In classical and Christian schools we seek rigorous academics and a robust Christian worldview, but these are not the only necessary ingredients for instruction that ennobles the mind and educates the whole person. In any discipline, there are “other voices” that speak to our hearts and minds. In this workshop we will explore ways that […]
If we want to integrate the curriculum (and we do), we need a principle of harmony that is both big enough to include everything and practical enough to prepare for everything. [Kern] shows how classical rhetoric is the necessary practical tool to integrate the curriculum.
In The Abolition of Man C.S. Lewis noted that the “triumphs [of science] may have been too rapid and purchased at too high a price: reconsideration, and something like repentance, may be required.” This can easily leave an eager science teacher confused even if he agrees. How do we do this? What decisions and steps […]
Join Grant Horner as he discusses Socratic Dialogue in the classical classroom.
We want our graduates to be the best technical scientists, without exception. At the same time, we also know that all of us, teachers and students alike, are called to something more than technical proficiency when it comes to understanding science. Scientists in our schools need to be masters of facts and frameworks, knowledgeable in […]
How do you breathe life into your science curriculum? If you want to know how to integrate science with history, math, writing and more, this is the workshop for you. Come receive practical tips and a hands-on demonstration that will set the stage for future stimulating lessons.
Faith-learning integration is a stated goal of classical education that is also Christian (CCE). However, such an aspiration does not guarantee that faith-learning integration actually is or becomes a hallmark of CCE. In some CCE settings, faith-learning integration is impeded because of undue emphasis on the humanities, whereas in other CCE contexts it is waylaid […]
Top students tend to learn a lot of science content, but are often weak on integrating that content with other areas such as epistemology, history and Christian faith. Mid-level students are often in an even worse position, manifesting the same weaknesses as those with strong academic performance, but lacking anything like mastery of science content. […]