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Summer Professional Development for Classical Liberal Arts Teachers
Academy for Classical Teachers Summer Professional Development for Classical Liberal Arts Teachers 2020 Academy for Classical Teachers The Academy for Classical Teachers partners with the Institute for Classi- cal Education to offer online seminars and courses within the classical lib- eral arts tradition. If you are a certified teacher, course hours may be applicable toward re- quired professional development clock hours for recertification. ACT Summer Courses Online Seminars Plato’s Republic (June and July Offerings) Homer’s Iliad (July) Online Courses: Philosophy of Education: Classical Sources Symposium Follow Up: Thucydides’ Education in Virtuous Leadership The Enigma of Health: Natural Science and the Ensouled Body Quadrivium: Euclidean Geometry Questions? Reach out to [email protected] GreatHearts 4801 E. Washington Street, Suite 250 Phoenix, AZ 85034 www.greatheartsamerica.org Academy for Classical Teachers | 2020 Online Seminars Each year, the Academy for Classical Teachers offers leisurely summer seminars around classic philosophical and literary texts. This year, we are pleased to present online seminars on both Plato’s Republic and Homer’s Iliad. Cost: $125 Course Details Plato's Republic (June and July Offerings) June Seminar Plato’s Republic is without question one of the most important and influential books ever written, and it is difficult to understand Western civilization without engaging with The Re- June 8-26 public. It is beautifully written, very accessible, and it is a joy to read and discuss this book. Tues. & Thurs. This summer, members of the community will have a special opportunity for an in-depth 6 - 7:30 pm (CST) complete reading and 3-week series of Socratic seminar discussions on this seminal book. -
Quebec Education: the Unfinished Revolution
Norman Henchty Quebec Education: The Unfinished Revolution Profound changes have taken place in the Province of Quebec since 1960. The period is described as the Quiet Revo lution and like all genuine revolutions change penetrated deeply into every aspect of the society - the identity, the culture, the institutions, and the people. The French-speaking Quebecer was once defined by his attachment to tradition, his allegiance to the Church, his elitist view of society, his distrust of change, and his detachment from the economic life of the continent. But a new definition has been emerging over the last decade: concern for the present, adherence to a secular and political ethic, an egalitarian view of society, a commit ment to change, an engagement in the technology and econ omics of the post-industrial state. As the identity of the French Quebecer alters, the tradi tional assumptions on which the English Quebecer has oper ated no longer hold. His economic and social cocoon has been broken open and he finds himself a member of a minority group, a stranger in a strange land. His identity is trans formed and in an ironic way he exchanges places with the French: it is now the English Quebecer who worries about the survival of his culture and language, who seeks his security in tradition, who stands on his constitutional rights. As identities change, so do cultures and institutions. Churches and convents, once the citadels of power, become shrines of a history turned aside; the theology and history of the classical college become the sociology and informatique of the Cegeps; the triumvirate of doctor-lawyer-priest becomes that of bureaucrat-accountant-animateur . -
2018-2019 Student and Family Handbook
Student/Parent Handbook 2018-2019 A Classical College Preparatory High School Education Rooted in 2000 Years of Church Teaching www.thesummitva.org (540) 684-3989 Table of Contents Introduction 1. Purpose and Philosophy 1.1 Mission Statement 1.2 School Motto 1.3. The Goals of Catholic Education 1.4 A Classical Liberal Arts Education 2. Schedule 2.1 Key Dates for the 2018-2019 School Year 2.2. Daily Schedule 3. Academics 3.1 Study and Homework 3.2 Class 3.3 Grade Reporting 3.4 Grade Scale 3.5 Dean's List and Honors 3.6 Incompletes 3.7 Pass/Fail Options 3.8 Graduation Requirements 4. Discipline & Community Wellbeing 4.1 Detention 4.2 Suspension/ Expulsion 4.3 Readmission After Suspension 4.4 Absences/Tardiness 4.5 Fraternization 4.6 Food Sensitivities 5. Communications 5.1 Electronic Mobile Device Policy 5.2 Addressing Concerns 5.3 Electronic Mobile Device Policy 5.4 Social Media Policy 6. Dress Code 6.1 General Guidelines 6.2 Definitions and Attire 7. Athletics and Extra Curricular Activities 7.1 Emerging Arts, Sports and Development Program 7.2 Preparations and Assessments Introduction Each fall, the Student-Parent Handbook is provided to the students and posted on The Summit website. The school reserves the right to amend this handbook at any time. Any amendments will be communicated to parents via the school webpage and written communication. The guiding principles of the handbook are to be taken as oriented towards the first two commandments: 1. "Love the Lord your God with all of your heart, soul and mind." 2. -
The Pythagoreans in the Light and Shadows of Recent Research
The Pythagoreans in the light and shadows of recent research PAPER PRESENTED AT THE DONNERIAN SYMPOSIUM ON MYSTICISM, SEPTEMBER 7th 1968 By HOLGER THESLEFF It has been said' that "Pythagoras casts a long shadow in the history of Greek thought". Indeed, the shadow both widens and deepens spectacularly in course of time. He has not only been considered—on disputable grounds, as we shall see as the first European mystic. No other personality of the Greco–Roman world (except Christ, and perhaps Alexander the Great) has been credited with such powers and all-round capacities. Since early Impe- rial times he has been represented as a man of divine origin, a saint, a sage, a prophet, and a great magician; a sportsman and an ascetic; a poet and prose- writer; a Dorian nationalist (though an Ionian by birth); an eminent mathe- matician, musician, astronomer, logician, rhetorician, and physician; a world-wide traveller; a founder of a religious sect, an ethical brotherhood, and a political community; a great metaphysician and teacher whose views of the universe, human society and the human soul deeply influenced not only Plato and Aristotle, but Herakleitos, Parmenides, Demokritos and, in short, all prominent thinkers; a preacher of universal tolerance, and—a good hus- band and father. There can be seen occasional signs of a revival of Pythagoreanism at least from the ist century A. D. onwards,2 and some authors of the Imperial age 1 Philip (below), p. 3. 2 If Pseudo-Pythagorica are left out of account, the activity of the Sextii in Rome during the reign of Augustus is the first manifest sign. -
STRATEGIC PLAN 2015-2020 2 Loyola High School’S Strategic Plan, 2015-2020
STRATEGIC PLAN 2015-2020 2 Loyola High School’s Strategic Plan, 2015-2020 TABLE OF CONTENTS President’s Introduction 4 Preamble 7 The Process 8 STRATEGIC GOALS Pillar I: Sustaining and Enhancing the Mission 9 Pillar II: Increasing Accessibility and Diversity 10 Pillar III: Living the Mission in Context 11 Pillar IV: Governance and Transition 12 Pillar V: Development of a Long-Term Financial Strategic Plan 13 Conclusion 14 Appendix 1 17 Appendix 2 18 Loyola High School Strategic Plan 3 We aim to form leaders in service, men and women of competence, conscience and compassionate commitment. Peter-Hans Kolvenbach S.J., Superior General of the Society of Jesus (1983-2008) Loyola High School is steeped in rich tradition and is one of the pre-eminent secondary educational institutions in Canada, with roots reaching into the mid-seventeenth century. In 1635, the French Jesuit missionaries in New France established the firstcollège classique in Quebec City, with its eight-year classical course based on the Ratio Studiorum (“Plan of Studies”), a compilation of best practices drawn from the many Jesuit schools throughout Europe. (Please see Appendix 1 to this report for a fuller description.) “Along with a rigorous academic programme based on an orderly progression throughout the years of studies, each school year was interspersed with exercises of repetitio (repetition, review) and honesta aemulatio (honest rivalry or competition). These were regular reviews of class material along with innumerable disputationes (debates), concertationes (academic presentations), spelling-bees and quizzes aimed to encourage students to emulate each other in achieving academic excellence.” (Joseph B. -
1922 Bishop's College—Classical Colleges Chap. 4, 5 27 CHAP. 4 An
1922 Bishop’s College—Classical Colleges Chap. 4, 5 27 CHAP. 4 An Act to authorize a grant for purposes of éducation to the Univeisity of Bishop’s College [Assented to, 21 st of March, 1922] HIST MAJESTY, with the advice and consent of the Legislative Council and of the Legislative Assembly of Quebec, enacts as follows: 1 . The Lieutenant-Governor in Council is authorized Grant to to grant to the University of Bishop’s College a sum o f Bishop’s not more than one hundred thousand dollars, payable, ° ege' in annual instalments of twent.y thousand dollars each, out of the Consolidated revenue fund. 2. This act shall corne into force on the day of its Corning sanction. into forc{ C H A P. 5 An Act to authorize the granting of subsidies to classical colleges, and to certain other schools. [Assented to, 8th of March, 1922] "^ T H E R E A S for over two centuries the classical colleges Preamble. hâve rendered undeniable services to the population of Canada; Whereas, heretofore, they hâve borne almost alone the costs of secondary instruction, which has benefited thou- sands of citizens of this Province and of the entire cont inent; • Whereas, since their foundation, they hâve annually given free tuition to numerous young persons, Whereas,it is in the interest of the Province that second ary instruction should continue to progress ; Whereas, in order to better attain this object, it is urgent to put at the disposai of classical colleges subsidies enabling them to effect the progress and improvement which they desire, and, especially, to send to the superior normal schools of Quebec, Montreal or elsewhere, pupils or prof essors destined for the teaching of secondary in struction ; And Whereas, it is likewise expédient to aid certain Protestant schools; 28 Chap. -
Notes: Definition and Explanation of Trivium and Quadrivium
DEFINITION AND EXPLANATION OF TRIVIUM AND QUADRIVIUM (From the first time I taught the course--my notes) (Communication Education, Vol. 35,#2, April, 1986, 174, Teaching Critical Thinking Skills) In the Middle Ages university courses were divided into two areas, the Arts and the Sciences. These were a system of rules for generating knowledge. The seven Liberal Arts of Languages ( or Arts) and Sciences were complements, and obviously comprised a Liberal Arts education .. TRIVIUM The Languages (ARTS), or Trivium were composed of: Grammar (Latin) Logic Rhetoric These Arts were concerned with (and were to discover) the social significance of knowledge. These Arts were relatively subjective. Completion of this study led to a bachelor's degree. QUADRIVIUM The Sciences, the Quadrivium, was composed of: Arithmetic Geometry Astronomy Music The Sciences arranged knowledge into systematic bodies of information. The Sciences were relatively objective. Completion of the Quadrivium led to a master's degree (Continued Explanation of Trivium and Quadrivium) Rhetoric, chief among the courses of the Trivium, liberated students from a single view of a problem and led them to social autonomy. The divisions of classical rhetoric provide directions forteaching critical thinking skills. Peter Ramus, 1515-1572, redefined ancient discipliines: Beginning with the trivium, with the arts of discourse, Ramus defined grammar as the art of speaking well, that is of speaking correctly; dialectic as the art of reasoning well; and rhetoric as the art of the eloquent and ornate use of language. Skills arising from Invention/inventio/heuristic were insights from researched information and discovery of arguments to support the point of view espoused. -
Spring 2016 Volume 42 Issue 3
Spring 2016 Volume 42 Issue 3 341 David Foster Holbein and Plato on the Quadrivium 367 Nelson Lund A Woman’s Laws and a Man’s: Eros and Thumos in Rousseau’s Julie, or The New Heloise (1761) and The Deer Hunter (1978) 437 Thomas L. Pangle Socrates’s Argument for the Superiority of the Life Dedicated to Politics Review Essays: 463 Liu Xiaofeng How Philosophy Became Socratic: A Study of Plato’s “Protagoras,” “Charmides,” and “Republic” by Laurence Lampert 477 Matthew Post The Meanings of Rights: The Philosophy and Social Theory of Rights, ed. Costas Douzinas and Conor Gearty; Libertarian Philosophy in the Real World: The Politics of Natural Rights by Mark D. Friedman; The Cambridge Companion to Liberalism by Steven Wall An Exchange: 495 Tucker Landy Reply to Antoine Pageau St.-Hilaire’s Review of After Leo Strauss: New Directions in Platonic Political Philosophy 497 Antoine P. St-Hilaire Strauss’s Platonism and the Fate of Metaphysics: A Rejoinder to Tucker Landy’s Reply Book Reviews: 501 Rodrigo Chacón Arendtian Constitutionalism: Law, Politics and the Order of Freedom by Christian Volk 507 Ross J. Corbett Scripture and Law in the Dead Sea Scrolls by Alex P. Jassen 513 Bernard J. Dobski On Sovereignty and other Political Delusions by Joan Cocks; Freedom Beyond Sovereignty: Reconstructing Liberal Individualism by Sharon Krause 521 Lewis Fallis On Plato’s “Euthyphro” by Ronna Burger 525 Hannes Kerber Political Philosophy: What It Is and Why It Matters by Ronald Beiner 531 Pavlos Leonidas Western Civilization and the Academy by Bradley C. S. Watson Papadopoulos 543 Antonio Sosa Democracy in Decline? by Larry Diamond and Marc F. -
2019-20 Profile
THE CAMBRIDGE SCHOOL OF DALLAS A Christ-Centered Classical College Preparatory School School Profile 2019-2020 CURRICULUM The Cambridge School of Dallas seeks to prepare students for universities that are highly selective in www.cambridgedallas.org their entrance requirements. The single-track curriculum in core subject areas seeks to prepare all students and provide access to Advanced Placement courses which teach to the rigor and standards 3877 Walnut Hill Lane of the College Board. Students are encouraged but not required to take AP exams; however, all AP Dallas, Texas 75229 courses are designed to prepare students to master the material. Courses of study without an AP Office: 214.357.2995 exam terminus, such as theology, are taught with similar rigor, expectations, and objective standards. Fax: 214.357.0880 CLASS of 2020 COURSE OFFERINGS Mathematics English Foreign Language Fine Arts School Code Geometry Classical Lit. & Comp. Latin I Studio Art I, II, & III 441803 Algebra II Med./Ren. Lit. & Comp. Latin II AP Art (2-D Design) Pre-Calculus AP Eng. Lang. & Comp. Intermediate Latin AP Art (3-D Design) AP Calculus AB AP Eng. Lit. & Comp. Latin Literature AP Art (Drawing) Finite Math AP Latin Cambridge Chorale B. Paul Wolfe, Ph.D. History Spanish I Photo Journalism Headmaster Science Anct./Med. History Spanish II John Howell, Ph.D. Biology European History Spanish III Theology Chemistry AP U.S. History AP Spanish Language Biblical Theology Dean of School Physics Political Philosophy Greek I Theological Studies I Louie Little, M.B.A., M. Hum. Environmental Sci. U.S. Govt./Pol. Greek II Theological Studies II College Placement AP Physics 1 French I Apologetics AP Physics 2 Philosophy French II Barbara Isbell, Ph.D. -
2020 ACCS Annual Conference | Louisville, Kentucky Jon Balsbaugh Has Over Twenty Years Experience As A
SPEAKER BIOGRAPHIES Jon Balsbaugh has over twenty years experience as a high school and junior high teacher and currently serves as the president of Trinity Schools, Inc ., a national network of classically oriented Christian schools dedicated to providing an education that awakens students to the reality of the human condition and the world in which they live . Before taking over as president, he served as the headmaster of Trinity School at River Ridge in Eagan, MN . Mr . Balsbaugh received his master’s degree in English from the University of St . Thomas, studying the theological aesthetics of Hans Urs von Balthasar. He has published on C.S. Lewis and is serving as the editor-in-chief of Veritas Journal, a new online journal of education and human awakening. Jason Barney serves as the academic dean at Clapham School, a classical Christian school in Wheaton, IL. In 2012 he was awarded the Henry Salvatori Prize for Excellence in Teaching from Hillsdale College. He completed his MA in bBiblical exegesis at Wheaton College, where he received the Tenney Award in New Testament Studies . In addition to his administrative responsibilities in vision, philosophy and faculty training, Jason has taught courses in Latin, humanities, and senior thesis from 3rd–12th grades . He regularly speaks at events and conferences, including SCL, ACCS, and nearer home at Clapham School Curriculum Nights and Benefits. Recently he trained the lower school faculty of the Geneva School in Charlotte Mason’s practice of narration in August 2019 . Jason blogs regularly on ancient wisdom for the modern era at www.educationalrenaissance.com, where he has also made available a free eBook on implementing the practice of narration in the classical classroom . -
The Liberal Arts
The Liberal Arts Philosophia et septem artes liberales, The seven liberal arts – Picture from the Hortus deliciarum of Herrad of Landsberg (12th century) The liberal arts (Latin: artes liberales) are those subjects or skills that in classical antiquity were considered essential for a free person (a citizen) to know in order to take an active part in civic life. In Ancient Greece this included participating in public debate, defending oneself in court, serving on juries, and most importantly, military service (slaves and resident aliens were by definition excluded from the duties and responsibilities of citizenship). The aim of these studies was to produce a virtuous, knowledgeable, and articulate person. Grammar, rhetoric, and logic were the core liberal arts. During medieval times, when learning came under the purview of the Church, these subjects (called the Trivium) were extended to include the four other classical subjects of arithmetic, geometry, music, and astronomy (which included the study of astrology). This extension was called the Quadrivium, and these well defined subjects originated during classical times. Together the Trivium and Quadrivium constituted the seven liberal arts of the medieval university curriculum. In the Renaissance, the Italian humanists, who in many respects continued the grammatical and rhetorical traditions of the Middle Ages, rechristened the old Trivium with a new and more ambitious name: Studia humanitatis, and also increased its scope. They excluded logic and added to the traditional Latin grammar -
2021-2022 Course Guide
WALNUT HILLS HIGH SCHOOL Cincinnati, Ohio 2021-2022 COURSE GUIDE WALNUT HILLS HIGH SCHOOL CINCINNATI PUBLIC SCHOOLS 3250 VICTORY PARKWAY, CINCINNATI, OHIO 45207 OFFICE (513) 363-8400 FAX (513) 363-8420 www.walnuthillseagles.com ADMINISTRATORS John Chambers, Principal Daniel Coleman, Assistant Principal Kathy Restle, Assistant Principal Jessica Smitson, Assistant Principal Joseph Stewart, Assistant Principal Ashley Thomas Morgan, Assistant Principal COUNSELORS Renita Brooks Adrian Cabrera Tanya Ficklin William Harris Becky Junewick Daryan Martin Patty Morgan Morgan Taylor DEPARTMENT CHAIRS Steve Ellison, Athletics Brian Sweeney, English Tanya Ficklin and Patty Morgan, Counseling Laura Brogden, Latin Ellen Wathen, Library Ferd Schneider, Mathematics Johanka Hart-Tompkins and Doreena Fox, Modern Foreign Language John Caliguri and Mike Sherman, Fine Arts Heather Lloyd, Physical Education / Health Rajni Harsh and Denise Pfeiffer, Science Sara McGuire-Jay, Social Studies 1 COURSE GUIDE TABLE OF CONTENTS FOREWORD 3 I. INTRODUCTION 4 II. ADMISSION REQUIREMENTS FOR COLLEGE ACCEPTANCE 4 III. HISTORY OF WALNUT HILLS HIGH SCHOOL 5 IV. WHHS GRADUATION AND COURSE REQUIREMENTS 6 V. GENERAL INFORMATION 7 VI. ADDITIONAL SCHEDULING NOTES 8 VII. GRADE CALCULATION, GPA/NEW COURSES 9 IX. ADVANCED PLACEMENT PROGRAM AT WALNUT HILLS 9 ACADEMIC COURSE SELECTION GRID 11 ELECTIVES 12 OPTIONING TIMELINE 13 ART 14 CLASSICS 18 COMPUTER SCIENCE 22 ENGLISH 25 MATHEMATICS 34 FOREIGN LANGUAGES 41 MUSIC 45 PHYSICAL EDUCATION/HEALTH 54 SCIENCE 56 SOCIAL STUDIES 63 THEATRE 72 2 FOREWORD STATEMENT OF PHILOSOPHY Walnut Hills High School, a classical six-year college preparatory high school, is dedicated to the pursuit of academic excellence in a culturally diverse community. Academic ability, a respect for learning, and a will to achieve are tools for the student body and faculty alike.