In a 1980 article titled “Minds, Brains and Programs”, the American philosopher John Searle engaged with the question of whether “strong” artificial intelligence is possible, that is, could computers become truly sentient, conscious and rationally thinking creatures? In tackling this idea, he provided an illustrative thought experiment: “the Chinese room”.
With the growing interest in classical education in Australia, amongst educators and parents, it is only fitting to revisit Mortimer Adler’s seminal work, The Paideia Proposal. Published in 1982, The Paideia Proposal is Adler’s educational manifesto as a solution to America's education system. While referring to the American educational landscape, Adler’s proposal can help to serve the Australian context.
…the culture of Europe has deteriorated visibly within the memory of many who are by no means the oldest among us. And we know, that whether education can foster and improve culture or not, it can surely adulterate and degrade it. For there is no doubt that in our headlong rush to educate everybody, we are lowering our standards, and more and more abandoning the study of those subjects by which the essentials of our culture – of that part of it which is transmissible by education – are transmitted; destroying our ancient edifices to make ready the ground upon which the barbarian nomads of the future will encamp in their mechanised caravans.
In his 1949 book Notes Towards a Definition of Culture, T.S. Eliot argued for a view of culture challenged by many and multifarious voices in post-Second World War Britain. His perspective defending a culture that grew organically from the interplay between the Christian religion and social hierarchy rubbed against the egalitarian, secular voices resounding from Whitehall. While the entire work is a fascinating read that causes one to reminisce somewhat on a bygone era, the main concern of this piece is to reflect on what Eliot has to say regarding education, which comes primarily from the final chapter: “Notes on Education and Culture.”
This paper will concern itself with three teaching techniques for the classical classroom. These three have been selected because they are easy to learn – but difficult to master; they can implemented in all age groups from K to 12. They can be used in almost every subject area. They are high impact: high impact for the students but also high impact for the teacher, in opening one’s eyes to a different way of teaching.
This entry is Part Three of a three-part article. Visit these links for Part One and Part Two.
This paper will concern itself with three teaching techniques for the classical classroom. These three have been selected because they are easy to learn – but difficult to master; they can implemented in all age groups from K to 12. They can be used in almost every subject area. They are high impact: high impact for the students but also high impact for the teacher, in opening one’s eyes to a different way of teaching.
This entry is Part Two of a three-part article. For Part One, visit this page.
For those who have had the privilege of a classical education or are in some way involved in teaching or learning about it, there's little need for outside evidence to convict us of the efficacy of this pedagogy and the multiform curricula associated with it. We are very aware of the great blessings it provides, maturing young people in virtue, responsible citizenship, academic and sporting abilities, and their relationship with God and His Creation. Nevertheless, it is heartening to know that there have been several professional research studies conducted into classical schools and the results of these are undeniably positive; in fact, rather enviable for most mainstream educational institutions.
Difff interviews ACES President Kon Bouzikos (Educating Humans Podcast)
In this bonus episode, Difff interviews Kon Bouzikos, the President of The Australian Classical Education Society. Kon speaks about his passion for Classical Education, and the mission of the ACES.
St John's College Information Evening
The Ramsay Centre is hosting an evening to find out more about St John’s with Associate Professor Andrew Poe. He will deliver a lecture on “Thinking and Unthinking Political Necessity: A Democratic Reading of Book 2 of Plato’s Republic" and share his experience of the Great Books education he received at St John’s College. The talk will be followed by light refreshments and conversation.
ABC Radio National 'Big Ideas': We need wisdom for good education and learning
Dr Paul Morrissey discussed why the utilitarian approach in the Australian education system was not enough - a lecture given at our April 'Classical Renewal' conference.
