Orrin Woodward LIFE Leadership Team

Winner of the 2011 Independent Association of Business Top Leader Award; Orrin Woodward shares his leadership secrets.

Classical Education – Christian Virtues & Leadership

Posted by Orrin Woodward on February 1, 2008

I feel strongly that a classical education undergirded with Christian principles will be a major plank in the restoration of our countries.  I feel I have learned so much more after I finished formal training than I did in school.  I am not knocking my education more than I am conveying an urgent need to be a generalist and a specialist.   We will all specialize in our certain areas, but we must be educated generally to be part of what Mortimer Adler called the Great Conversation.  I believe the reason we see people so divided today is because they have no way of communicating across their specialties.  Reading the classics will give us the common ground to communicate about the great ideals from our past to take with us into our futures.  I have attached a portion of an article that describes the value of a classical education.  When I read this, I thought of this community and how we are enjoying reading and thinking together.  Our goal is to help each other think, not to force people to think like us.  If we all are thinking and communicating respectfully, we will all gain knowledge, understanding, and wisdom.   Here is the thought provoking article:


Overview of Classical Education


Those who assume that methods used for millennia can be dismissed within a generation forget that time is the best laboratory, especially regarding human behavior.


It has taken modern educators only 50 years to disassemble an educational system that took thousands of years to refine and establish. The classical method was born in ancient Greece and Rome, and by the 16th century, it was used throughout the Western world. This system educated most of America’s founding fathers as well as the world’s philosophers, scientists and leaders between the 10th and 19th centuries. What other period can claim so many advances in science, philosophy, art, and literature?


Why Classical Education?


For education to be effective, it must go beyond conveying fact. Truly effective education cultivates thinking and articulate students who are able to develop facts into arguments and convey those arguments clearly and persuasively. Parents from Seattle to Orlando are recognizing that classical education adds the dimension and breadth needed to develop students’ minds. Rigorous academic standards, a dedication to order and discipline, and a focus on key, “lost” subjects is fueling the rapid growth of the nation’s classical schools.


There is no greater task for education than to teach students how to learn. The influence of “progressive” teaching methods and the oversimplification of textbooks make it difficult for students to acquire the mental discipline that traditional instruction methods once cultivated. The classical method develops independent learning skills on the foundation of language, logic, and tangible fact. The classical difference is clear when students are taken beyond conventionally taught subjects and asked to apply their knowledge through logic and clear expression.


In 1947, Dorothy Sayers, a pioneer in the return to classical education, observed, “although we often succeed in teaching our pupils ‘subjects,’ we fail lamentably on the whole in teaching them how to think.” Beyond subject matter, classical education develops those skills that are essential in higher education and throughout life – independent scholarship, critical thinking, logical analysis, and a love for learning.


We hope you agree that this movement “back to and beyond” classical education develops timeless skills that are as important in today’s rapidly changing world as they were to our founding fathers.


A Love For Learning


Occasionally, parents who are interested in classical education express concern that it will be too difficult or too demanding for their children. Disciplining and challenging students is certainly part of the classical method. However, we believe that education is inherently enjoyable for children. The classical method is based on the philosophy that students should be encouraged to do what they naturally enjoy during particular phases of their life.


In Dorothy Sayers’ essay “The Lost Tools of Learning,” she promotes teaching in ways which complement children’s natural behavior. For example, young children in grammar school are very adept at memorizing. They enjoy repeating songs, rhymes, and chants to the extent that they often make up their own. In classical education, the “Grammar” phase corresponds with this tendency by focusing on the teaching of facts. During the junior high years, children often become prone to question and argue. Classical education leverages this tendency by teaching students how to argue well based on the facts they have learned. We call this the “Logic” phase. During the high school years, students’ interests shift from internal concerns to the external. Teenagers become concerned with how others perceive them. This stage fits well into the “Rhetoric” phase of classical education, where students are taught to convey their thoughts so that they are well received and understood by others. The education culminates with the debate and defense of a senior thesis.


The classical method not only “cuts with the grain,” but it develops a true sense of accomplishment in students. Many educators are artificially positive and soften grading scales in an effort to bolster their students’ self-esteem. We believe that a sense of self-worth comes from accomplishment. The student who excels after working hard achieves a greater sense of accomplishment than one who is given the grade. By holding students to an objective standard, they gain a true understanding of their abilities. Where self-esteem offers an artificial appreciation, classical education provides a realistic and true estimation of a child’s ability. Students who work hard to achieve a “C” based on accomplishment are more satisfied than a class of students who all receive “A”’s and “B”’s.


Finally, we believe that learning, hard work, and fun are not mutually exclusive. Learning should be a joyful endeavor – one that presents a challenge. A visit to Foundations Academy quickly demonstrates the delight of students who love to learn. Learning is exciting, especially for children. In our experience, children who transfer from a conventional classroom to a classical classroom usually develop an increased appreciation for education and for the pursuit of knowledge.

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