Written by Rachel Timmermann
Are current classrooms barren of Western heritage? If so, is this lack of classical recognition worth changing? Classical education, with roots in time-proven skills, is an option to successfully educate the next generation of responsible citizens.
First, let’s lay out a clear picture of classical education. Gene Veith broadly describes what is considered historical classical education: “[T]he Seven Liberal Arts, as further developed in the Middle Ages, consisted of two parts: the trivium of grammar, logic, and rhetoric; and the quadrivium of mathematics, music, astronomy, and geometry” (p. 11). More clearly:
The trivium is a paradigm for the mastery of language. But it applies to far more than language. Every subject has its grammar, logic, and rhetoric. To be educated in any discipline, you must 1) know its basic facts (grammar); 2) be able to reason clearly about it (logic); and 3) communicate its ideas and apply it effectively (rhetoric) (Veith, p. 12).
The quadrivium shows four different content areas. This is the basic way to understand the components of classical education.
In a classical school grades one through four are commonly named the grammar stage, and in these years facts are memorized. This stage lays the foundation of learning. After mastery, children move to the logic phase, typically grades five through eight. Students are encouraged to notice the cause and effect in the world and figure out why, thus creating a logical framework. (Wise, J. & Bauer, S., p.43- 44). Finally, in the rhetoric stage of the high school years, the classical student “applies the rules of logic learned in middle school to the foundational information learned in the early grades and expresses her conclusions in clear, forceful, elegant language” (Wise, J. & Bauer, S., p. 44). Developing expression allows students to convey their thoughts and knowledge in an effective manner. This is the skeleton of classical learning.
Three main arguments exist in opposition to classical education: its perceived confining nature, its separation of knowledge from its utility, and its perceived support of rationalism. First, compared to contemporary progressive education, where socialization and individual strengths are considered at every stage, the pedagogy of classical education is regarded as developmentally inappropriate and confining. Next, critics disagree with grammar students memorizing facts before they use them in daily lessons, claiming young children cannot remember information they do not understand (VanDamme, 2007). Lastly, progressive educators critique classical education’s perceived tendency towards and support of rationalism. Rationalism, it is suggested, is supported by classical education because of its non-holistic educational approach—its emphasis on cognitive capabilities over against emotional, moral, and societal interaction. These points highlight the main criticisms of classical education.
In defense—or even encouragement—of a classical education, there are at least three arguments: teaching a love for learning, potentially improving test scores, and immersing students in their cultural heritage. First, proponents state, “Classical education nourishes wonder; it provokes the curiosity and inquisitiveness that leads to scientific discovery; and it inclines the mind to ultimate questions of religious faith” (Veith, p. 117). Next, classical schools show higher test scores on standardized tests in the first studies that have been completed. Success is initially credited to the early study of Latin. Lastly, classical education aims at “not socialization or vocational training, but initiation into a cultural heritage, induction into the ongoing conversation of Western Civilization” (Leithart, p. 5). In the high-stakes test culture of today’s schools, it is hard not to yearn for education for the sake of knowledge and beauty rather than a number. Students should not be denied their roots for the sake of STEM (Science, Technology, Engineering, Mathematics) education. Classical education equips children to enter the world ready to participate with a full breadth of great ideas and knowledge.
A closing thought: The total transition to a classical model may be unnecessary to reap benefits. Lutheran schools could consider expanding their reading lists to include classical literature and teaching Latin at a young age. Another option, perhaps already in use, is Saxon math, which encourages memorizing math tables and chanting math facts. Older students should have opportunities to debate on a variety of topics and identify common logical fallacies. Education should fully prepare students to share our rich cultural history with future generations. Classical education equips children to enter the world with a full arsenal of ideas and knowledge, while acknowledging the beauty of knowledge.
Rachel Timmermann is an MLC graduate student. She and her husband taught English in China for Friends of China. Their love of languages motivates her interest in Classical Education. You may read more of Rachel’s thoughts in her paper “Classical Education: Does it Belong in Our Schools?”
References
Howe, D. (2011). Classical education in america. Wilson Quarterly. 35 (2). 31-36.
Leithart, P. J. (2008). The New Classical Schooling. Intercollegiate Review, 43(1), 3-12.
Splittgerber, A. (2010). The Effects of Classical Education on Achievement in Lutheran Schools.
Concordia University. Retrieved fromhttp://www.zionkearney.org/wp-content/uploads/2010 /12/ Splittgerber.classicalresearch.spring2010.pdf
VanDamme, L. (2007) The False Promise of Classical Education. The Objective Standard. 2 (2).
Retrieved from http://www.theobjectivestandard.com/issues/2007-summer/false-promise-classical-education.asp
Wise, J., Baur, S. (1999) The Well-trained Mind. New York: W.W. Norton & Company, Inc.
Veith, G. E., & Kern, A. Classical Education The Movement Sweeping America. Capital Research Center.
My journey into classical education started with reading Amy Chua’s “Battle Hymn of the Tiger Mother” and then reading several articles about education in The Atlantic. An odd start, to be sure. In short, everyone was saying that there’s a problem, but all the suggested solutions fell short. Some suggested raising the expectations for our children; other more homework; still others less homework. But all the opinions were operating within the framework of progressive education.
Then I read Susan Wise Bauer’s “The Well-Trained Mind” and something clicked. This is the answer: classical education. It does not train minds how to feel about this or that topic. Instead it teaches you to memorize a banquet of facts, think them through logically, and articulate truth with calmness and clarity. Modern progressive education claims to radically question everything, but there has rarely been so much group-think in the modern era than in our country, particularly our schools.
The classical education that Mrs. Timmermann advocates is an education that actually does teach you how to question everything. It accepts that there is absolute truth; on the other hand, progressive education embraces the lie of post-modernism: if you feel something is true, then it is true for you.
There’s no hope for public education and God bless public school teachers who are swimming (drowning) against an evil current of lies that assaults them and the students they care about.
Is there hope for Lutheran education? I hope so, but I’m not so sure. I see a few of our schools building expensive gyms and larger computer labs. Okay. I like gyms and I’m using a computer right now and more sports & new tech attracts most Americans. There are lots of parents who want big gyms and for their kids to be socialized. They’ll find what they’re looking for and much more.
But we could offer a compelling alternative. Let’s give other families who have a different priorities a real choice. With our smaller schools and multigrade classrooms, this is a great opportunity to relearn the genius of classical education. Let’s have principals, pastors, and parents study the origins of progressive education and its founder, John Dewey. Then let’s compare that with what thousands of home-schooling families have already found to be a superior way to learn: classical education.
The discussion of how to adapt and use the classical liberal arts model of education has taken place among Lutherans as long as there have been Lutherans, and Christians discussed it before that. The 2011 book “Lutheran Education” by Thomas Korcok (CPH) describes this discussion and reveals how Lutherans made use of the liberal arts and suggests their place in Lutheran classrooms today. One could make the case that classical education absolutely belongs in Lutheran schools, as it is what Lutheran schools were founded on. Not just in methodology, pedagogy, and curriculum but also in the fundamental purpose and mission of Lutheran schools. I would suggest this book as an important source in the question posed by the post and paper.
As some have pointed out, the modern classical education movement in America is generally dominated by Reformed Christian groups. But it is the educational heritage of Lutherans, too. And finding a Lutheran adaptation of the liberal arts is not a new task. Perhaps that unique Lutheran contribution to the classical education movement is exactly what our schools need to maintain their distinctive Lutheran character.
Thanks for sharing the article.
We deeply appreciated the classical education three of our children experienced when we once lived far away from any WELS schools. Now they’re in a WELS grade school which obviously has advantages of its own. It would be great to see some portions of classical education incorporated into what we do well already in our WELS schools.
Some of the elements we loved were the rigor of the curriculum, how literature and history from early western civilization were coordinated over 4 year repeating cycles, the introduction of Latin in third grade, and Logic in seventh grade.
While apologetics needs to be kept in its place, it should nevertheless be given a place in our Lutheran schools. Logic was an elective at NWC back in the day. I don’t know how it’s offered on the secondary level today. But in our growing non-Christian culture, I see advantages from our youth learning the rules of Logic, and also exposure to Christian apologetics. All the time knowing the limited role of both. That might prove to be a careful balancing act. It’s probably not a coincidence that Classical education, and its emphasis on Logic at the middle school grades, is closely connected to Calvinistic churches. It would be interesting to learn more of how Gene Veith, a confessional Lutheran who leads a Classical (and I think Calvinistic) College, handles this particular challenge.
I agree with the final thoughts of the article – some elements of a classical education could be incorporated into our schools. This would likely happen slowly, through the leadership of a handful of schools and principals who are passionate for classical education. Then others will see the benefits up close and want to learn more about it for their own schools.
I look forward to reading the fuller paper. After Christmas.
Thanks Rachel for the short thought provoking article.
One observation in my short time at Evergreen Lutheran is that Saxon, while good through 4-5th grade, has some drawbacks in middle school and serious drawbacks in high school. One observation I can echo is that several students are missing fundamentals from earlier schooling years. The knowledge is simply missing in many cases in terms of math.
Blessings on your work.
” Even though some schools have transitioned completely to a classical model it does not seem necessary to take advantage of the benefits of classical education.” This concluding thought from the complete paper summarizes my thoughts on classical education.
Going through WELS schools, K-college, I had the opportunity to study both Latin and the Saxon math series.
Most classical education models require lots of memorization as a key component early on. Instead of memorizing Latin declensions, wouldn’t it be more beneficial to our Lutheran education to memorize parts of the Catechism, hymns, and Bible verses? The last couple of years, I have watched grade school children struggle with the memorization of the basic Christmas story. The promotion of “real literature” can be as easy as using authentic, first accounts of history, other than British, Greek, or Latin stories that often promote mythology and other “dieties”.
Saxon math is cyclical. There is very little mastery of concepts. I have watched students who have struggled with one concept consistently get poor grades because they will miss the same type problem. After spending an hour on homework of 25 problems, and missing this same problem, their grade point drops considerably, even though they are otherwise doing well. But because the homework problems might have problem sets from chapters MONTHS before, the student struggles continuously. This has lead some of our WELS schools to turn to a more mastery based, Singapore math.
There are some interesting positives to take from classical education models, however, full implementation, especially in religious schools, has proven to have political undertones. Rhetoric promotes vocations into the Law. While apologetics can be entertaining, you will never argue someone to faith. Public speaking should be an objective of any of our middle school classrooms. However, should our focus really be apologetics or knowing the Bible and being ready to share our faith?