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Teaching the Great Books
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Introduction
Teaching the Great Books: Course Introduction (Preview Content)4 Topics|1 Quiz -
LessonsLesson 1: What Should We Read? (Preview Content)4 Topics|1 Quiz
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Lesson 2: How Should We Read the Classics?4 Topics|1 Quiz
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Lesson 3: How to Do Deep Reading5 Topics|1 Quiz
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Lesson 4: Ancient and Modern Modes of Interpretation4 Topics|1 Quiz
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Lesson 5: How to Teach Great Books—Part I4 Topics|1 Quiz
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Lesson 6: How to Teach Great Books—Part II5 Topics|1 Quiz
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Lesson 7: Classroom Habits and Practices4 Topics|1 Quiz
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Lesson 8: Who Do We Teach?4 Topics|1 Quiz
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Lesson 9: Students Afflicted with Acedia or Ennui3 Topics|1 Quiz
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Lesson 10: Helping Students Overcome Acedia or Ennui2 Topics|1 Quiz
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Lesson 11: Who Is the Teacher?2 Topics|1 Quiz
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Class ObservationsLesson 12.1: Observe 7th Grade Classroom (with pre-class interview)
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Lesson 12.2: Observe 7th Grade Classroom (with class session)1 Topic
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Lesson 13.1: Observe 10th Grade Classroom Day 1 (with pre-class interview)
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Lesson 13.2: Observe 10th Grade Classroom Day 1 (with class session)
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Lesson 13.3: Observe 10th Grade Classroom Day 1 (post-class interview)1 Topic
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Lesson 14.1: Observe 10th Grade Classroom Day 2 (with pre-class interview)
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Lesson 14.2: Observe 10th Grade Classroom Day 2 (with class session)
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Lesson 14.3: Observe 10th Grade Classroom Day 2 (with post-class interview)1 Topic
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Lesson 15.1: Observe 10th Grade Classroom Day 3 (with pre-class interview)
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Lesson 15.2: Observe 10th Grade Classroom Day 3 (with class session)
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Lesson 15.3: Observe 10th Grade Classroom Day 3 (with post-class interview)1 Topic
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End of Course TestEnd of Course Test: Teaching the Great Books1 Quiz
Lesson 6,
Topic 2
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Discussion Questions
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Discussion Questions
- Josh Gibbs suggests that both scientific and poetic knowledge are necessary. Is this true? If so, in what circumstance is each type necessary?
- If a teacher makes a student into an “intellectual goalie,” is the student more or less likely to eventually reject the Christian worldview?
- How do we make sure that students are obtaining embodied knowledge rather than mere detached ideology?