Tuesday, June 30, 2009
Wednesday, June 24, 2009
Integration in Classical Curriculum
As people have spoken to me about classical education and the school at which I teach, to get a better understanding of our approach one of the things that often sets them back is our focus on integration of subjects. Why would we put history and literature in the same category? A glance through our book list for a grade or two will make anyone see immediately what I am referring to. We have third grade students read about the Trojan War and our sixth graders read about Winston Churchill. I thought it might be appropriate to give a brief defense of the integration of subjects such as history, literature, and theology.
Every book is a work of history, literature and theology. Any printed material that you pick up can be mined successfully for all three of these disciplines. Some are going to lean heavily in one area over the others, but they will always say something in each area. All books have a history and are written in a particular time and place. This can affect the position the book takes upon particular events or ideologies. There are American history books written when Richard Nixon was in office but before the Watergate scandal that paint a very different picture of that man than those appearing just a couple of years later. Novels written prior to the 20th century will praise the glory of mankind’s increasingly benevolent spirit; a quality that most readers now don’t have as much trust in.
Every book must be written with a degree of style and structure. This quality of making information readable gives it a place in literature. Is it well organized and well written? Does it have grammatical or structural flaws? Is the argument developed just as carefully as the plot of a good novel would be? These things make any book a work of literature. It does not matter that it is not Oedipus Rex or Pride and Prejudice. Literature has a definite structure and style. A novel, a good novel anyway, will follow a basic pattern in its story. The author will make an introduction of characters and setting. Then the plot will take over as some need or want will motivate the characters. A similar pattern could be duplicated by a theological or philosophical treatise or a study in the Peloponnesian or Vietnam war.
Finally every book, regardless of its audience or content, is a work of theology. Every author has a worldview that governs their relationship to and with the world God has made. A worldview is a combination of elementary assumptions about reality, knowledge, and ethics that governs the way information is processed and acted upon. Every person has a worldview and attempts to live according to it. However, what we will find is that most authors strive for consistency in written works even if they fail in their day-to-day lives. A worldview is a very theological thing. A person’s thoughts about God will ultimately be determined by their presuppositions. Hence, what worldview a person holds will have a direct relationship to how they present information concerning God. Imagine an avowed Atheist writing a science textbook and including a chapter on Creationism. While this author may get facts, numbers, equations, and the basic narrative correct, their presentation of what God did at creation is going to be affected by the fact that they don’t believe in God. A children’s book written by a homosexual will likely present a less-than-true model of marriage or heterosexual realtionships. These examples are extremes and sometimes you have to look pretty hard for the influence of a competing worldview, but it is always there.
So Classical Education integrates these subjects to teach all of these skills and tasks at one time. It is the best way I know of to introduce our students into the real world. After all, no one on the evening news begins their report with “I am a Darwinist and a Socialist, so bear that in mind as I report on the happenings of the day.” And yet, we must be prepared to see that in everything we come in contact with that we might take “every thought into captivity to the obedience of Christ” (2 Cor. 10:5).
Every book is a work of history, literature and theology. Any printed material that you pick up can be mined successfully for all three of these disciplines. Some are going to lean heavily in one area over the others, but they will always say something in each area. All books have a history and are written in a particular time and place. This can affect the position the book takes upon particular events or ideologies. There are American history books written when Richard Nixon was in office but before the Watergate scandal that paint a very different picture of that man than those appearing just a couple of years later. Novels written prior to the 20th century will praise the glory of mankind’s increasingly benevolent spirit; a quality that most readers now don’t have as much trust in.
Every book must be written with a degree of style and structure. This quality of making information readable gives it a place in literature. Is it well organized and well written? Does it have grammatical or structural flaws? Is the argument developed just as carefully as the plot of a good novel would be? These things make any book a work of literature. It does not matter that it is not Oedipus Rex or Pride and Prejudice. Literature has a definite structure and style. A novel, a good novel anyway, will follow a basic pattern in its story. The author will make an introduction of characters and setting. Then the plot will take over as some need or want will motivate the characters. A similar pattern could be duplicated by a theological or philosophical treatise or a study in the Peloponnesian or Vietnam war.
Finally every book, regardless of its audience or content, is a work of theology. Every author has a worldview that governs their relationship to and with the world God has made. A worldview is a combination of elementary assumptions about reality, knowledge, and ethics that governs the way information is processed and acted upon. Every person has a worldview and attempts to live according to it. However, what we will find is that most authors strive for consistency in written works even if they fail in their day-to-day lives. A worldview is a very theological thing. A person’s thoughts about God will ultimately be determined by their presuppositions. Hence, what worldview a person holds will have a direct relationship to how they present information concerning God. Imagine an avowed Atheist writing a science textbook and including a chapter on Creationism. While this author may get facts, numbers, equations, and the basic narrative correct, their presentation of what God did at creation is going to be affected by the fact that they don’t believe in God. A children’s book written by a homosexual will likely present a less-than-true model of marriage or heterosexual realtionships. These examples are extremes and sometimes you have to look pretty hard for the influence of a competing worldview, but it is always there.
So Classical Education integrates these subjects to teach all of these skills and tasks at one time. It is the best way I know of to introduce our students into the real world. After all, no one on the evening news begins their report with “I am a Darwinist and a Socialist, so bear that in mind as I report on the happenings of the day.” And yet, we must be prepared to see that in everything we come in contact with that we might take “every thought into captivity to the obedience of Christ” (2 Cor. 10:5).
Friday, June 19, 2009
Orthodoxy and Blasphemy
"[E]very orthodoxy protects its sacred things with blasphemy laws. Because our culture likes to keep up its secularist pretense, we do not use the term othodoxy or blasphemy. But we do have politically correct thought, and we do have laws against hate speech."
Douglas Wilson, A Serrated Edge, 22
Douglas Wilson, A Serrated Edge, 22
Tuesday, June 16, 2009
Wishing I could go back to school
I am a student. I have known that about myself for some time. My wife jokes about it, until I start thinking of actually going to school again. I remember when I started going to graduate classes at Clemson. I thought, "Wow, I wish I could have done my B.A. here." Not that I was unhappy with the University of Tennessee in Chattanooga, I just loved being on campus and going to classes. They had a bigger and better library and the sorts of classes were more inspiring than some I had taken for my B.A. But then again, I had changed so much by then that I probably would not have majored in the same subjects as I did for my B.A. Nonetheless, whenever I am on a college campus or visiting a school I wish I could be there as a student. I wish I could learn from the men and women I see teaching young students at Christian and Classical schools I visit. I wish I could be a student in a classroom perpetually. Alas, such is not my fate.
That is a large part of why I teach at a Christian and Classical school and homeschool my own children. I feel very much the failure of modern education in my own life. I cry out with Dr. George Grant, "I've been robbed!"
For those of you who feel you've been robbed of a decent education and have the ability to correct that, I have some suggestions for you. New Saint Andrews college is in Moscow, Idaho and seems to be an offshoot of Logos school there, headed by Douglas Wilson. I've met several folks who have either gone to school there or graduated from NSA and I can attest to the high quality education they get there. It's a place I'd love to do another graduate degree. Another is Gutenberg College in Eugene, Oregon. Gutenberg, like NSA focuses on the Great Books. It is a liberal arts college and I've personally talked to the President at ACCS conferences in the past. I know what they are trying to do there and it is solid. A new recommendation is New College Franklin, otherwise known as Bannockburn Fellowship in Franklin, TN.
Bannockburn has been around for a while but now it is a degree granting, accredited institution. Dr. Geroge Grant began giving homeschool tutorials in Moral Philosophy and Humanities in 1992 and that eventually grew into Franklin Classical School. I don't know this for sure, but from what I've heard, students who wanted more of Dr. Grant's teaching after graduating from high school were allowed, or invited, to stick around for another round of non-accredited Moral Philosophy seminars and tutorials that became known as the Bannockburn Fellowship. King's Meadow Study Center used to have a reading list of the three years of Bannockburn at their website. It was pretty impressive. I wish they'd re post it or something. Nevertheless, eventually Dr. Grant decided to convert the Fellowship into an accredited institution with authority to grant a degree that would be recognized in the state of Tennessee and elsewhere. It took them a long time because the red tape in Tennessee is a mile thick and as long as the state but they were finally able to meet the requirements of the state. The name, New College Franklin was put on the back burner for the accreditation process so the college is operating its inaugural year under the older Bannockburn Fellowship title. Boy, I'd really love to go there and take the classes.
Like many others, I've realized that while my education in Tennessee and South Carolina taught me a lot of stuff, it failed at teaching me how to think about stuff. A Classical education is a little lighter on the stuff, but not much (ask my children who memorized over 500 different things this year [grades 3, 1, and pre-K]). The real goal of a classical education is to instruct in thinking. This is done through a systematic interaction with the languages of creation. Mathematics reveal God's order in creation. Science reveals God's intricate design and precision. History reveals God's providential purpose for mankind and creation as it unfolds across time and space. Literature reveals God's word to mankind, both through the written Scriptures (which alone are absolute truth) and those things men have written under common grace that reflect the truth of God's economy in things. Each of these "subjects" as we often call them are studied for the tools they give us, not necessarily for the information they give. In other words, the tools are the goal, not the information. The information is valuable, but only for the training of the tool. Subjects, taught the right way, give the tools of Grammar, Logic (Dialectic), and Rhetoric. Put another way, students learn what there is to think about in creation, how to think about those things, and then finally how to communicate what they think about those things to others.
With that in mind, I am always seeking and searching for new ways to regain some of that education I missed. I have many people to thank for what little progress I have made. Among them are Douglas Wilson and George Grant. I have listened to more lectures, speeches, and sermons of these two gentlemen than almost any other person, save my own pastor and friend, Carl Robbins. Wilson and Grant both seek to give us ways to "repair the ruins" of our own shattered and mangled education, in part by taking responsibility for our children's education. I realized a while back that my children are going to be smarter than I am. This is not because they will know more stuff (which they probably will in some sense) but because they will be able to think better. My task there is to help them, and pray the Spirit to help them, not become arrogant about this knowledge but to submit it to Christ, as we do all things.
If you are at the stage where college options are open to you and you are looking for something more than just a job that will get you lots of money, you should look into the three schools I have mentioned. There are others I have not mentioned because I know less about them, not because they are inferior institutions. Perhaps they'd like to send me some information or invite me up for a tour (hint, hint). I'd be happy to mention them here if I had more information with which to work.
That is a large part of why I teach at a Christian and Classical school and homeschool my own children. I feel very much the failure of modern education in my own life. I cry out with Dr. George Grant, "I've been robbed!"
For those of you who feel you've been robbed of a decent education and have the ability to correct that, I have some suggestions for you. New Saint Andrews college is in Moscow, Idaho and seems to be an offshoot of Logos school there, headed by Douglas Wilson. I've met several folks who have either gone to school there or graduated from NSA and I can attest to the high quality education they get there. It's a place I'd love to do another graduate degree. Another is Gutenberg College in Eugene, Oregon. Gutenberg, like NSA focuses on the Great Books. It is a liberal arts college and I've personally talked to the President at ACCS conferences in the past. I know what they are trying to do there and it is solid. A new recommendation is New College Franklin, otherwise known as Bannockburn Fellowship in Franklin, TN.
Bannockburn has been around for a while but now it is a degree granting, accredited institution. Dr. Geroge Grant began giving homeschool tutorials in Moral Philosophy and Humanities in 1992 and that eventually grew into Franklin Classical School. I don't know this for sure, but from what I've heard, students who wanted more of Dr. Grant's teaching after graduating from high school were allowed, or invited, to stick around for another round of non-accredited Moral Philosophy seminars and tutorials that became known as the Bannockburn Fellowship. King's Meadow Study Center used to have a reading list of the three years of Bannockburn at their website. It was pretty impressive. I wish they'd re post it or something. Nevertheless, eventually Dr. Grant decided to convert the Fellowship into an accredited institution with authority to grant a degree that would be recognized in the state of Tennessee and elsewhere. It took them a long time because the red tape in Tennessee is a mile thick and as long as the state but they were finally able to meet the requirements of the state. The name, New College Franklin was put on the back burner for the accreditation process so the college is operating its inaugural year under the older Bannockburn Fellowship title. Boy, I'd really love to go there and take the classes.
Like many others, I've realized that while my education in Tennessee and South Carolina taught me a lot of stuff, it failed at teaching me how to think about stuff. A Classical education is a little lighter on the stuff, but not much (ask my children who memorized over 500 different things this year [grades 3, 1, and pre-K]). The real goal of a classical education is to instruct in thinking. This is done through a systematic interaction with the languages of creation. Mathematics reveal God's order in creation. Science reveals God's intricate design and precision. History reveals God's providential purpose for mankind and creation as it unfolds across time and space. Literature reveals God's word to mankind, both through the written Scriptures (which alone are absolute truth) and those things men have written under common grace that reflect the truth of God's economy in things. Each of these "subjects" as we often call them are studied for the tools they give us, not necessarily for the information they give. In other words, the tools are the goal, not the information. The information is valuable, but only for the training of the tool. Subjects, taught the right way, give the tools of Grammar, Logic (Dialectic), and Rhetoric. Put another way, students learn what there is to think about in creation, how to think about those things, and then finally how to communicate what they think about those things to others.
With that in mind, I am always seeking and searching for new ways to regain some of that education I missed. I have many people to thank for what little progress I have made. Among them are Douglas Wilson and George Grant. I have listened to more lectures, speeches, and sermons of these two gentlemen than almost any other person, save my own pastor and friend, Carl Robbins. Wilson and Grant both seek to give us ways to "repair the ruins" of our own shattered and mangled education, in part by taking responsibility for our children's education. I realized a while back that my children are going to be smarter than I am. This is not because they will know more stuff (which they probably will in some sense) but because they will be able to think better. My task there is to help them, and pray the Spirit to help them, not become arrogant about this knowledge but to submit it to Christ, as we do all things.
If you are at the stage where college options are open to you and you are looking for something more than just a job that will get you lots of money, you should look into the three schools I have mentioned. There are others I have not mentioned because I know less about them, not because they are inferior institutions. Perhaps they'd like to send me some information or invite me up for a tour (hint, hint). I'd be happy to mention them here if I had more information with which to work.
Saturday, June 13, 2009
No More Gold (1 Kings 14:25-28)
"It happened in the fifth year of King Rehoboam that Shishak king of Egypt came up against Jerusalem. And he took away the treasures of the house of the Lord and the treasures of the king’s house; he took away everything. He also took away all the gold shields which Solomon had made. Then King Rehoboam made bronze shields in their place, and committed them to the hands of the captains of the guard, who guarded the doorway of the king’s house. And whenever the king entered the house of the Lord, the guards carried them, then brought them back into the guardroom." (1 Kings 14:25-28)
I was reading this passage the other day and was struck by a couple of things. It was interesting to me that Rehoboam so desired the image of sovereignty that he had bronze shields made to replace the gold ones that Shishak took away. The heart of the king was not touched by the Lord's wrath upon him for his wickedness. Instead, and this is true of all men, I believe, Rehoboam was undaunted by the clear sign of God's disfavor and sought to continue whatever path he had set for himself with whatever means he still possessed. I've read stories that depict drunks who graduate from fairly affluent lifestyles and high quality liquor to homelessness and whatever cheap whiskey they can find. "No one seems to be around, Just this monkey that I've found...And tonight he grins again"
However, there is another way of seeing this passage of Scripture. It isn't one I'm used to finding, but this time it kind of struck me. Perhaps Rehoboam is still trying to honor the Lord with whatever the Lord has left him. "The Lord gave, and the Lord has taken away; blessed be the name of the Lord" Perhaps Rehoboam is here trying to make sure the Lord's name is held in high regard and the mystery of His presence is still honored even when Judah is under His judgment.
But then why would the shields only be used when Rehoboam entered the Lord's house? It seems, that while I'd like to give Rehoboam the benefit of the doubt, the text doesn't give much room there.
Don't be like Rehoboam. Don't make bronze shields when the Lord takes away the golden ones. Fall down in repentance and plead the Lord's mercy that He might return the golden shields.
I was reading this passage the other day and was struck by a couple of things. It was interesting to me that Rehoboam so desired the image of sovereignty that he had bronze shields made to replace the gold ones that Shishak took away. The heart of the king was not touched by the Lord's wrath upon him for his wickedness. Instead, and this is true of all men, I believe, Rehoboam was undaunted by the clear sign of God's disfavor and sought to continue whatever path he had set for himself with whatever means he still possessed. I've read stories that depict drunks who graduate from fairly affluent lifestyles and high quality liquor to homelessness and whatever cheap whiskey they can find. "No one seems to be around, Just this monkey that I've found...And tonight he grins again"
However, there is another way of seeing this passage of Scripture. It isn't one I'm used to finding, but this time it kind of struck me. Perhaps Rehoboam is still trying to honor the Lord with whatever the Lord has left him. "The Lord gave, and the Lord has taken away; blessed be the name of the Lord" Perhaps Rehoboam is here trying to make sure the Lord's name is held in high regard and the mystery of His presence is still honored even when Judah is under His judgment.
But then why would the shields only be used when Rehoboam entered the Lord's house? It seems, that while I'd like to give Rehoboam the benefit of the doubt, the text doesn't give much room there.
Don't be like Rehoboam. Don't make bronze shields when the Lord takes away the golden ones. Fall down in repentance and plead the Lord's mercy that He might return the golden shields.
Saturday, June 6, 2009
Hapy Birthday Tetris
Tetris was released today in 1984. I'm not sure how significant the year is. You may consult Postman's Amusing Ourselves to Death to determine this. Nevertheless, today marks the day that millions upon millions of people became addicted to the little blocks falling upon each other.
Monday, June 1, 2009
Ron Paul on Homeschooling
Ron Paul gave the commencement address to a group of 14 homeschooled students recently. A nice write-up about it and what Ron Paul said about homeschooling can be found at "The Facts." Essentially, Paul reiterated the reason thinking homeschoolers homeschool, because they are passionate about their children and know that they are the ones in charge, not the state.
A big thanks to Representative Paul for taking the hard stand, as he usually does, on what matters.
“It’s very important we encourage home-schooling and make sure it’s always legal, and our governments never decide they know best,” Paul said. “Too often, our government would like to be the parent. Home-schoolers know exactly who’s responsible for education, and that’s the parent.”
A big thanks to Representative Paul for taking the hard stand, as he usually does, on what matters.
Ideas Have Consequences
"It will not suffice to point out the inventions and processes of our century unless it can be shown that they are something other than a splendid efflorescence of decay" (12)
"The whole tendency of modern thought, one might say its whole moral impulse, is to keep the individual busy with endless induction." (12)
"The unexpressed assumption of empiricism is that experience will tell us what we are experiencing." (13)
"A great material establishment, by its very temptation to luxuriousness, unfits the owner for the labor necessary to maintain it, as has been observed countless times in the histories and of nations." (15)
"Civilization has been an intermittent phenomenon; to this truth we have allowed ourselves to be blinded by the insolence of material success." (17)
"The whole tendency of modern thought, one might say its whole moral impulse, is to keep the individual busy with endless induction." (12)
"The unexpressed assumption of empiricism is that experience will tell us what we are experiencing." (13)
"A great material establishment, by its very temptation to luxuriousness, unfits the owner for the labor necessary to maintain it, as has been observed countless times in the histories and of nations." (15)
"Civilization has been an intermittent phenomenon; to this truth we have allowed ourselves to be blinded by the insolence of material success." (17)
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