Headed to a national park on vacation this summer? The National Park Service has resources for educators which might even be of use in the classroom during the coming school year as you consider trips for the summer of 2019.
Peter Greene offers an interesting perspective in a July 12, 2018 article found in Forbes entitled Whatever Happened to Common Core? While not addressing philosophical issues underlying Common Core's creation, it does demonstrate how quickly something can become passe in the world of education.
Already in 2005, the CSRQ Center Report on Elementary School Comprehensive School Reform Models stated: "In 1998, education researcher Sam Stringfield observed, 'There is no shortage of programs that promise to turn around low-performing schools, but how can you tell which ones will live up to their claims?' Since those words were written, more than 500 distinct comprehensive school reform (CSR) approaches have been adopted in more than 5,000 schools across the country."
Classical Lutheran education is not a reform model. It is a renaissance. Dr. Veith's 1996 article Renaissance, Not Reform is as poignant today as it was 20 years ago . . .
Many people quickly associate the name "Marshall McLuhan" with his quip "The medium is the message."
Not as many are aware, however, that McLuhan held a doctorate from Cambridge University or that his dissertation, The Classical Trivium: The Place of Thomas Nashe in the Learning of His Time.
McLuhan mapped out the Trivium from its earliest days and through Augustine, Abelard, and Erasmus through to Thomas Nashe, following a structure of Grammar, Dialectics, and Rhetoric for each stage.
This work is not for the timid initiate, but it is replete with thought-provoking perspectives, references, and citations which ought not be overlooked. A sample:
"One can see here a typical instance of the problems which unavoidably arise when a Christian thinks that the disciplines which he has learned are fundamentally sound, but have to be transformed by grace. Thus St. Augustine felt that all of Cicero's doctrines had to be overhauled. He was in a position to do it; for with the great Christian orators of the four centuries before him, Roman eloquence was coming back to life in the purity of the Ciceronian ideal; not merely the written eloquence of Quintilian. The difference was that instead of addressing men to guide them toward the common good of the city as Brutus, Crassus, Cicero, and others had done, St. Augustine and the Christian orators resorted to eloquence to guide Christians to God and the common good of the City of God."
The OpenCulture website includes an interesting story about a young writer's interaction with Ernest Hemingway which includes a reading list which Hemingway wrote down for the writer.
While classical Lutheran educators probably wouldn't use the reading list as it is, it is still quite informative in a number of different ways. If you'd like to read the article, click HERE.
I've often wanted to show my students the exemplary work of other students their age just to give them some idea of what is possible. Andrew Pudewa's Institute for the Excellence in Writing (IEW) offers samples of such compositions: http://magnumopusmagazine.com/home/
Perhaps classical Lutheran education schools would like to organize a writing contest or engage in online spelling bees, geography bees, and Bible bees?