LOGIC AND PRODUCTION IN EDUCATION

Just outside the city of Athens, there was a grove of trees called Academe. Around 500 B.C., it became customary for people to gather in that grove and discuss all areas of life. This practice was called “schole”, and it was the original school. The original definition was “leisure time that can be devoted to learning.” It was the time and place where people could relax and learn, separated from the cares of ordinary life.

In this grove, some basic principles of education were worked out. These principles were used first by individual tutors, then later in organized institutions. The practice eventually became known as Trivium, or Classical Education. It was used in most European Christian schools from about 150 A.D. It was adopted by many private, secular schools during America's Colonial and Revolutionary periods. In the 1950s, many Christian schools dropped Classical Education in attempts to be more in line with newly adopted "progressive" public school methods.

Trivium means “three roads” because three levels of educational development were set up. Interestingly enough, modern brain research has in its own way found the same three general levels of development. Younger children are good at memorizing facts, but lack cognitive ability and motor skills in most cases. At about the age of 12, researchers have seen areas of the brain associated with cognitive thinking become activated. At about the age of 15, most people will become increasingly able to integrate motor skills with cognitive abilities.

We should remember that throughout most of history, only a small percentage of the population was ever educated at all. Those who received an education beyond the Grammar level were usually those who were chosen in advance to enter government service. Literacy rates in almost every country generally hovered around 3 to 5 percent. A notable exception was among the Jews, who created their own educational system based on the first five books of the Bible known collectively as the Torah. That system differs from the Classical model discussed here, and will be discussed elsewhere.

Only in the mid-1600s in North America did literacy become more widespread. A unique combination of factors encouraged the development of an educational system built on homeschooling and private academies. This provided basic literacy to a larger percentage of the population than ever before in human history. Many significant social and political changes came about from this, including the American Revolution and the framing of the U.S. Constitution. Several additions to Classical Education eventually grew in North America, culminating in the work of Noah Webster. His contributions included emphasis on vocabulary and mentoring.

Contemporary public schools retain little of Classical Education or Noah Webster's work. The most commonly used system in North America today is usually known as the Dewey-Thorndike system. It is based on Prussian military schools of the mid- to late- 1800s. That system was introduced about 1905, and did not come into widespread use until the 1950s.

GRAMMAR

First, students have to memorize a number of facts essential to survival. This includes arithmetic, reading, vocabulary, geography, and fundamental points of sciences. The ability to memorize these things begins around the ages of 4 through 6. Usually, by the age of 12 most comeptently educated students find that they have memorized most of the essentials necessary to pursue further education.
It should be noted in this context that research indicates the average person can learn all the basic skills of reading in a period of about ten weeks.

LOGIC

Around the age of 12, most people develop the ability to evaluate material and situations, and attain cognitions. This also means that memorization tends to become boring. A background for many common problems with rebellion among students in the age group from 12 to 15 can thus be found in this simple fact.

At this level, the Greek philosophers recommended the teaching of Logic. This is most simply stated as how to use reasoning to address problems. Aristotle and several others wrote up basic processes. These then formed the basis of most instruction given during this period of growth.

In our times, the principles originated in Greece have become incomprehensible. There are many reasons for this. The way language is used in mass media has been a significant influence in the way traditional Logic terminology has fallen out of consciousness.

This means that modern Logic instruction has to incorporate new elements which reflect the state of our civilization. Mass media has brought several forms of antagonistic interactions among people into the normal thinking of most students. Therefore, antagonistic elements need to be included. Other important modern elements of Logic instruction would be economics and computer applications, since these are constantly on the minds of most people.

It is possible to extract many principles of Logic from analysis of economic activities. Study of works by Eli Goldratt is especially beneficial in this regard.

Those students who demonstrate interest in and skill with computers should be given instruction in how computer programs and system designs must be built from logical principles in order to work effectively.

RHETORIC / PRODUCTION

After the processes of Logic have been mastered, it is necessary to learn how to apply them. In Classical education, at about the age of 15 or 16 methods to use Logic in debate and discussion were taught. This was called Rhetoric, which is defined as the way to produce arguments. People going into administration, law, and politics need this skill.

This level corresponds to increasing integration of cognitive and motor skills known to occur from the ages of about 15 to 24. Occupational skills learned during this time tend to stay with a person for life.

In ancient times, by the age of 15 most men were engaged in a trade apprenticeship, and most women were married, raising children. This fact provides a valuable insight into educational needs at the Rhetoric level. First, it means that, as many people have suspected for a long time, the study of Rhetoric is fully irrelevant to a majority of students. Thus, the entire focus of this level should be changed. Instead of being a study of one specialized discipline suited only to a minority of students, we can cover all student needs by retitling this level, PRODUCTION.

Note how the word “produce” was included in the definition of Rhetoric. This is significant. Combine that insight with the knowledge that most people were being educated into trades in previous times, and you can easily see why renaming the level, and turning “High School” into a comprehensive vocational education environment, makes sense in the context of Classical Education.

Teachers in this type of environment may work differently from the way either previous Classical Education or public school instructors functioned. Christian teachers should keep in mind the many Biblical references indicating that each human is created for a purpose. While students and teachers may not always be aware of what any particular individual's purpose might be, clues may be available from the demonstrated abilities and wholesome interests of students. One important indicator is always the amount of happiness a student derives from accomplishing some particular goal.

Teachers should thus serve to guide students into relevant areas of study. This can mean mobilizing resources, arranging apprenticeships, organizing field trips, and supervising Internet research. These activities go far beyond the training of most contemporary teachers. Many possibilities exist in regards to how such an environment can be structured. Some people who are not normally considered teachers can become valuable resources for students at the Production level by making presentatons, developing parts of courses, and serving as apprenticeship supervisors. Emphasizing the accomplishment of tasks that require development of occupationally specific skill sets is a most rewarding discipline at the Production level.

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