Classical Christian education is a learning approach popularized in the late 20th century that emphasizes biblical teachings and incorporates a teaching model from the classical education movement known as the Trivium, consisting of three parts: grammar, logic, and rhetoric. It is taught internationally in hundreds of schools with about 40,000 students, as of 2024.
According to Douglas Wilson this method of instruction was developed by early Christians as part of the Seven Liberal Arts.[1] Wilson's writings and the Logos School he founded have been cited as being influential in reviving the Trivium and fueling a modern educational movement, primarily among American Protestants.[2][3][4]
The modern Classical-Christian educational movement has its roots in the mid to late twentieth century. Its popularity was fueled by the publication in 1991 of a book entitled Recovering the Lost Tools of Learning by Doug Wilson.[7] In it he expanded on a paper titled "The Lost Tools of Learning" written by Dorothy Sayers.[8] She lamented that the “great defect of our education" was that schools taught information, but did not teach students how to think. Wilson described an educational model based on the child's developmental capabilities and natural inclinations.
From birth, the child learns language and about itself.
From about age 2 to age 4, the child develops social skills and gains mobility and dexterity
The Grammar stage begins around age 5. In this stage, the child is in a "parrot" stage of repeating what they are told. This phase sees them enjoying simple songs over and over, so songs, rhymes and memory aid teach the basics of reading, writing, numbers and math, and observational science. Many schools begin Latin language training in 3rd grade. Some schools will also teach a Christian Catechism while students are in this phase, as foundation for intensive study of the texts and structures of the Bible.
The Logic stage begins in 6th grade. At this age, students naturally develop an argumentative behavior, and are equipped with tools of logic and how to formulate a defense for an idea. This provides the foundation for Sayers' 'teaching them to think' model.
In addition to Logic, classically educated children read the classics of literature and learn to ask questions about why something exists. Memorization of facts occurs, but it is more likely for students to be taught how something works. Explanation is more valued than blind memorization.
The Rhetoric phase happens during high school, blending the prior learning with specialized knowledge, generally in a college preparatory curriculum. [9]
The classical Christian education movement has also been influenced by Norms and Nobility by David V. Hicks[10] as well as the CiRCE Institute founded by Andrew Kern, which exists to promote classical Christian education. In 2016, Kevin Clark and Ravi Jain authored The Liberal Arts Tradition, published by Classical Academic Press which was later revised in 2019, with a foreword by Peter Kreeft.[11] This work was widely endorsed as an essential explanation of the philosophy of classical Christian education by over 14 leaders within the movement, including John Frame, Andrew Kern, Phillip J. Donnelly (Baylor Honors College), and David Goodwin, President of the Association of Classical Christian Schools.[11]
The Association of Classical Christian Schools (ACCS)
^ abClark, Kevin (9 December 2013). The liberal arts tradition: a philosophy of Christian classical education. Jain, Ravi Scott., Kreeft, Peter. (Verson 1 ed.). Camp Hill, PA. ISBN978160051225-4. OCLC864848683.{{cite book}}: CS1 maint: location missing publisher (link)