A Classical Lutheran Education For Your Child: © 2009 James Tallmon, Ph.D.
A Classical Lutheran Education For Your Child: © 2009 James Tallmon, Ph.D.
Mar 31, 2015
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A Classical Lutheran Education For Your
Child:
A Classical Lutheran Education For Your
Child:
© 2009 James Tallmon, Ph.D.
What is it? What is it?
What is it? and
What is it? and
What is it? and
Why does it matter?
What is it? and
Why does it matter?
Three divisions of educationThree divisions of educationin in
AthensAthens
Three divisions of educationThree divisions of educationin in
AthensAthens
Three divisions of educationThree divisions of educationin in
AthensAthens
Three divisions of educationThree divisions of educationin in
AthensAthens
Industrial Arts
Industrial Arts
Three divisions of educationThree divisions of educationin in
AthensAthens
Three divisions of educationThree divisions of educationin in
AthensAthens
Industrial Arts Productive Arts Industrial Arts
Productive Arts
Three divisions of educationThree divisions of educationin in
AthensAthens
Three divisions of educationThree divisions of educationin in
AthensAthens
Industrial Arts Productive Arts
Liberal Arts
Industrial Arts Productive Arts
Liberal Arts
Three divisions of educationThree divisions of educationin in
AthensAthens
Three divisions of educationThree divisions of educationin in
AthensAthens
Industrial Arts Productive Arts
. . . are education for slaves
Industrial Arts Productive Arts
. . . are education for slaves
Three divisions of educationThree divisions of educationin in
AthensAthens
Three divisions of educationThree divisions of educationin in
AthensAthens
Liberal Arts
. . . education for freedom (artes liberales)
Liberal Arts
. . . education for freedom (artes liberales)
The Question at the Heart of Liberal The Question at the Heart of Liberal Education:Education:
The Question at the Heart of Liberal The Question at the Heart of Liberal Education:Education:
The Question at the Heart of Liberal The Question at the Heart of Liberal Education:Education:
The Question at the Heart of Liberal The Question at the Heart of Liberal Education:Education:
What knowledge must one have to be fully human?
What knowledge must one have to be fully human?
The Question at the Heart of Liberal The Question at the Heart of Liberal Education:Education:
The Question at the Heart of Liberal The Question at the Heart of Liberal Education:Education:
What knowledge must one have to be fully human?
-or-
What knowledge must one have to be fully human?
-or-
The Question at the Heart of Liberal The Question at the Heart of Liberal Education:Education:
The Question at the Heart of Liberal The Question at the Heart of Liberal Education:Education:
What knowledge must one have to be fully human?
-or-
What is the knowledge most worth having?
What knowledge must one have to be fully human?
-or-
What is the knowledge most worth having?
It’s about
It’s about
It’s aboutExcellence!
* for an elucidation of the Greek conception of excellence, see The Rhetoric Ring “Overview” page
It’s aboutExcellence!
* for an elucidation of the Greek conception of excellence, see The Rhetoric Ring “Overview” page
John Henry Cardinal NewmanJohn Henry Cardinal Newman
John Henry Cardinal NewmanJohn Henry Cardinal Newman
the man who has learned to think and to reason and to compare and to discriminate and to analyze, who has refined his taste, and formed his judgment, and sharpened his mental vision, will not indeed at once be a lawyer, or a pleader, or an orator, or a statesman, or a physician, . . . but he will be placed in that state of intellect in which he can take up any one of the sciences or callings I have referred to, or any other for which he has a taste or special talent, with an ease, a grace, a versatility, and a success, to which another is a stranger. . . .
the man who has learned to think and to reason and to compare and to discriminate and to analyze, who has refined his taste, and formed his judgment, and sharpened his mental vision, will not indeed at once be a lawyer, or a pleader, or an orator, or a statesman, or a physician, . . . but he will be placed in that state of intellect in which he can take up any one of the sciences or callings I have referred to, or any other for which he has a taste or special talent, with an ease, a grace, a versatility, and a success, to which another is a stranger. . . .
John Henry Cardinal NewmanJohn Henry Cardinal Newman
I say that a cultivated intellect, because it is a good in itself, brings with it a power and a grace to every work and occupation which it undertakes, and enables us to be more useful, and to a
greater number (The Idea of the University. U Notre Dame Press,1982, pp. 124 & 6).
I say that a cultivated intellect, because it is a good in itself, brings with it a power and a grace to every work and occupation which it undertakes, and enables us to be more useful, and to a
greater number (The Idea of the University. U Notre Dame Press,1982, pp. 124 & 6).
The Seven Classical Liberal Arts
The Seven Classical Liberal Arts
The Seven Classical Liberal Arts
The Seven Classical Liberal Arts
TriviumTrivium
The Seven Classical Liberal Arts
The Seven Classical Liberal Arts
Trivium QuadriviumTrivium Quadrivium
The Seven Classical Liberal Arts
The Seven Classical Liberal Arts
Trivium QuadriviumGrammar
Trivium QuadriviumGrammar
The Seven Classical Liberal Arts
The Seven Classical Liberal Arts
Trivium QuadriviumGrammarDialectic
Trivium QuadriviumGrammarDialectic
The Seven Classical Liberal Arts
The Seven Classical Liberal Arts
Trivium QuadriviumGrammarDialecticRhetoric
Trivium QuadriviumGrammarDialecticRhetoric
The Seven Classical Liberal Arts
The Seven Classical Liberal Arts
Trivium QuadriviumGrammar AstronomyDialecticRhetoric
Trivium QuadriviumGrammar AstronomyDialecticRhetoric
The Seven Classical Liberal Arts
The Seven Classical Liberal Arts
Trivium QuadriviumGrammar AstronomyDialectic GeometryRhetoric
Trivium QuadriviumGrammar AstronomyDialectic GeometryRhetoric
The Seven Classical Liberal Arts
The Seven Classical Liberal Arts
Trivium QuadriviumGrammar AstronomyDialectic GeometryRhetoric Arithmetic
Trivium QuadriviumGrammar AstronomyDialectic GeometryRhetoric Arithmetic
The Seven Classical Liberal Arts
The Seven Classical Liberal Arts
Trivium QuadriviumGrammar AstronomyDialectic GeometryRhetoric Arithmetic
Music
* Please see the Rhetoric Ring’s “Rhetoric in the Classical Liberal Arts” page and study Dorothy L. Sayers’ “The Lost Tools of Learning” (linked there)
Trivium QuadriviumGrammar AstronomyDialectic GeometryRhetoric Arithmetic
Music
* Please see the Rhetoric Ring’s “Rhetoric in the Classical Liberal Arts” page and study Dorothy L. Sayers’ “The Lost Tools of Learning” (linked there)
What makes a Lutheran Classical Education ?
What makes a Lutheran Classical Education ?
What makes a Lutheran Classical Education
Lutheran?
What makes a Lutheran Classical Education
Lutheran?
What makes a Lutheran Classical Education
Lutheran?
What makes a Lutheran Classical Education
Lutheran?It entails, essentially, a traditional,
Christian liberal arts curriculum.It entails, essentially, a traditional,
Christian liberal arts curriculum.
What makes a Lutheran Classical Education
Lutheran?
What makes a Lutheran Classical Education
Lutheran? The big difference is in the theological
orientation of the teacher and how the principal approaches discipline.
The big difference is in the theological orientation of the teacher and how the principal approaches discipline.
What makes a Lutheran Classical Education
Lutheran?
What makes a Lutheran Classical Education
Lutheran?Moralism, Mysticism, Rationalism Moralism, Mysticism, Rationalism
What makes a Lutheran Classical Education
Lutheran?
What makes a Lutheran Classical Education
Lutheran?Moralism, Mysticism, Rationalism (The Lutheran perspective beautifully blends the three.)
* This section draws on Gene Edward Veith’s TheThe Spirituality of the CrossSpirituality of the Cross, pp. 18-24.
Moralism, Mysticism, Rationalism (The Lutheran perspective beautifully blends the three.)
* This section draws on Gene Edward Veith’s TheThe Spirituality of the CrossSpirituality of the Cross, pp. 18-24.
What makes a Lutheran Classical Education
Lutheran?
What makes a Lutheran Classical Education
Lutheran?
Theology of the Cross Theology of the Cross
What makes a Lutheran Classical Education
Lutheran?
What makes a Lutheran Classical Education
Lutheran?
Theology of the Cross Law and Gospel Theology of the Cross Law and Gospel
What makes a Lutheran Classical Education
Lutheran?
What makes a Lutheran Classical Education
Lutheran?
Theology of the Cross Law and Gospel Christology
Theology of the Cross Law and Gospel Christology
What makes a Lutheran Classical Education
Lutheran?
What makes a Lutheran Classical Education
Lutheran?
Theology of the Cross Law and Gospel Christology Catechesis
Theology of the Cross Law and Gospel Christology Catechesis
What makes a Lutheran Classical Education
Lutheran?
What makes a Lutheran Classical Education
Lutheran?
Theology of the Cross Law and Gospel Christology Catechesis Vocation
Theology of the Cross Law and Gospel Christology Catechesis Vocation
What makes a Lutheran Classical Education
Lutheran?
What makes a Lutheran Classical Education
Lutheran?
Theology of the Cross Law and Gospel Christology Catechesis Vocation Two Kingdoms
Theology of the Cross Law and Gospel Christology Catechesis Vocation Two Kingdoms
Why Classical?Why Classical?
Why Classical?Why Classical?
Luther didn’t prescribe just any old kind of education.
Luther was adamant that churches support parish schools, and he prescribed a classical education for Christian scholars!
* Please study Rev. John Hill’s “Luther on Education” at ccle.org and Rev. Joel Brondos’ No Greater Treasure
Luther didn’t prescribe just any old kind of education.
Luther was adamant that churches support parish schools, and he prescribed a classical education for Christian scholars!
* Please study Rev. John Hill’s “Luther on Education” at ccle.org and Rev. Joel Brondos’ No Greater Treasure
Why Classical?Why Classical?
Luther didn’t prescribe just any old kind of education.
Why?
Luther didn’t prescribe just any old kind of education.
Why?
Why Classical?Why Classical?
Progressive vs. Classical
Progressive education prepares one to take a place in the anthill, for existence within mass, con-sumerist society. Progressivism was formulated to subvert the authority of religious institutions and replace it with statist solutions to societal needs and ills as determined by social engineers.
Progressive vs. Classical
Progressive education prepares one to take a place in the anthill, for existence within mass, con-sumerist society. Progressivism was formulated to subvert the authority of religious institutions and replace it with statist solutions to societal needs and ills as determined by social engineers.
In the final analysis . . .In the final analysis . . .
In the final analysis . . .In the final analysis . . .
Progressive education does not form the habits of mind one needs to grasp and defend a sacramental, patristic, and confessional faith.
(This is to say nothing of postmodern education . . .)
Progressive education does not form the habits of mind one needs to grasp and defend a sacramental, patristic, and confessional faith.
(This is to say nothing of postmodern education . . .)
In other words . . .In other words . . .
In other words . . .In other words . . .
Our children’s souls are at stake.Our children’s souls are at stake.
© 2009 James M. Tallmon, Ph.D.
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