Even in a World That Can't Stop Talking

“All of these approaches can help achieve Lahey’s aim of giving shy students the confidence to speak up for themselves. But none of this necessarily means we should grade students based on their class participation, since that effectively penalizes children for their fears. In other words, shy kids should be helped with a carrot, not a stick.

I’m also old-fashioned enough to believe that grades should assess a child’s proficiency at math or science or history, not their ability to speak in front of a large group. Knowledge matters. Deep thought matters. Mastery of a subject matters — even in a world that can’t stop talking. It is not irrelevant that American schools, which value verbal confidence at least as highly as quiet study, are falling behind their international peers.”

—Help Shy Kids—Don’t Punish Them. The tyranny of the extraverts strikes again.

—Reposted from Alan Jacobs’ More Than 95 Theses

This is not progress

“What follows when a belief in objectivity and truth dies away in higher education? In time an educated person comes to doubt that purpose and meaning are discoverable​—​he doubts, finally, that they even exist. It’s no mystery why fewer and fewer students in higher education today bother with the liberal arts, preferring professional training in their place. Deprived of their traditional purpose in the pursuit of what’s true and good, the humanities could only founder. The study of literature, for example, was consumed in the trivialities of the deconstructionists and their successors. Philosophy curdled into positivism and word play. History became an inventory of political grievances.

Into the vacuum left by the humanities comes science, which by its own admission is unconcerned with the large questions of meaning and purpose. Even so, on campus and elsewhere, science is now taken as the final authority on any important human question​—​and not always the rigorous physical sciences, either, but the rickety, less empirical, more easily manipulated guesswork of behavioral psychology, cultural anthropology, sociology, developmental studies, and so on. Nowadays, if we seek insight into the mysteries of the human heart (not high on the academic agenda in any case) we are far more likely to consult a neurobiologist or a social psychologist than Tolstoy or Aristotle. This is not progress.”

—Andrew Ferguson, “The Book That Drove Them Crazy”, The Weekly Standard

Tuition Craziness: Enslaved to Student Debt

I wrote an article for Bethlehem College and Seminary that can be read here.

I Always Preferred Studying Alone

“At every institution studied, from research universities to small colleges, some students performed at high levels, and some programs fostered more learning than others. In general, though, two points come through with striking clarity. First, traditional subjects and methods seem to retain their educational value. Nowadays the liberal arts attract a far smaller proportion of students than they did two generations ago. Still, those majoring in liberal arts fields—humanities and social sciences, natural sciences and mathematics—outperformed those studying business, communications, and other new, practical majors on the CLA. And at a time when libraries and classrooms across the country are being reconfigured to promote trendy forms of collaborative learning, students who spent the most time studying on their own outperformed those who worked mostly with others.”

HT: AyJay

Read the whole thing.

Classical Education

The youngest four of the Abell Six are home schooled. We have attempted to teach them using what is commonly called “Classical Education.” Starting in 7th grade, they begin a curricula titled Omnibus.

The modern resurgence of classical and Christian education began with an essay by Dorothy Sayers entitled “The Lost Tools of Learning.” The operative word in that title is tools. Sayers was concerned that our approach to education had become one of stuffing facts into heads, and doing so in a way that left students poorly equipped to do anything creative on their own later on. Her point was that we ought to treat students less like carbon-based filing cabinets, and more like human beings with eternal souls. As future men and women, she argued, students needed to learn how to learn. They were not to be taught so that they would then be “taught.” They were to be taught how to teach themselves. They were to be taught in such a way that they could encounter a new situation, get oriented quickly, and do what a truly educated person ought to do.

Douglas Wilson wrote the above paragraph in the October 2011 online newsletter for Veritas Press, a classical Christian educational publishing group. Veritas Press publishes Omnibus, which integrates History, Theology, and Literature. Omnibus is integrated because all the topics it covers are woven together, not separate distinct courses. Doug concludes his article thusly,

So if an Omnibus student, for example, says that he doesn’t need to go to a liberal arts college because he “already read” Homer, then regardless of whatever good grades he got doing Omnibus, he nevertheless missed the whole point of it. (This doesn’t mean that he has to go to a liberal arts college. It means that he must not avoid it for the wrong reasons.) The world certainly needs more engineers, but it needs engineers who know how to think in an integrated way. Liberal arts training, whether in high school or college, is not vocational training for English teachers. Liberal arts instruction, as is contained in the Omnibus, is an education for living as a free man or woman in Christ, wherever God calls them. And when they are called to a particular place, they should be able to see how Jesus Christ is the integration point for all things (Col. 1:17-18). If they don’t know how to do that, wherever they are, then they did not receive a classical Christian education, whatever was offered to them. 

But let’s say we consider another student, one who didn’t get the best grades of all time while in high school. Not only was he integrating theology, history and literature, but also three-a-day football practices, a part time job at the mini-mart, and hunting trips with his dad, and he actually learned how to live an integrated life, with Christ at the center of it all. What should we think? We should think of him as a real success story. 

This is because the point of education is found in what the student does with it. Faith without works is dead.

Lord, may the Abell children lives such lives of faith, may their education not make them ready for one vocation, but enable them to think and live and work in whatever vocation and in whatever situation they find themselves. May they live Christlike lives, ever glorifying Him, and ever learning more.