Panel: Logical Categories and Rhetorical Topics of Invention

Help your students develop a different way of thinking! The way students think about learning has major implications on what and how they actually learn. We will discuss Carol Dweck’s research on growth mindsets versus fixed mindsets to help improve our ability to more positively impact student learning and help students (and ourselves) think differently about challenges, mistakes, and even failures. Particular attention will be given to practical ways to give more effective and targeted student feedback

Phillip Donnelly

Phillip J. Donnelly serves as Director of the Great Texts Program in the Honors College at Baylor University. His research focuses on the historical interaction between philosophy, theology, and imaginative literature, with particular a ention to Renaissance literature and the reception of Classical educational traditions. He is the author of Milton’s Scriptural Reasoning (Cambridge University Press, 2009). His recent essays include: “Latin Pedagogy and Ethical Ends in the Royal Grammar (1542),” in Transformations in Biblical Literary Traditions, edited by D.H. Williams and Phillip J. Donnelly (University of Notre Dame Press, 2013), and “Historical Appearance in Areopagitica,” in Milton and Questions of History, edited by Feisal Mohamed and Mary Nyquist (University of Toronto Press, 2012).

Andrew Selby

Martin Cothran

Teaching the Full Force of the Art of Argumentation: A Startling Claim by Apthonius

Aphthonius makes a remarkable and initially puzzling claim that stages five and six, Refutation and Confirmation, of his Prgymnasmata impart the full force of the art of invention (the first canon of classical rhetoric theory). This workshop offers a possible explanation by demonstrating how his curriculum trains the minds of our students to generate ideas or arguments on demand. We suggest that the first six stages of Aphthonius equip students with the Quality of Invention, the full force of the art, which later formal instruction in Rhetoric will enhance with Quality.

James Selby

Jim Selby has a BA from Oral Roberts University in English Literature and New Testament Literature and a M.Div. from Gordon-Conwell Theological Seminary. He has taught and administered at Whitefield Academy, a classical Christian school in Kansas City, for the last eleven years. Jim currently teaches Great Books/Humanities, Rhetoric and English Literature as well as Logic in previous years. Founder of Classical Composition he authored a writing curriculum used both in the classroom and in the homeschooling community.

The Marriage of Morton J. Adler and Jeanne Chall: Teaching Analysis and Synthesis in the Great Books

Jeanne Chall’s five stages of reading development provide a theoretical framework for classical Christian educators and Adler’s Great Ideas provide an analytical framework to teach the discrete skills of analysis and synthesis in a Great Books reading program. Often, as teacher we do not go beyond modeling in our advanced reading instruction. The work of these two great thinkers provides us with the tools of discrete skill instruction that enhance the effectiveness and the efficiency of our Logic and Rhetoric level reading instruction.

James Selby

Jim Selby has a BA from Oral Roberts University in English Literature and New Testament Literature and a M.Div. from Gordon-Conwell Theological Seminary. He has taught and administered at Whitefield Academy, a classical Christian school in Kansas City, for the last eleven years. Jim currently teaches Great Books/Humanities, Rhetoric and English Literature as well as Logic in previous years. Founder of Classical Composition he authored a writing curriculum used both in the classroom and in the homeschooling community.

Classical Writing Instruction for the Modern Classroom

This seminar will examine the success of the Progymnasmata in preparing K-12 students for college level communications, written and oral. We will discuss the most efficient and effective means of taking pre-writers and preparing them for the advanced art of contemporary writing. The scope and sequence of the necessary sub-skill sets are laid out and discussed. This approach has yielded an one hundred percent qualification rate for Whitefield Academy’s seniors on both the ACT and SAT essay portions of their college entrance exams versus a national average of twenty-two percent.

James Selby

Jim Selby has a BA from Oral Roberts University in English Literature and New Testament Literature and a M.Div. from Gordon-Conwell Theological Seminary. He has taught and administered at Whitefield Academy, a classical Christian school in Kansas City, for the last eleven years. Jim currently teaches Great Books/Humanities, Rhetoric and English Literature as well as Logic in previous years. Founder of Classical Composition he authored a writing curriculum used both in the classroom and in the homeschooling community.