A Brief History of Classical Education
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Lessons
Lesson 1: Classical and Medieval Ideas of Leisure and Learning (Preview Content)3 Topics|1 Quiz -
Lesson 2: The History of American Education (Preview Content)4 Topics|1 Quiz
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Lesson 3: Education in the Medieval World4 Topics|1 Quiz
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Lesson 4: The History of Ancient Education3 Topics|1 Quiz
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Lesson 5: Leisure and the Beautiful2 Topics|1 Quiz
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Lesson 6: Aristotle and Classical Education2 Topics|1 Quiz
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Lesson 7: Aristotle and Classical Education—Continued2 Topics|1 Quiz
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Lesson 8: Aristotle and Classical Education—Continued2 Topics|1 Quiz
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Lesson 9: Plato and Classical Education3 Topics|1 Quiz
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Lesson 10: Plato and Classical Education—Continued2 Topics|1 Quiz
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Lesson 11: Summary and Conclusion2 Topics|1 Quiz
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DiscussionsDiscussion 1: Scholé (Leisure) and Classical Education
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Discussion 2: The True, Good, and Beautiful in Classical Education
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Discussion 3: American and Classical Education Compared
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Discussion 4: Vocational Training and Classical Education
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Discussion 5: Classical Education and the "Yearning for Being"
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Discussion 6: Univ. of Dallas Grad Program for Classical Teachers
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End of Course TestEnd of Course Test: A Brief History of Classical Education1 Quiz
Horace Mann Reforms
“No one did more than he to establish in the minds of the American people the conception that education should be universal, non-sectarian, free, and that its aims should be social efficiency, civic virtue, and character, rather than mere learning or the advancement of education ends.”
– A description of Mann by Ellwood P.Cubberley (1919) in “Public Education in the United States.” p. 167
“Essentially his message centered on six fundamental propositions: (1) that a republic cannot long remain ignorant and free, hence the necessity of universal popular education; (2) that such education must be paid for, controlled, and sustained by an interested public; (3) that such education is best provided in schools embracing children of all religious, social, and ethnic backgrounds; (4) that such education, while profoundly moral in character, must be free of sectarian religious influence; (5) that such education must be permeated throughout by the spirit, methods, and discipline of a free society, which preclude harsh pedagogy in the classroom; and (6) that such education can be provided only by well-trained, professional teachers. Mann encountered strong resistance to these ideas—from clergymen who deplored nonsectarian schools, from educators who condemned his pedagogy as subversive of classroom authority, and from politicians who opposed the board as an improper infringement of local educational authority—but his views prevailed.”
– A description of Horace Mann’s educational principles from the Encyclopedia Britannica