Classical education has grown so considerably in the last twenty years that when Dr. Gene Edward Veith and Andrew Kern turned in the second edition of their book, Classical Education, the editors changed the subtitle to The Movement Sweeping America. The worst factor we can do would seem to be to rush forward not worrying about no matter if we have an understanding of what we are speaking about and drawing in, for the sake of numbers, a weak base that is not committed to or in a position to recognize classical education (which raises crucial and unavoidable queries of viability). The best answer appears to us to be to inform them what classical education is and why it is valuable.
The classical education is, above all, systematic — in direct contrast to the scattered, unorganized nature of so substantially secondary education. They lived up to their possible, and each and every in their own way impacted the course of human history, because their possible was unlocked in element by Classical Education, which prepared them to grapple with the issues of their day. By completing a project in every significant field of human effort, the student can create a private preference for further education and qualified instruction.
Fourth, classical educators teach in light of the three foregoing elements, top to an emphasis on language (the trivium), mathematics (the quadrivium), and modes of teaching, governance, and asssessment that support the rich targets of a classical education. In essence, then, classical education is the logo-centric quest for the ideals of wisdom and virtue. Helps parents realize the five components of classical education and how to practice them in a selection of settings.
A Classical Christian Education, with its conception in ancient Greece and refinement over the centuries by Christian scholars is the approach that created the fantastic Western thinkers and scientists of the past, including America’s founding fathers. In the modern renaissance of classical education, this period refers to the upper elementary school years.
A further way to say this is that classical educators believe in and pursue a logos, or a unifying principle, for all know-how and action. Consequently, textbook corporations have little selection but to publish textbooks that are effortless to use and recognize or else to publish books that the educational bureaucracy demands. At the CiRCE Institute, we are committed to the mission of understanding classical education in its essence. We want to discover what is prevalent to all classical educators so that we can much better recognize classical education itself.