, and fan discussion groups were found throughout the United States, but their popularity was reduced during the 1960s, and such groups were relatively hard to find today.Extensions for the original set is still published, covering choices from both current and longer works that extend "great ideas" into the current age and other fields, including civil rights, the global environment, and multiculturalism and assimilation discussions.
Classic Languages ​​
A more traditional, but less common, view of classical education emerges from the Renaissance ideology, advocating an education based on Greek and Roman language and literature. The long and demanding training period required to learn to read Greek and Latin texts in their original form has been solidified in most American schools for more contemporary subjects.
The rise of "Classical Education" has produced Latin language taught in Classical Schools, but less often in Greek. It should be noted that the Association of Classical and Christian Schools does require Latin for accreditation, and New Saint Andrews College requires Latin and Greek to graduate with a 4-year degree. A group of new schools, the Association of Latin Classics, do require Latin to be taught as core subjects.
Such an approach - classical education - is different from the usual approach of the Classical education movement, but is similar to the education of "The Great Books" followed by St. John's College.
Parallel in the East
In India the classical education system is based on the study and understanding of ancient Vedic texts, a discipline called Vedanga, and the subject based on the foundation, called Upaveda and incorporating medicine (Ayurveda), music, archery and other martial arts..
Likewise, in China the focus of classical education is the study and understanding of the core canon, the Four Books and the Five Classics.
In Taiwan, Classical China takes up 35% of Chinese education in junior high school (grades 7-9, compulsory), and 65% in high school (grades 10-12).
- For more about Chinese education, see:
- Imperial Inspection
- Bureaucrats
Source of the article : Wikipedia
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