Hey-your building’s empty five days a week. What if it ran classes instead? I put it all in one PDF: - No tuition model - No staff hiring - No accreditation hassle - Classical, discipleship-first

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If you’re a pastor, deacon, or church mom-read it, then tell me: I’m in. We’ll build one.

Classical education is often perceived by parents and educators as an antiquated and complex approach to teaching as it full of language and abstract ideas. However, this view of classical education is outdated and simplified: classical education is not only about academic mastery but also about guiding students in how to think, enhance their critical thinking skills, and cultivate curiosity. The center of classical education is the Trivium, a foundational structure of learning composed of three stages: the Grammar, Logic, and Rhetoric stages. The Trivium is a natural model of intellectual development that aims to produce a well-rounded and knowledgeable learner.

At its heart, classical education teaches learners to think, rather than just take in information. This means the focus of classical education is not on test results, but rather critical thinking. As the student progresses through the three stages of the Trivium – grammar, logic, and rhetoric, they achieve a more complete mastery of knowledge and the ability to apply it in various settings.

In the Grammar stage, students focus on developing the building blocks of knowledge through acquiring a solid factual base. For example, have you noticed that younger children will ask you to read the same book repeatedly?  Or perhaps, your younger child will ask to help you do chores and imitate an older sibling. This is because developmentally they are in the fact-finding and parroting mode.  Children at this age naturally want to learn the “how to” of the world around them.  It is an ideal opportunity to introduce reading and penmanship through modeling and practice. This is also the time to teach students the rules of phonetics, grammar, spelling and math. Children should be encouraged to commit these facts to memory as they are easily able to memorize information and repeat that information back to you. The Grammar stage is a crucial foundation of learning as students are encouraged to learn the facts and methods necessary to build a strong knowledge base.  

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In the Logic stage, students build on the information acquired in the Grammar stage by developing an appreciation for the interconnections between facts and reasoning by asking questions.  Has your middle-school aged child overwhelmed you by asking “why” questions such as, “why must I do my chores before I can play?” or “why can’t I stay up all night?”  Students at this level are in the intellectual development stage of Logic by applying critical thought. This is established by connecting the facts learned in the Grammar stage to cause and effect. Instead of simply memorizing events in history, the student learns the reasons and consequences of these events. This is the stage of finding the “why” behind the concepts taught in science, math, and history.

During the Rhetoric (or Argumentation) stage of the Trivium, students learn to use their knowledge and logic skills to solve problems, create persuasive arguments and make informed, reasonable judgments. Anyone familiar with the teen years will quickly recognize the ability, if not the outright desire to be argumentative and opinionated; this should be encouraged and honed during the Rhetoric stage of intellectual development. This is an exciting and often challenging period for the pupil, parents, and educator. It is in this stage that students will apply the knowledge and reasoning acquired from the previous two stages to form judgements, argue effectively and apply their critical thinking skills to problem solving in any setting. This means that students must learn to use analysis and data to make persuasive arguments, as well as evidence and sound assessment to back up any hypothesis or claim. Further, students should be able to recognize the validity of counterarguments and acknowledge their own biases. The student must understand how to use language to enhance their arguments and be familiar with rhetorical devices and how to recognize logical fallacies. This is also when advanced math and sciences are examined. Students are now able to confidently cultivate a theory by applying the facts and logic developed in the previous two stages.

Parents and educators introducing their students to classical education will quickly see the benefits this approach provides. First and foremost, it emphasizes the importance of learning for learning’s sake. Students pursuing classical education learn to think beyond exam results and instead apply their knowledge to solve real-world problems. Of course, it should also be noted that students who are educated within the classical model achieve tangible results too: research has shown that they often score well above average on the SATs, ACTs, and CLTs due to their enhanced critical thinking capabilities. Moreover, it gives students the ability to understand problems from multiple perspectives and to answer hard ethical and moral questions.

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Lastly, and perhaps most importantly, classical education puts into practice the belief that knowledge should be actively used, rather than passively accepted.  Although the journey may be imperfect, students will learn to appreciate knowledge and use it to improve their lives and the lives of others. With a supportive environment and guidance from parents and educators, students will maximize their potential and benefit from a classical approach to learning. In future posts, we will examine the various resources available to inspire students. However for now, my goal is to  encourage parents and educators to ask questions, and consider how a classical education through implementation of the Trivium will benefit their students by helping them develop eloquence and critical thinking skills.

As with most teachers, I began my career in the public school. I became quickly disenchanted witnessing the lack of commitment the other teachers had for the intellectual development of their students. I accepted a position in a district with a high population of economically disadvantaged students because I wanted to make a difference in the lives of the students and in the community.  To my surprise and dismay, I was often told by the more experienced educators (using the term lightly here) that it was a waste my time and effort. “I’ve taught their parents. They were teen moms or drug addicts, and their kids will be teen moms or gang-bangers and drug addicts, too.”

These comments were spoken by experienced teachers who mentored the young ones. I quickly learned this endeavor would be a battle of the one against the many. So being young and naïve, I left my teaching position depressed and anxious to pursue a more lucrative career elsewhere.

Fast forward several years later, I was married and a mom with two boys in the public schools.  We lived in a blue-collar, middle-class community.  Our school district was not the best in the state, or even the county, but it was not the worst either.  My first realization of the issues within our district was the comments of our son’s first grade teacher. She requested we stop allowing him to read at home.  He was reading far above grade level; his math skills were too advanced, and he was distracted in class.  She was correct, he was reading above grade level, because I, as his mom, began reading to him early.  I played games with him which lead to the development of his language and math skills before he entered school.

I asked if there might be a gifted and talented program for our son.  There was, and he was quickly moved into those programs.  At this time, his younger brother was in the head start program due to delays in his speech and fine motor skill development.  Yet, even with these challenges he, too, was reading and problem-solving above grade level. 

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Upon completion of the head start program, we were informed that our younger son would be moved into a special education classroom. I did not understand this decision as he was reading and performing basic math skills above grade level.  He did not require the accommodations of a special education classroom, but could be expected to perform at grade level in a mainstream classroom setting. Denying this request was the last straw, and I informed the school district that we would be removing both our children to homeschool. 

I was accosted with statements like, “you’re not qualified to teach them” or “why would you do this to your children? Don’t you know how devastating this will be to their social development?”  Then the department head of  Special Education questioned me, “What about our funding?” To which I replied, “I don’t give a damn about your funding!”  Perhaps, not the best choice of words, but I was furious.  So we left the public school behind and never looked back.

With this decision facing me, I began researching every homeschool program I could find, which were not as widely available back then.  Our two boys are well into their 20’s now, so the options were not nearly a numerous as they are today.  During my extensive search, I stumbled upon classical education, and was intrigued.  It was a method of education that emphasized language over images.  It was rooted in centuries of wisdom passed down from the ancients, through the renaissance, the enlightenment and beyond.  It was the method used to educate students throughout most of western civilization until the progressive era reforms of John Dewey, but that is for another post.

Our journey began, and my children were flourishing as they continued to develop a love of reading and learning that surpassed even my own.  We attended homeschool conventions and met with other homeschool families. It was a time of fellowship and encouragement while offering our children the opportunity to socialize with other children and gain life-long friends. It was through the forging of these relationships that the Academy of Classical Studies was first conceived. 

With a group of 15 families, we established a homeschool cooperative based in classical education.  The group quickly grew to over 50 families the following year, and upon year three over 100 families joined our group.  My passion for classical education was ignited and the fire would not be quenched.  Our children grew in an educational environment that honored their curiosity and developed their critical thinking skills.  They participated in chess clubs, Odyssey of the Mind, music lessons, and Forensic (Speech and Debate).  They learned logic, argumentation, and developed an appreciation for the arts. In short, our children were not only growing, but thriving.

Many of the parents in our cooperative decided to pursue a private school setting as their older children entered the Rhetoric stage (secondary education). Our family also made the decision to enroll into a private school founded on the principles of classical education. I agreed to teach professionally once again and was fortunate to teach college prep classes in history, literature, composition and philosophy at the same school my teenage children attended.

As I write this now, my children are grown and engaged in their careers while pursuing their entrepreneurial passions.  Yet, the enthusiasm for classical education still burns within me. Now my focus has turned toward inspiring others, whether parents or educators, to provide a classical education for their students.  It is for this purpose that I started Thinking Classically; to encourage parents and educators alike to prepare their students for the future by instilling in them a love of learning while developing critical thought and reasoned argumentation. I invite you to join me in this exciting quest to revitalizing classical education for future generations.

The origins of the ever-elusive mathematical constant known as pi (π) dates all the way back to ancient times, from the Babylonians to the Egyptians and Greeks. Archaeological evidence suggests that Babylonians used a value of 3 for pi; the Egyptians and Greeks believed the value to range around 3.14.

The first accurate calculation of pi (π) was made around 250 BC by the Greek mathematician Archimedes. His calculation gave (π) a value of 3.14159.  Archimedes was well known for his mathematic abilities, but he was also a renowned engineer using his knowledge of physics to design weapons, including a catapult used to protect his home city Syracuse from the invading Roman Army.  Yet, Archimedes was eventually killed by the Romans during the Second Punic War in 212 BC, when the Roman General, Marcus Marcellus, and his forces captured the city. 

More than 300 years after Archimedes’ death the Greek historian Plutarch said of him:

“He placed his whole affection and ambition in those purer speculations where there can be no reference to the vulgar needs of life.”

You may be asking, “how does this discussion relate to classical thought?” First, it is pi day, and therefore seems timely.   Yet more importantly, it provides us an opportunity to discuss the significance of studying the ancients.  Some of the greatest minds of the Renaissance and the Enlightenment were directly influenced by the work of Archimedes.  Two thousand years after Archimedes’ time, during the Renaissance and 1600s, mathematicians looked again at his work. For example, Galileo Galilei and Sir Isaac Newton were inspired to study mathematics and physics based on Archimedes discoveries.

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Unfortunately, many of Archimedes’ texts have been lost to antiquity.  However, there are some surviving works that managed to find their way into print. In 1544, Leonardo da Vinci was given access to selected handwritten copies.  Archimedes compiled, The Method, a text he requested be included in the Library of Alexandria. He sought to make his findings available to disclose how he performed mathematics. He sent it to Eratosthenes, stating:

“I presume there will be some current as well as future generations who can use The Method to find theorems which we have not discovered.”

Therefore, this pi (π) day as we take a moment to marvel at the remarkable mind of Archimedes, the father of pi (π), we can also appreciate how classical thought and critical thinking has been essential in understanding science and mathematics from the ancients, to the renaissance, on through to the enlightenment, and beyond.

Resource: "Archimedes." Famous Scientists. famousscientists.org. 1 Jul. 2014. Web. 3/14/2023 <www.famousscientists.org/archimedes/>. Revised 18 Jul. 2018.

Classical education is a unique blend of literature, history, philosophy, science, and math that was the standard of education for centuries. In fact, it has only been in the past century that the education system moved away from this type of instruction. Classical education is language based rather than image based. It is a method of learning based on the trivium of grammar, logic and rhetoric which follows a child’s natural phases of intellectual development. (I will discuss this in further detail in future posts.)

With an emphasis on language and critical thinking, classical education provides students with the tools and knowledge they need to be successful in the pursuit of higher education, business, profession, and life.  By developing the skills of information gathering, analysis and rational expression, students will gain the confidence necessary to conquer challenges in any arena. One of the key benefits of this type of education is the focus on developing strong critical thinking skills. Students are provided with a systematic approach to develop comprehensive, analytical skills that can be applied to any subject matter, challenge, or situation.

A classical education encourages the student to question and explore topics to ensure a comprehensive understanding of the material presented. Through this method, students come to understand that gathering facts and evidence is essential before forming an opinion. The emphasis on developing critical thinking skills is most evident in the importance place on reading great literature and original sources because it is a language-based program.

A classical education curriculum encourages students to read a wide variety of whole texts and original sources rather than short, annotated selections and another person(s) opinions which is characteristically the norm in a public-school setting. This rigorous discipline of reading and investigation requires the student to spend more time focusing on the details and central ideas presented by the authors. It allows them to form their own assessments and gain a deeper understanding of the material being discussed.

By exploring the texts and looking for themes or patterns, students develop a more holistic and critical approach to the material. In addition, a classical education also helps to develop reasoning and logical skills. Through the process of interpreting texts, students learn to identify patterns and create theories. This encourages them to think critically and make educated judgments. They also learn to support their claims with evidence by using both inductive and deductive reasoning to better understand the traditions of the past to gain a fuller understand of the present.

Classical education also motivates the student to challenge the norm. When examining different texts and topics, students learn to focus less on simply memorizing the material and more on making connections and forming their own ideas. This cultivates a more independent and creative way of thinking. The approach of a classical education is to present subjects holistically rather than in a fragmented method. The subjects flow through a timeline from literature, history, and philosophy, to art, music, science and math, each subject is connected historically, logically, and methodically.

Ultimately, a classical education helps to provide students with an opportunity to gain a deeper understanding of the material being studied and the world around them. By focusing on developing strong critical thinking skills, students become more well-rounded and capable scholars. Through the process of questioning, exploring, and connecting, students can develop a more nuanced perspective that can help them to achieve success in all aspects of life.

In future posts, I will discuss the various methodologies used during each stage of development with an emphasis on explaining the trivium which is the key component of Classical Education. My goal is to educate and encourage parents to seek a classical education for their children.  In doing so, we will build a stronger society that is able to address the problems facing our civilization.

Classical thought is a philosophical approach to thinking that is based on logic and reason. It is centered on the idea that beliefs and decisions should be based on sound argument and judgment, as opposed to emotion. Yet, to make such sound judgements, we must first except the proposition that objective truth exists, and it can be known.

This approach focuses on assessing concepts in terms of their inherent logic, rather than relying on abstract ideas and opinions. It emphasizes universal principles, such as the law of non-contradiction and the principle of intellectual integrity, with a high regard for empirical evidence. As such classical thinking is an important tool for critical thinking and problem solving, as it encourages individuals to be objective and to make well-informed decisions.

In contrast, the currently held philosophical approach to thinking is postmodernism; and it has infected academia for over half a century. These academics reject the idea that objective truth exists or can be known.  Instead, they claim everything is simply an interpretation of one’s lived experience. So rather than objective truth we are left only with relativism. To the post-modernists, objective truth claims are used only as a means of oppressing minority points of view.  However, this perspective is flawed on two points.

1. In claiming there is no objective truth but simply relative experience; they are making an objective truth claim which contradicts their original claim that there is no objective truth. The logical flaw of contradiction.  

2. Then let us examine the postmodernists’ assertion that objective truth claims are used simply to oppress a minority points of view. An example of this line of thinking would be a man deciding he is a woman and demanding all of society embrace his “truth claim” as an objective reality, and by not doing so is objectively wrong. Again, we find the flaw of contraction.

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The result of this flawed philosophy is a lack of critical thinking in our society today. As analytic philosopher Daniel Dennett said,

"Postmodernism, the school of 'thought' that proclaimed 'There are no truths, only interpretations' has largely played itself out in absurdity, but it has left behind a generation of academics in the humanities disabled by their distrust of the very idea of truth and their disrespect for evidence…"

Which bring us back to the importance of recovering classical thinking because it enables us to make informed and objective decisions. Its reliance on logic and reason helps us avoid falling prey to emotion or intuition, which can be unreliable and subject to bias. Thinking classically encourages critical thinking and problem-solving abilities by asking us to consistently assess objects using universal principles, making sure that our arguments and judgments have sound basis. Moreover, it is grounded in empirical evidence, which better prepares us to make decisions in the real world.

In future posts, I will discuss the strategies and tools available to regain the lost art of critical thought through the advancement of classical thinking.

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