Analytical Learning: The False Turn of Modern Education and the Path Back to the Classical Approach


by
Andrew Kern April 23, 2011


Presented at:
SCL Conference 2011

ABSTRACT:

For 2500 years classical education equipped people for freedom and self-governance. The 20th century inverted schooling and put analytical learning (the servant) above the humane learning (the master) of the classical tradition. This seminar explains the difference between a normative classical vision of education and a soul-startling analytical approach, showing the false turn and the path back to a classical approach. Includes a discussion of assessment of learning and governance. Rated PG-13


TAGS:

Analytic Learning Classical Education Classical Learning


Resources:

Andrew Kern
President, Head Mentor of the East Coast Apprenticeship Andrew Kern is founder and president of the CiRCE Institute, the founding author of The Lost Tools of Writing, a co-author of the best-selling book Classical Education: The Movement Sweeping America, which he wrote with Dr. Gene Edward Veith. Since establishing CiRCE as a research and consulting service to classical educators, Andrew has trained teachers, led board retreats, and assisted with institutional development and start up in over 100 schools since 1996. He has been directing the CiRCE Institute full time since the summer of 2000. Andrew helped start Providence Academy in Green Bay, WI in 1993, where he served as “Lead Teacher,” Foundations Academy (now Ambrose School) in Boise, ID, where he served as Director of Classical Instruction from 1996-2000, The Great Ideas Academy in Charlotte, North Carolina, where he served as Headmaster from 2001-2003, and The Regent Schools of the Carolinas where he served as Dean of Academics from 2006-2008. He and his family live in North Carolina.

Other Contributions by Andrew Kern

The Ultimate Rhetoric Handbook

Article - SCL Conference 2015

Integrating the Curriculum With Rhetoric

Article - SCL Conference 2015

Assessment that blesses

Article - SCL Conference 2014

A Critique of Modern Assessment

Article - SCL Conference 2013


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