Christian Classical Education: History and Core Concepts (with Christopher Perrin and other presenters)
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LECTURES
Lecture 1: Introduction to Scholé7 Topics|1 Quiz -
Lecture 2: Homeschooling Parent as Guide3 Topics|1 Quiz
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Lecture 3: Learning to Love What is Lovely2 Topics|1 Quiz
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Lecture 4: Where Does Classical Education Come From?3 Topics|1 Quiz
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Lecture 5: What is Classical Education?2 Topics|1 Quiz
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Lecture 6: Classical Education Defined2 Topics|1 Quiz
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Lecture 7: Retrieving & Renewing Truth, Goodness, and Beauty2 Topics|1 Quiz
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Lecture 8: The Fruit of the Renewal of Classical Education3 Topics|1 Quiz
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Lecture 9: The History of American Education4 Topics|1 Quiz
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Lecture 10: An Overview of the Principles of Classical Pedagogy4 Topics|1 Quiz
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Lecture 11: The Seven Liberal Arts: Part 14 Topics|1 Quiz
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Lecture 12: The Seven Liberal Arts: Part 23 Topics|1 Quiz
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Lecture 13: Logic as a Core Discipline3 Topics|1 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