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Orientation in Classical Education: Foundations, History & Effective Teaching

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  1. INTRODUCTION TO CLASSICAL EDUCATION

    Lecture 1: A Clear Definition of Classical Education
    5 Topics
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    1 Quiz
  2. Lecture 2: Clear Words for Classical Education
    4 Topics
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    1 Quiz
  3. Lecture 3: To What Shall I Compare Classical Education?
    3 Topics
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    1 Quiz
  4. Lecture 4: Various Models of Classical Education
    2 Topics
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    1 Quiz
  5. Lecture 5: The Major Elements of Classical Education
    3 Topics
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    1 Quiz
  6. Lecture 6: Tracing the History of Classical Education (part one)
    4 Topics
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    1 Quiz
  7. Lecture 7: Why Classical Education?
    4 Topics
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    1 Quiz
  8. Lecture 8: Communal Education (Paideia)
    4 Topics
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    1 Quiz
  9. Lecture 9: Implementing Classical Education
    5 Topics
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    1 Quiz
  10. A BRIEF HISTORY OF CLASSICAL EDUCATION
    Lecture 10: Classical and Medieval Ideas of Leisure and Learning
    3 Topics
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    1 Quiz
  11. Lecture 11: The History of American Education
    4 Topics
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    1 Quiz
  12. Lecture 12: Education in the Medieval World
    4 Topics
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    1 Quiz
  13. Lecture 13: The History of Ancient Education
    3 Topics
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    1 Quiz
  14. ESSENTIALS OF EFFECTIVE TEACHING
    Lecture 14: Foundational Principles
    4 Topics
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    1 Quiz
  15. Lecture 15: Aiming at Human Flourishing
    4 Topics
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    1 Quiz
  16. Lecture 16: Meaningful Planning
    4 Topics
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    1 Quiz
  17. Lecture 17: Meaningful Assignments
    4 Topics
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    1 Quiz
  18. Lecture 18: Meaningful Assessments
    4 Topics
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    1 Quiz
  19. Lecture 19: Meaningful and Effective Classrooms
    4 Topics
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    1 Quiz
  20. THE SEVEN LIBERAL ARTS
    Lecture 20: The Seven Liberating Arts
    3 Topics
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    1 Quiz
  21. Lecture 21: The History of the Seven Liberal Arts
    3 Topics
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    1 Quiz
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“I should as soon think of closing all my window shutters to enable me to see as of banishing the Classicks to improve Republican ideas.”
– John Adams writing to Dr. Benjamin Rush, June 19, 1789

“You ask my opinion on the extent to which classical learning should be carried in our country. … The utilities we derive from the remains of the Greek and Latin languages are, first, as models of pure taste in writing. To these we are certainly indebted for the national and caste style of modern composition which so much distinguishes the nations to whom these languages are familiar… Second. Among the values of classical learning, I estimate the luxury of reading the Greek and Roman authors in all the beauties of their originals. And why should not this innocent and elegant luxury take its prëeminent stand ahead of all those addressed merely to the senses? I think myself more indebted to my father for this than for all the other luxuries his cares and affections have placed within my reach; and more now than when younger, and more susceptible of delights from other sources. When the decay of age have enfeebled the useful energies of the mind, the classic pages fill up the vacuum of ennui, and become sweet composers to that rest of the grave into which we are all sooner or later to descend. Third. A third value is in the stores of real science deposited and transmitted us in these languages, to-wit: in history, ethics, arithmetic, geometry, astronomy, natural history, &c. But to whom are these things useful? … I know it is often said there have been shining examples of men of great abilities in all the businesses of life, without any other science than what they had gathered from conversations and intercourse with the world. But who can say what these men would not have been had they started in the science on the shoulders of a Demosthenes or Cicero, of a Locke or Bacon, or Newton? To sum the whole, therefore, it may truly be said that the classical languages are a solid basis for most, and an ornament to all the sciences.”
– Thomas Jefferson writing to John Brazier, 1819