Defining "Christian Classical Education"

A Narrow Definition

"Classical Education" is here more narrowly defined than those who simply incorporate ancient classical authors and readings in an educational enterprise. It is our desire to teach by the same educational principles and toward the same educational goals as the ancients than in teaching the same literature as the ancients. We do not necessarily pursue the Classical materials-Homer and Plato or Caesar and Cicero. Instead, we necessarily pursue the Classical model of child development and the Classical method for teaching subjects. We call this the Applied Trivium.

Furthermore, as Christians our focus is yet narrower. Everything non-Christian is also anti-Christian because it fails to confess that Jesus Christ is Lord. There is no neutral ground. "He that is not with me is against me." (Matthew 12:30) We sift everything-including classical authors-through the critical screen of the Scriptures. As John Wycliffe wrote, "There is no subtlety in grammar, neither in logic nor in any other science that can be named but that it is found in a more excellent degree in the Scriptures." Our focus in all cultures is upon what is redeemable in Christ. We choose to limit our meaning of Classical to include only what is of good form and lasting value (Classical) and which conforms to a Biblical standard within a Biblical worldview (Christian).

Trivium Terminology

Dorothy Sayers led the way in attempting to coin a terminology for the stages of learning. She suggested Poll-Parrot, Pert, and Poetic. Her terminology has never caught on. The three formal classical subjects of the Trivium are Grammar, Logic, and Rhetoric. Because Dorothy Sayers analogically applied these terms to the levels of learning development and subject development, those who have followed her application have, probably by default, simply applied these names to the levels of development. We suggest that the Biblical triad of Knowledge, Understanding, and Wisdom would serve better to describe the three levels of development. However, because others who have written on these subjects use the classical terms, we work with both terminologies.

The Trivium in a Capsule

Each child goes through three stages of development and each subject has three levels of development. These three stages or levels correspond to the formal Trivium in the Classical sense-Grammar, Logic and Rhetoric- and to the Biblical Trivium of Knowledge, Understanding and Wisdom. We will describe the three stages from the point of view of the individual child's development keeping in mind that this also applies to the development of each individual subject which is taught. Similarly, the development of each subject is not necessarily age-bound.

The Picture

Here is the picture. Man has three mental capacities:

One for gathering up information - Knowledge.
A second for arranging the information in a logical order - Understanding.
A third for putting this information and this ordering into practical use - Wisdom.

The Early Knowledge or Grammar Stage

These three capacities are mutually dependent upon each other but there is nevertheless a logical and developmental order between them. All three capacities are developing in the child from before birth. The child is always learning facts, relating the facts to each other and using these facts and relations in practical ways. The Knowledge or Grammar Stage

During the child's early years, while all three capacities are growing the capacity for Knowledge experiences the greatest growth. At about age nine or ten, the developmental parts have reached such a state of maturity that the light bulb goes on and the capacity for Knowledge makes a growth spurt- a quantum leap-into an intensive period when capacity and ability for formal academic study of Knowledge-related materials is most profitable.

When the child is at this level, we teach him the skill of comprehension-to accurately receive information-to gather the facts. Knowledge is imparted through telling and demonstrating. It comes through the senses. We develop a vocabulary of facts and rules. At this level we do not need to separate subjects. We can combine 1) language with literature and fine arts; 2) mathematics with natural sciences; 3) history with geography and social studies. Our goal is to develop competence in the tools of inquiry: reading, listening, writing, observing, measuring.

The Understanding or Logic Stage

The intensive Knowledge period lasts about three years and, when it is over, Knowledge of course continues to grow and develop. However, the capacity for Understanding-which has been developing all along-emerges as the frontrunner in this race. With a large foundation of Knowledge laid and the developmental parts of Understanding reaching a level of maturity, another light bulb goes on. The capacity for Understanding makes a growth spurt-a quantum leap-into an intensive period when a capacity and ability for formal academic study of Understanding-related materials is most profitable.

When the child is at this level we teach him the skill of reasoning-to critically question, analyze, evaluate, to discern causes, motives, means, purposes, goals and effects-to investigate the theory. Understanding is imparted through coaching, correcting, drilling. We develop a vocabulary of relationships, order and abstractions. Our teaching will become more sequential and systematic, separating the different branches of learning. Our goal is to develop competence in the tools of investigation: analyzing, comparing, contrasting.

The Wisdom or Rhetoric Stage

The intensive Understanding period lasts about three years, of course, continues to grow and develop. However, the capacity for Wisdom-which has been developing all along-emerges as the front-runner in this race. When a large foundation of Knowledge and Understanding has been laid and the developmental parts of Wisdom reach a level of maturity, then a third light bulb goes on. The capacity for Wisdom makes a growth spurt- a quantum leap-into an intensive period when a capacity and ability for formal academic study of Wisdom-related materials is most profitable.

When the child is at this level, we teach him the skills of prudent judgment and effective expression-through communication and practical application. Wisdom is imparted through encouraging individual initiative and innovation, asking questions and leading discussions. We develop a vocabulary of philosophical ideas and values. We begin to recombine the knowledge and skills from separate disciplines. We seek the application of principles, values and goals. As with Knowledge and Understanding, the intensive Wisdom period lasts about three years. While Wisdom continues to grow and develop, all three capacities which have been developing all along emerge as a fully developed team of tools.

Why Do We Follow a Classical Model and Method?

The best reason for choosing the classical way of schooling is primarily because this is the Biblical model written into reality. So what if the pagans borrowed it? We simply take it back and clean it up and put it to our own use. The classical way has been successful for millennia because it conforms to the created nature of things. It works well because it matches reality. If we ever learned anything, we learned it by the trivium method-whether we knew it or not.

Revised and adapted with the permission of:
Harvey & Laurie Bluedorn, www.triviumpursuit.com