Are you interested in classical education but not sure how educational philosophy translates into practical application?

What is classical education, anyway? The heart of the classical model is not just about what students learn but how they learn.

The medieval Trivium—grammar, dialectic, and rhetoric—provides a timeless framework for developing knowledge, understanding, and wisdom.

Name like Adam. Question like Jesus. Persuade like Paul.

These three simple phrases beautifully summarize the three arts of the Trivium. Students, whether children or parents, grow in these arts by practicing 15 classical education skills.

In this blog, we’ll break down these skills into practical, approachable habits you can implement in your homeschool. Discover how these foundational education skills bridge the gap between theory and practice, helping your children flourish academically, spiritually, and personally.

Name Like Adam: Embracing the Art of Grammar

The first task God gave Adam in the Garden of Eden was to name the animals.

Here is a peek into man’s first lesson: “And out of the ground the Lord God formed every beast of the field, and every fowl of the air, and brought them unto Adam to see what he would call them: and whatsoever Adam called every living creature, that was the name thereof.” (Gen. 2:19).

The task of naming prepared Adam to know the animals and to care for them. As homeschool families, we enter into relationship with God’s Word and His World by naming.

Question Like Jesus: Mastering the Art of Dialectic

When Jesus taught his disciples, He often asked questions to broaden or correct their thinking. The most important question He asked them (the one He is still asking us today) was, “But whom say ye that I am?” (Matt. 16:15).

The disciples, good Jewish men, had lots of information about the Messiah from their memorization of Scripture, but they needed to understand what the prophecies about the Messiah really meant. They needed to be able to correctly answer His question about His identity.

As homeschool families, we broaden and correct our thinking about God’s Word and His World by asking questions.

Persuade Like Paul: Perfecting the Art of Rhetoric

Once the disciples understood who Jesus was (see Luke 24), He promised to send them the Holy Spirit and to send them out into their ministry of sharing the Gospel with the world.

In the Apostle Paul’s ministry, he used the art of rhetoric to reveal Christ to his audience. On Mars Hill, he said, “For as I passed by, and beheld your devotions, I found an altar with this inscription, To the Unknown God. Whom therefore ye ignorantly worship, him declare I unto you.” (Acts 17:23)

As homeschool families, we learn to use the best words to persuade our audiences so that they may know the truth about God’s Word and His World.

Let us dive in and examine the 15 classical education skills of learning tied to the arts of grammar, dialectic, and rhetoric.

The Five Core Habits of Grammar

The art of grammar is the study of language. Language could refer to English, Latin, math, or the sciences, to name just a few.

To become proficient in grammar, we practice the Five Core Habits of Grammar:

• Naming
• Attending
• Memorizing
• Expressing
• Storytelling

Naming: Expanding Vocabulary Through Experiences

Naming allows us to develop vocabulary through interaction. For example, a family might be gathered around the dining room table practicing handwriting when a bird alights on the fountain in the window. The child shouts, “Look, Mommy, a bird!” Mom swivels around in the chair and responds, “Yes. That’s a red-breasted robin.”

Attending: Focusing on Details with Careful Observation

Attending encourages differentiating details through sensory focus. The family could stop and talk about the difference in color between his back feathers and chest feathers. The family could listen to the sounds he is making as he bathes in their fountain.

Memorizing: Strengthening Recall Through Practice

Memorizing assists us in retaining information through repetition. The family might take a few seconds to recall and recite the types of animals: “fish, amphibians, mammals, reptiles, and birds.”

Expressing: Bring Ideas to Life Through Creative Action

Expressing allows us to demonstrate ideas through activity. Our imaginary family could take a few minutes together to sketch a picture of the robin in the fountain.

Storytelling: Sharing Experiences through Narratives

Finally, Storytelling allows us to recount events through narration.

The family might pause to read a story like “The Young Robin Who Was Afraid to Fly” from New World Echoes and discuss times when they were afraid to try something new. Or, one of the children might tell Dad the story of the robin who interrupted handwriting and explain to him how they returned to school.

Learning about these five skills equips parents to build knowledge together.

The Five Common Topics of Dialectic

The art of dialectic is the study of ideas. We move toward proficiency in dialectic by practicing The Five Common Topics.

From Challenge B on, my oldest was very interested in debate. Unfortunately, his zeal extended to matters that were not really up for discussion. When he was about fourteen, he presented me with a very impassioned argument about why putting clean laundry in the dresser was a waste of time. I invited him to practice his thinking skills on this idea.

Definition: Understanding the Meaning Behind Words

I asked him to give me a definition of a dresser. After some thinking, we were able to agree that it is a piece of furniture with drawers designed to store clothes.

Comparison: Exploring Similarities and Differences

Then, I asked him to complete a comparison of his dresser to the floor (which is where the clothes were being stored). After a brief exploration of similarities and differences, we were closer to agreeing that the dresser is better at holding clean clothes than the floor.

Relationship: Connecting Ideas Through Cause and Effect

Next, we proceeded to relationship, which invited us to explore connections with respect to time. I asked him where the clothes had been prior to being on the floor. Answer – in the washer and dryer. I asked him what had been happening on the floor prior to the clothes being placed there. Answer – I walked around on it after playing tennis.

We agreed that the clean clothes did not belong on the not-so-clean floor. Although we were very close to agreeing, we pressed on with our investigation.

Circumstance: Evaluating Possibilities and Limitations

Circumstance allows us to explore possibilities and limitations with respect to place. I asked some questions about whether he could put the clothes away or whether he had any limitations that would prevent him from doing so. We both agreed it was possible.

Testimony: Seeking Wisdom from Credible Sources

Finally, we wrapped up our discussion with Testimony, which allowed us to explore what credible sources have to say about an idea. You can see where this is going…the clothes belong in the dresser because Mother (a very credible source) says so.

Exploring an idea by practicing the Five Common Topics of Dialectic allows us to ask good questions that develop understanding.

The Five Canons of Rhetoric

The art of rhetoric is the study of persuasion. We move toward proficiency in rhetoric by practicing the Five Canons of Rhetoric.

In the summer of 2024, I was invited to speak at the Global Home Education Conference. My assigned topic was “Ways Children Learn,” something I have been exploring for the last two decades. During those two decades, I have also spoken at conferences and Classical Conversations Parent Practicums many, many times.

This event was different, however. Because the conference had participants from around the globe, they wanted to give everyone time to share. I had nine minutes to present the 15 classical education skills that are the basis of this article. If you’re doing the math, that’s close to thirty seconds per skill.

I really needed to practice the rhetorical canons to speak briefly, clearly, and persuasively.

Memory: Recalling Experiences and Stories

First, I practiced Memory to recall experiences of the last twenty years of homeschooling and sketched out several stories that I thought would help the audience understand me quickly.

Invention: Refining and Generating New Ideas

Then, I practiced the Invention of new ideas by refining recent definitions of the fifteen skills and matching the stories to them.

Arrangement: Organizing Ideas with Purpose

Due to the time crunch, Arrangement was especially important as I sorted and organized the ideas, keeping some and discarding others.

Elocution: Adapting Style for Your Audience

Next, it was time to practice Elocution by thinking about my diverse audience and choosing examples and a style that would appeal to their experiences and help them apply the ideas.

Delivery: Presenting with Clarity and Confidence

Finally, it was time to practice Delivery by speaking at the conference. Thanks to my practice of the five canons, I could communicate all 15 ideas to the audience with just seconds to spare. Practicing the Five Canons of Rhetoric allowed me to create and deliver an artifact that increased the wisdom of both myself as a speaker and of my listeners.

Applying the Fifteen Classical Skills of Learning

Over the years that you homeschool your family, you will complete many tasks, from solving math problems to creating a science fair project to writing a senior thesis.

It is comforting to know that homeschool parents can practice these 15 classical education skills and exercise them over and over again while completing the tasks. With time, that practice with the skills will lead to proficiency in the arts.

Good students of God’s Word and His World will learn to:

Name Like Adam, question like Jesus, and persuade like Paul.

These arts will equip us to serve others and worship God with all of our hearts, minds, and souls.

The post 15 Classical Education Skills Homeschool Families Need to Know appeared first on Classical Conversations.

Is your student in Challenge IV, preparing and writing for their Senior Thesis? Or, will your child soon enter Challenge IV and already feels intimidated by the prospect of writing such an intensive paper?

Although Senior Thesis can be a difficult task, the rewards of this capstone project that ends students’ high school journey are abundant.

What Is the Challenge IV Senior Thesis?

The Greek word thesis means “something put forth.” The Classical Conversations Senior Thesis is an opportunity for Challenge IV students to “put forth” their ideas.

Students pick any academic topic that interests them and incorporate significant and relevant ideas from across the Challenge programs. They develop a persuasive thesis statement and then prove their claim in a sizable paper.

Later, they present and defend their thesis before a panel in lieu of final exams. The Senior Thesis is the culmination of a student’s entire school experience in which they offer up the fruits of their labors.

Supporting Students Through the Senior Thesis Process

As ominous as a paper of this size may sound, this project doesn’t need to be intimidating. Students work through the process of writing their papers over the course of the second semester. They have rich conversations with their Director each step of the way.

In addition, they are guided by parents and chosen mentors. And, Challenge IV students follow a writing process similar to the one learned in their study of The Lost Tools of Writing in the earlier Challenge levels but adapted for older, more mature students.

Using the Five Canons of Rhetoric

Senior Thesis naturally takes students through the Five Canons of Rhetoric to create a compelling, well-researched paper.

Beginning with Invention, students select a topic and ask questions about it using the Five Common Topics of Dialectic to develop a claim (or thesis) to be proven. At this stage, an ANI (affirmative-negative-interesting) chart is helpful for building arguments and selecting and then sorting supporting evidence.

Next comes Arrangement, in which students solidify the vision and reinforce the direction of their papers, organizing their information and creating outlines.

In the Elocution stage, ideas finally hit the paper as students write and refine their first drafts. Through numerous reviews, students and advisors consider the flow of ideas, the argumentation, the style, and the mechanics of the paper. Students then write an abstract — a short, clear summary of the thesis and main ideas included in the paper.

Finally, students memorize their abstracts and prepare for delivering an oral presentation and defense of their work in front of judges at a Senior Thesis defense held at their local community.

Why Write a Senior Thesis?

The benefits of writing a Senior Thesis are many:

• Students produce a rhetorical artifact that represents the skills and abilities gained throughout their years in the Classical Conversations programs.
• They demonstrate true ownership of their education by coordinating with an advisor, planning and completing a long-term project, and publicly defending their positions.
• Presenting their theses before a panel allows students to incorporate all three modes of persuasion: logos (logic), ethos (character), and pathos (emotion).
• Students can earn college credit through CC Plus for their Senior thesis, which gives them a head start on their next steps toward college.

Throughout the Challenge years, students encounter and discuss big ideas, and the Senior Thesis is a beautiful culmination of their educational experience.

Want to learn more about the capstone events in the Challenge programs? Check out these blogs to give you insight into each level:

• Your Guide to the Challenge Program
• Challenge III: Host a Poetry Café in Your Local Community
• Challenge II: Protocol
• Challenge I: 14 Benefits of a Homeschool Debate Curriculum
• Challenge B: I Survived Mock Trial
• Challenge A: Your Guide to a Successful Homeschool Science Fair

Not yet a Classical Conversations member and interested in our community-based approach to homeschooling? We’d love to hear from you! To learn more about us, click here.

The post Why the Senior Thesis Is the Capstone of a Strong Education appeared first on Classical Conversations.

Are you intrigued by the idea of a rigorous, classical, Christ-centered, and community-based homeschool program for your high school student? Classical Conversations has got you covered! This page serves as your one-stop resource for information, insights, and inspiration to guide you through every step of the Challenge program, our high school homeschool program. You might want to bookmark this one!

Find a Challenge Community Near You

I. The Challenge Program

The Challenge program is rooted in the classical, Christian model of education. What does that mean?

Our worldview is Christ-centered. All knowledge begins with God. God, who is one in perfect unity, created a knowable and indivisible universe that is best explored through connections rather than discrete—and soon forgotten—units of study. That means the best model of education is one that teaches us how to learn and equips us with the skills of learning.

We’ve developed the Challenge high school homeschool curriculum around this understanding for the purpose of glorifying God, and the time students spend in community reinforces the skills of learning with hands-on practice. Directors, meanwhile, guide students through the practice of skills from knowledge to wisdom.

That’s Challenge in a nutshell.

II. Challenge Program Levels

The following resources cover individual Challenge levels (you can also click on the pictures to go to the articles):

Challenge A

Theme: Attention Leads to Ownership

The first of the Challenge programs, Challenge A is intended for students age twelve and up and corresponds with the 7^th grade in the traditional school system. Students will practice their skills that they will continue to develop throughout the Challenge years, taking courses in Newbery Literature, Latin A, Natural Science and Anatomy, Cartography, Analogies and Reasoning, and Arithmetic. Students finish the year with the exciting signature event of the science fair.

Challenge B

Theme: Ownership Builds Discipline

Challenge B builds upon Challenge A. Corresponding with 8^th grade, Challenge B applies the skills honed in Challenge A to new areas of inquiry while deepening their knowledge through courses in Newbery Literature and Short Stories, Latin B, History of Astronomy and Origins, American Biographies and Origins, Informal and Formal Logic, and Pre-Algebra. Students will hold a thrilling mock trial at this level.

Challenge I

Theme: Discipline Is the Cornerstone of Freedom

After Challenge B, students ages fourteen and up will make the leap to Challenge I, which corresponds with 9^th grade. Here, students will begin to consider what they ought rather than what they want, which means exploring the lives of great characters and taking on new and challenging projects. They will take courses in American Literature, Latin 1, Physical Science, American Government and Economics, Traditional Logic and Drama, and Algebra. Students will practice debate at this level.

Challenge II

Theme: Freedom Provides Opportunities for Noble Choices

Throughout Challenge II, students will begin to analyze choices—their own and the choices of others. They’ll also expand their horizons, moving from American history and literature to British literature and Western Cultural History. They will take courses in Latin 2, Traditional Logic 2 and Socratic Dialogue, and Algebra.  This year also presents a fun and unique event in the form of Protocol, where students will have the chance to practice etiquette!

Challenge III

Theme: All Choices Bring Consequences

Intended for students ages sixteen and up, Challenge III explores the consequences of decisions and marks the transition from knowledge to understanding. Students will explore the good, the true, and the beautiful at a deeper level, engaging in the whys and wherefores of philosophy and literature and sharpening their rhetoric in Latin. They will take courses in Poetry and Shakespeare, Caesar and Cicero Translations, Chemistry, American History, Music Theory and Philosophy, and Precalculus A. Poetry café is a fun, optional, end-of-year event for Challenge III families.

Challenge IV

Theme: Understanding Consequences Defines Leadership

Challenge IV. The last year of the Challenge program. The bridge to adulthood. This year is special, focusing on the movement from understanding to wisdom. Students will study Scripture and theology, consider the grand story of world history, and apply their logic to truly abstract concepts. Accordingly, they will take courses in Ancient Literature, Virgil and Various Translations, Physics, World History, Theology, and Precalculus B. Students will write their Senior Theses this year, and they will want to explore other unique opportunities, as well. (We’ll cover those in Section IV of this post.)

III. Challenge Program Capstones

In the previous section, we mentioned some of the exciting end-of-year projects students will conduct. The following resources explore these events in greater detail:

Challenge A: Science Fair

Your Guide to a Successful Homeschool Science Fair

. . . wait, are there really homeschool science fairs? Yes, really! You can conduct your own science fair either at home or in community. A homeschool science fair is a launchpad for scientific exploration, not just another checkbox on the academic list. Dive into practical tips and encouraging stories, guiding you through the process with clarity and support. No matter your science background, discover how to nurture your child’s curiosity, cultivate critical thinking skills, and transform the science fair into a rewarding learning experience.

Challenge B: Mock Trial

I Survived Mock Trial

Tongue-in-cheek blog title aside, Mock Trial is great fun! In this blog post, you’ll discover tips for sparking your student’s interest, fostering critical thinking, and nurturing a love for the law. Watch your student develop a deeper understanding of the justice system—all thanks to your support!

Challenge I: Debate

14 Benefits of a Homeschool Debate Curriculum

Debate: not just about winning arguments. This post discusses the transformative potential of debate and showcases how debate cultivates a diverse skillset. From analyzing viewpoints (the “dialectic stage,” in the parlance of classical education) to speaking with confidence (the “rhetoric stage”), debate equips your student for success.

Challenge II: Protocol

Is Protocol “Starched, Stuffy, and Stiff?”

Don’t let the word “protocol” evoke stuffy images of high tea and starched napkins! Protocol is a tool, not a burden. Protocol fosters grace, respect, and a sense of community – both within the Challenge program and beyond. Learn how these formal rituals cultivate confidence and social intelligence, empowering kids (even introverts!) to thrive in various social settings.

Challenge III: Poetry Café

Host a Poetry Café in Your Local Community!

Attention creative minds and budding wordsmiths. Poetry Café isn’t just a dusty ol’ book club. This event ignites a passion for language and turns shy whispers into confident verses. Dive into a supportive community where original poems find their voice and where students unlock their self-expression, hone their delivery skills, and admire the beauty of language.

Challenge IV: Senior Thesis

Why the Senior Thesis?

Forget the looming dread of a final exam. Classical Conversations presents the Senior Thesis as the culmination of your student’s intellectual journey and not just an academic hurdle. This blog post paints a picture of why this project matters—and this post also guides you through every step with empathy and practical advice.

IV. Challenge Program Opportunities

The Challenge years are preparation for life as a grown-up. As the parent of a teenager, you’ll step back and take on the role of mentor while preparing your student for what comes next.

These blog posts will help you find your footing among all the options offered by Classical Conversations:

Getting Ready for College

Assessment Options

Okay, so this one isn’t a blog post, but you’ll definitely want to bookmark the assessment options page for the membership deals and quick links to testing centers near you.

Why Homeschoolers Should Take Standardized Tests

Is standardized testing the right fit for your homeschooler? Many homeschooling parents worry that standardized tests aren’t a good fit for their student’s unique education. But did you know that standardized tests can offer valuable benefits for homeschoolers? In this blog post, we’ll explore how standardized testing can provide feedback on your student’s progress, help them prepare for college, and even offer relief from the stress of homeschooling. (Testing? Relief? What?! But it’s true.) We’ll also discuss the different types of standardized tests available and how to choose the right one for your student.

Earning College Credits in Challenge

CC Plus: College Credits for Homeschoolers

Homeschool credit meets college savings! Learn about CC Plus, a program that offers college credit for homeschoolers in partnership with Southeastern University. Students can earn dual enrollment credit while in high school and undergraduate degrees online. Parents can also earn a master’s degree by homeschooling their child through the Challenge program. Credits are regionally accredited and transferable.

Earn College Credits for Homeschool Coursework

Discover how Ella St. Laurent earned college credit while completing homeschool coursework. In this inspiring post, you’ll learn how CC Plus helped a real Challenge graduate meet her goals. Read Ella’s story and see how CC Plus can open doors for your family. 

Getting Ready for Graduation

7 Reasons Why You Should Attend the Classical Conversations National Commencement

Just because you’re homeschooling doesn’t mean you have to miss out on a graduation ceremony. National Commencement is your chance to celebrate your graduate with other homeschoolers. Don’t miss this opportunity to learn, grow, and be inspired!

6 Tips for Planning a Successful Homeschool Graduation

If you can’t make National Commencement, or if you’d like to hold a second local graduation ceremony, you’ll want to check out this resource and make your homeschooler’s graduation ceremony a cherished memory with these expert planning tips. From setting expectations to creating a meaningful program, we’ll guide you through every step. Ensure your graduate feels celebrated and prepared for the next chapter with this practical advice and heartfelt inspiration. Plus, download a helpful infographic!

V. Advice for the Challenge Program

Looking for advice on how to get your family ready for Challenge, or interested in getting the most out of the program? These resources will help you!

Getting Ready for Challenge

Laying the Foundations for the Challenge Program

The Challenge program begins with Foundations! In this resource, you’ll discover how you can prepare for the Challenge programs by building a strong academic foundation that fosters critical thinking, communication, and a love of learning. Our unique approach equips students with the core habits of grammar and a solid knowledge base. Set your child on the path to success with Foundations.

Help! I’m Starting Challenge I without Foundations!

While it’s true that the Challenge program is built upon the Foundations program, it’s never too late to start homeschooling. You can still embark on the Challenge journey with confidence, even if you’re new to Classical Conversations. Discover how this comprehensive program, designed for beginners, lays a solid foundation in Latin, literature, history, and critical thinking skills.

Don’t let inexperience hold you back—join the Challenge I community and empower your student’s academic future.

Help! I’m Starting Challenge II without Foundations or Challenge!

Read this homeschool graduate’s inspiring story of overcoming self-doubt and achieving success in Challenge II, despite having no prior experience. Her journey is a testament to the power of hard work, perseverance, and the support of her community. If you’re considering Challenge II, be inspired by Cassidy’s courage!

Getting the Most out of Challenge

Helpful Tips for New Challenge Families

New to Challenge? Welcome! We’re here to guide you on your enriching homeschooling journey. Discover the core values of the Challenge program, and equip yourself with these three essential tips: define your family’s learning goals, explore available resources, and cultivate a love of learning together. Build lasting relationships with Classical Conversations.

How the Challenge Program Challenged Me

In this blog post, a Classical Conversations graduate shares her experience in Challenge. Read about she went beyond the academics, and explore the program’s emphasis on Christian values and character development. Discover how Challenge fostered critical thinking, communication, and a deeper understanding of faith. Are you ready to be challenged to grow in mind, body, and spirit?

Homeschool Art and Beauty in the Challenge Years

Discover how you can tap into your student’s creativity and explore the beauty of art within Challenge. Learn how to seamlessly integrate art into your homeschool curriculum with our practical tips and suggestions. From weekly “Sketchbook Breaks” to engaging art projects for each Challenge level, discover the joy and power of artistic expression in your homeschooling journey.

Want to Learn More about Homeschooling through High School?

Attend a Window into Challenge event!

Many parents feel the high school years are when the benefits of homeschool really came to life. Window into Challenge is your introduction to the Classical Conversations Challenge program, designed to equip your student for college and for life. You’ll discover the structure, material, and benefits of Challenge and get a chance to talk with parents already in the program.

Don’t miss out on this opportunity to discover how the Challenge program can help your student thrive through graduation. Find an event near you!

Find a Window into Challenge Event Near You

Are You Challenge-Ready?

The Challenge program offers a Christ-centered and community-focused education that goes beyond mere academics and enables you to cultivate a young critical thinker, confident communicator, and young leader prepared to make a difference in the world.

Remember:

The Challenge program is built upon a strong foundation, but even if you’re new to homeschooling, there’s a place for you! Resources  are available to guide you every step of the way.

These programs are more than just academics—they’re ultimately about knowing God and making Him known and fostering intellectual curiosity, character development, and a love of learning that will last a lifetime.

So, explore the resources provided in this guide, connect with your local CC community, and discover how Challenge can empower your student to thrive in every aspect of life.

The post Your Guide to the Challenge Program appeared first on Classical Conversations.

In this blog post, Laura Kooistra shares seven reasons to celebrate, going beyond the typical milestones, birthdays, and holidays. You can also listen to Delise and Ginny discuss this topic with Laura on Blessings and Motherhood in “The Art of Celebrating Well.“

How Do You Define Your Terms?

Whether you’re a CC member or you classically educate at home, I’m willing to bet you have a favorite dictionary.  And I’d even go so far as to say that none of us would consider that weird!

I grew up with The American Heritage dictionary, required by my brick-and-mortar school.  Sitting in my 11th grade Shakespeare class, I was enthralled by The Oxford English Dictionary.

As a homeschooling parent and classical educator, I’ve come to rely on and feel fondly about “The 1828”. I don’t even have to say the rest because if you know you know.

I’m referring to Websters Dictionary 1828.  And, when it’s time to define a term, it’s where I turn!

Let’s Define “Celebrate”

Using the online Merriam Webster Diction I find:

The first thing I notice is that the term is transitive.  For those of us familiar with The Essentials Program, we know that a transitive verb needs an object. We’re celebrating something.

As the definition tells us, sometimes it’s a ceremony like being sworn in as a judge.  It’s very solemn but we celebrate the accomplishment of that lawyer turned judge, turned public servant.  We might celebrate something like, “Yay! You passed your driver’s test!” For younger students milestones like learning to spell their name, or in my family’s case, staying in their bed all night, are cause for celebration! In my opinion the small and big wins alike are a reason to celebrate—especially if there’s ice cream involved!

We honor occasions like anniversaries, graduations, weddings, and holidays.  We set apart accomplishments like Senior Thesis, a book release, or an artist competing an installation or gallery show. Many of these falls into the “Big Event” bucket and you probably easily recognize the shared community marked by ceremony that surrounds this type of celebration.

Surely, you’ve noticed that the “something” doesn’t have to be tied to much of anything. To celebrate doesn’t have to be boisterous. From high to low, to once in a lifetime, to every day that ends in “day” – “to celebrate” is within our grasp and I would suggest that the common life is to be celebrated as much as possible.

So, whether you make every Friday night a celebration for a job well done, or simply that you made it through the academic week, pizza night and family movies or games is always a way to put a lovely cap on the week!

At the Core of Celebration Is the Goodness of God

We see the pattern of celebration begin in the Old Testament Scriptures. Feasts, for example, which the Israelites kept in accordance with the law were always commemorative of something good the Lord had done or is doing on behalf of his people. These recurring celebrations were sacred and helped the people recognize the significance of the acts of the Lord.

The biblical accounts make the celebrations very accessible to modern readers.  We easily comprehend that to celebrate God’s deliverance, His provision, His prophetic promises fulfilled is in response to God’s goodness.

When we respond to God’s goodness and celebrate, we bring glory to God. He is the object of our transitive verb!

Therefore, whether you eat or drink, or whatever you do, do all to the glory of God. —1 Corinthians 10:31

What Do We Celebrate at the End of the Homeschooling Year?

Certainly, we point to the goodness of God, whether the year was stellar, a knock ‘em down, drag ‘em out slog, or somewhere in between.  We’ll experience it all, and the goodness of God is steadfast.

But, let’s bring this a little more down to earth.  Here are seven suggestions that you might want to incorporate into your family rhythm.

1. Academic Achievements

Recognize your child’s academic progress.  This is perfect for the homeschooling family since you uniquely understand what the highs and lows of your student’s academic year have been.  You know how you’ve scaled, tailored, adjusted, and customized and how your student has mastered difficult skills, loved certain areas of study, persevered through hardship, and achieved academic goals.  You can create certificates of “______” to commemorate your student’s achievement and hold a celebratory ceremony.

2. Special Projects or Achievements

Whether it’s a 4H ribbon, a part in the local performing arts production, a memorable Faces of History presentation, achieving Memory Master, or your teen landing their first job, take some time to celebrate!  Homemade cards, a favorite meal, get into your stash of sparklers- any of these accessible ideas will help you put together a celebration.

3. Family Milestone

Do you remember the day you started your CC journey? What about a gotcha day for an adopted son or daughter? Are there birthdays, anniversaries, retirements- these celebrations for families mark the years and knit you together in shared memories.

4. Personal Milestones

Your student just achieved a level in karate, they learned to ride bareback, or finally made the perfect macaron! Don’t miss the chance to notice and celebrate.  Of more significance, your child comes to saving faith in Christ, professes their faith publicly through baptism or profession of faith, finishes their bible reading plan – make a big deal! Or at least light a candle, turn on some music, and hang a homemade banner!

5. Transitions

Is this the year your student moves from Foundations and Essentials to the Challenge program?  Did somebody get a raise or promotion? Is your recent graduate heading off to college or do they have a sweet internship lined up? Humans are uniquely able to celebrate the future and the goodness to come!

6. Gratitude

Did your student have a unique bond with a Tutor or Director? Celebrate with a thank you note and the expression of gratitude. Maybe you’ll want to organize an appreciation gathering like meeting up for a picnic, a bonfire and sunset, or smores. This would be a fun celebration in which to include classmates! Did grandparents, a mentor from church, or a coach speak into your student’s life? Yours? A handwritten note, a coffee meet-up, or a “grownups only” dinner are possible ways to celebrate.

7. Restoration

We all go through seasons of loss, difficult change, mourning/grief, and valleys.  Some of these seasons do resolve in restoration and we do well to celebrate how the Lord has delivered us. And, for those of us for whom the circumstances won’t or can’t change, celebration is still possible when we remember to rejoice in the Lord and His goodness.

(Please, oh please, do not hear me spiritually bypassing the difficulties under which you must continuously bear up.  Sometimes it’s enough for me to celebrate with a cup of tea or a homemade latte, and a spot of sunshine on the back deck that “today is not as hard as yesterday; thank you, God!”)

What Are the Benefits of Committing to Celebrate?

I’m sure you’ll have your list of benefits for celebrating. Which of the following resonates with you?

• Reflecting on lessons learned
• Preparing for changes in routine or environment
• Marking the conclusion of one thing before moving to the next
• Creating anticipation for the future
• Engaging community and connecting people through events
• Building confidence with recognition for achievements or overcoming struggle
• Establishing shared traditions
• Cultivating gratitude
• Setting the course for future action plans and goals
• Acknowledging personal growth and accomplishments

What Are Some Specific Ideas for Celebrations That Are Not “Typical”?

(i.e. Birthdays, Anniversaries, and Holidays)

My family has loved the annual celebration of summer solstice.  We start a bonfire, hope that fireflies have arrived, listen to the song of insects, birds, and tree frogs while we await the sun’s disappearing from view on the longest day of the year.  Root Beer Floats are mandatory!

Fridays are important in our family culture.  Mom and dad are done with the work week as are the adult children still living at home. We take a break from the homeschool routine and enjoy horseback riding lessons in the late afternoon.  And then, it’s pizza night! We’ve perfected homemade crust, and we experiment with toppings. As the pizza’s come out of the oven, we gather to watch a family friendly show or movie.  We finally slow down, celebrate the provisions from the week, the joy of connecting with each other, and special food!

My family is fortunate to live near the lakeshore of one of the Great Lakes.  My husband has a late winter birthday, and we try to go to the water’s edge to take in the expansive view, enjoy a drive, and whether it’s wintry or mild, we set apart his day with a trip to the beach!

We have some special music playlists that provoke sweet memories from shared trips, events, and seasons of family life.  When we play those songs, we’re transported to “back when” and we enjoy it all over again! Dance parties on the back deck are expected.

Here are some ideas from other families:

• Create a slide show: Go through photos and add music to create a slide show for your family and friends.
• Take a field trip—or a vacation: Consider a commemorative getaway or a trip to a venue/attraction that your family will enjoy.
• Make a memory collage: Use pictures of field trips, projects, experiments, and other fun moments to create a display  and set a time to tell stories and share memories of the events.
• Give silly awards: Hold family or community votes for “Most likely to______”, or “Best _____”.  Create categories, cast secret ballots, you might play The Throne Room for your mock awards ceremony, and dissolve into laughter and happy tears!

It’s Good to Celebrate!

Acts of commemoration, gratitude, togetherness, and community not only honors our achievements and milestones, but also bears witness to the enduring faithfulness of God. From ancient feasts to modern day gatherings, celebrations weave their way through the history of human experience, reminding us of the providence and goodness of God.

It’s not too overstated to suggest that celebration is not just an act, but a way of life—a testament to our belief in the unfailing faithfulness of God and the uniquely human capacity to envision the future. For in celebration, we find not only the culmination of our past achievements, but the promise of blessings to come.

The post Reasons to Celebrate: 7 Ways to Set Apart Big Events, Ordinary Days, and the Goodness of God appeared first on Classical Conversations.

Feeling overwhelmed by the prospect of a lengthy research paper looming on the horizon? You’re not alone! This guide is here to equip you with the tools and strategies to not just survive but thrive during this project. Whether you’re a Classical Conversations student, parent, or Director, or simply someone looking for a little help, we’ll break down the process into manageable steps, ensuring a successful and enriching research paper experience.

This guide goes beyond just “how-to.” We’ll expound upon the classical perspective, showing how this assignment fosters valuable skills like critical thinking, research, and communication. Plus, we’ll share tips for overcoming common challenges like finding reliable sources and avoiding plagiarism.

Ready to transform that research paper anxiety into research paper confidence? Let’s dive in!

(But first, a quick note on terminology: Classical Conversations is a classical, Christian homeschool program. The Challenge levels are equivalent to the high school years in traditional schools. This article was written by a Challenge graduate.)

 Table of Contents

I. How to Write a Research Paper

II. The Fundamentals of Writing a Research Paper

III. The Steps to Writing a Research Paper

IV. The Value of Writing a Research Paper

I. How to Write a Research Paper

 “Wait, what? I have to write a 10–15-page formal research paper?”

This was the question that went through my mind during Challenge I orientation. The assignment was both exciting and terrifying to me, but mostly, I just felt unprepared for it.

Something I wish I’d realized when I began my research paper was that no one expected me to already know how to accomplish this task. I was going to learn a lot about researching and writing through this project and Classical Conversations (CC) was not going to turn me loose to figure it out on my own. The same is true for you.

Whether you are a student, parent, or Director, there are many resources, tools, and tips that are available to help you through this assignment. However, sometimes it’s difficult to decipher which ones will help, and which ones are just unnecessary.

II. The Fundamentals of Writing a Research Paper

Why do CC students write research papers? What is classical about this assignment? How does this assignment benefit students? Questions like these—and many others—are likely going through your mind as you approach this monumental task. Because it is important to have clarity in every assignment, CC has provided answers to these questions.

1. Why write research papers?

“Students naturally have lots of questions. In the Research strand, we train students how to find the answers to their questions and to record their findings” (Classical Conversations Challenge I Guide, 18). By Challenge I, students have transitioned into the Dialectic stage of the Trivium. This naturally results in the development of many questions about the world around them, and about the things they have learned. Whether a student has questions about the American Revolution or meteorology, a research paper will give them the opportunity to ask and explore their important questions and will teach them how to find true answers.

2. What is classical about this assignment?

Research papers are inherently classical because they require students to use the 15 Tools of Learning as they work through the three stages of the Trivium.

Students use the Five Core Habits of Grammar, which are naming, attending, memorizing, expressing, and storytelling, as they learn about the topic they choose to research and write about.

A knowledge of grammar will naturally lead students to apply the Five Common Topics of Dialectic as they ask questions about the grammar they have learned. The skill of inquiry is the bedrock of classical education. Made popular by the philosopher Socrates, questioning in order to challenge assumptions, test ideas, and arrive at truth is known today as Socratic questioning. This is the process that takes place during the invention stage of a research paper. Students will consider definitions, comparisons, circumstances, relationships, and testimonies concerning their topic of research to gain a deeper understanding and mastery of their subject.

Once students have found the answers to their research questions, they will use the Five Canons of Rhetoric to compose a paper that explains and analyzes their topic to an audience. The canons of invention, arrangement, elocution, memory, and delivery will equip them to communicate clearly and accurately.

3. How does this assignment benefit students?

The skills that students gain and practice throughout the process of researching and writing their paper are invaluable. This assignment “[Allows] students to present research in an orderly, logical manner that prepares them for writing in college” (Guide, 19). The intention of this assignment is not to finish with the perfect paper. It is to practice the classical skills of learning, to prepare for future education, and to develop the character of Challenge students.

III. The Steps to Writing a Research Paper

 Let’s be honest. Writing a ten-to-fifteen-page paper is a daunting task. Because of this, it is essential that students have a good step-by-step process for researching and writing. CC believes that the 5 Canons of Rhetoric provides students with the best tools to use as they work to craft their lengthy paper. The canons give students direction as they invent their ideas; clarity as they arrange an outline; and style as they communicate to others through writing. Though there are five canons, for our purposes, we will make use of the first three. These are:

• Invention
• Arrangement
• Elocution

Invention

The invention stage begins with brainstorming a topic. From the Cold War to veganism, the possibilities for a topic are endless. Students should be encouraged to choose a topic that they are already interested in. They are going to spend a lot of time thinking, researching, and writing about their topic. So, to make that process enjoyable, it’s best to choose something that excites them. They should also select something that they have not previously researched. For example, if a student is interested in the history of automobile manufacturing, encourage them to research a car make that they have not previously studied.

It is during this stage of invention that the Five Common Topics are essential. By defining the terms involved; comparing their topic to similar concepts; researching the circumstances surrounding their subject; recognizing relationships in their research; and listening to testimonies about their topic, students will gain a deeper understanding of what they are interested in researching. This will ensure that students pick a reliable and exciting topic.

However, while the topic of their paper is important, students should not be anxious about which one they choose. It’s importance should be secondary to learning the skills of research and practicing the invention, arrangement, and elocution of their paper.

After a student has chosen a topic, they must write their topic in the form of a research question. A research question is a self-explanatory term, and can be defined as the question which you seek to answer through research. An example of this is “Is there value in assigning research papers to students in high school?” A research paper would then present evidence to prove a calculated answer to the question. Remember, the answer to the question in a research paper is completely dependent upon the evidence found and not on the writers opinion. 

How to Find Research

CC requires students to have at least five sources for their research paper. At first, this may seem like a simple task–five google searches. But the amount of research required to write a reliable paper will likely lead to many more. Remember, five is the minimum, not the encouraged maximum. It is not uncommon to have ten to fifteen sources by the time students have completed compiling all their facts and information. And this is a good thing! More sources lead to more evidence which means more credibility for their work.

Nowadays, it is very easy to find an abundance of information on almost any topic through the internet. This poses both advantages and disadvantages to the researcher. An advantage is that research has been made accessible to the average individual. No longer do we have to comb through shelves and shelves of library books to hopefully find information on a topic. Now, research can be done by typing a few words into the google search bar–easy, efficient, effective.

However, we must also keep in mind the significant disadvantages that this results in. Quality in research is hard to maintain when many sources that can be found with the click of a button are entirely unreliable and sometimes, just downright false. I am sure we are all familiar with Wikipedia. But despite the abundance of unreliable research, it is still possible to find authoritative and accurate information, if we know where and how to look.

CC encourages students not to forsake the practice of turning to books and journals for their information. Though these books and journals can be intimidating at times, they often contain the best research because they go through a much more rigorous process of editing and fact checking than the average google search result. Despite this, it is not wrong for students to use the internet to their advantage. There are good digital articles that provide valuable information. Students just need to be taught the steps to evaluate the articles they read.

How to Evaluate Research

CC provides four questions in the Challenge I Guide (190) to use when vetting sources:

1. What are the authors credentials? Does he or she have a doctorate or other advanced degree in the field?
2. What are the organizations credentials? Is it a national organization? Is it accredited? What are its political affiliations? (Check the “About Us” page if there is one.)
3. Do other sources confirm the information?
4. How recently was the website updated?

Inexperienced authors, unreliable or politically charged websites, fringe evidence, or outdated posts are all indicators that an article contains unreliable research and should be discarded. By asking these questions, students will have the ability to recognize false information when they come across it. This is perhaps the most important step in the research phase, because without it you are likely to be relying on false facts which will discredit your work and render it worthless.

How to Organize Research

The question then becomes—what should they do with all this research once they find it? There have been many times during writing where I have frantically asked myself the question “Where did that source go?” Sources can easily get lost in pages and pages of notes or in a search history. That is why it is very important for students to have a system to organize their research.

There are many available methods to utilize when organizing research. Annotation can be used to highlight information in printed sources in order to keep track of key quotes and statistics.

Students can create digital lists with links and source summaries as an easy and efficient way to keep all of their digital research in one place, Or they can summarize and group research together on notecards to have quick access to source evidence and summaries. CC encourages students to use notecards because they are the simplest and most concise method out of the three. Notecards are also the preferred system because students can create both bibliography cards and research cards for their sources. Below is an example of a bibliography card and a research card.

The bibliography card contains all the information that will need to be cited in the students paper. This practice greatly benefits students later on when they go to complete their bibliography. Because they have already cited their sources on cards, they will not need to go back through to hunt down all necessary information. It will already be prepared for them to simply transfer into their paper. More instructions on how to rightly cite sources can be found in the following section of this article.

A research card contains all the information students have gleaned from their sources. This includes all quotes, statistics, polls, data charts, and facts. It is important that students limit each notecard to one piece of evidence. Every quote or fact should have its own notecard, this will make the process of topical organization even simpler later on in the arrangement stage.

How to Cite Research

Plagiarism is quite possibly the greatest offense in the research realm. CC defines plagiarism as “the failure to give proper credit [for information].” (192) Keep in mind that it is possible, and even likely, that those who commit this offense do it unintentionally and in complete ignorance. That is why it is important that students are taught to guard against plagiarism by citing their work well.

The first step to good citation is determining which citing style you must use. Citation style will fluctuate from assignment to assignment and from teacher to teacher. So, in order to know which to use, make sure to direct students to the proper authorities.

Citation Styles: MLA vs. APA

There are many citing methods they may come across, however, the two most prevalent are the Modern Language Association (MLA) and the American Psychological Association (APA).

While citing style is dependent upon the specific assignment or teacher, there are definitions of these styles that give us clues as to which may be used depending on the purpose or topic of a paper. MLA is broadly defined by Purdue University as the citation “used to cite sources within the language arts, cultural studies, and other humanities disciplines.” Purdue also defines APA as the style “most commonly used to cite sources within the social sciences.” So, for example, if students are researching the history of art during the Renaissance Period, they will most likely use MLA. If they are researching the functions of the brain, APA will commonly be the style used.

Both MLA and APA are extremely specific and require students to set up their paper with certain margin sizes, font choices, paragraph indentations, and so on. It is important that they understand the requirements pertaining to each style and become familiar with using them. More information on formatting requirements can be found here.

The Dreaded Bibliography

While citing is very important within a paper, the stakes are raised when students begin their bibliography.

Personally, the bibliography is the section of a paper that I dread working on. For years, I lacked a method for composing this seemingly dry and redundant piece of my work. I did not take the time to learn and master it and so, it mastered me. It wasn’t until I stepped back and began to learn the grammar of a bibliography that it became much simpler and less stressful. I encourage students, if they are like me, to review this article by Purdue University on the basics of bibliographies. Another resource that is helpful to use when writing a bibliography is a citation generator. This tool allows students to put in all relevant information from their sources, choose the citation style, and generate a bibliography with the click of a button.

Rather than waiting till the end of the assignment to create the entire bibliography, students may find it helpful to distribute the task as they find articles that they plan on incorporating in their paper. This will lighten the load and prevent it from becoming a last-minute burden.

Arrangement

Once they have compiled a minimum of five sources, it is time to begin arranging the information into an outline. CC instructs its students to have three to five main proofs (or main points) with at least three sub proofs under each main proof. Below is an example of an outline format commonly used in CC.

1. Proof I
   1. Sub-Proof 1
   2. Sub-Proof 2
   3. Sub-Proof 3
2. Proof II
   1. Sub-Proof 1
   2. Sub-Proof 2
   3. Sub-Proof 3
3. Proof III
   1. Sub-Proof 1
   2. Sub-Proof 2
   3. Sub-Proof 3

Each main point is an answer to the research question and each sub proof is the support or evidence of the answer. For example, the research question is, “Is there value in assigning research papers to students in high school?” and the evidence points to the fact that there is value in high school research papers. So, Proof I could be “It develops research skills.” Each sub proof under that would then be either a quote or statistic supporting the fact that research papers develop students research skills.

It is very important that students arrange their outline so that the paper will make sense to someone who knows nothing about their topic. If there is information or background that needs to be explained before the research question can be understood, students should be sure to include it in their introduction. If there are terms not commonly used or understood, include the definitions when they are used. This allows the audience to read and enjoy the final paper with ease.

Arrangement is a tedious process of configuration, but it is vital if students want to end up with a paper that makes any sense to an outside reader.

If you or your student want more information on how to create an outline, I encourage you to review the Lost Tools of Learning curriculum. If you do not have this curriculum, you can purchase it at the Classical Conversations Bookstore here.

Elocution

The last canon to use when assembling a research paper is elocution. This canon focuses on the process of writing the paper. For some, this is the most difficult stage (I know it was for me). While writing my research paper, I was overwhelmed with reaching perfection on my first draft. I learned the hard way that writing is a process that is made up of many drafts, and that is okay. However, we do not want to end up with a poorly written paper. And so, CC has provided its students with five steps to go through as they edit and improve their work:

1. Check the content.

Does their paper answer it’s research question? It is clear, compelling, and constructive? At this point in the process, all the information should check out as accurate and true, but it is never too late to triple check. Students must ensure that they are providing good and credible research to the audience.

2. Check the organization.

Now that their paper is written, does the outline make sense? Could someone who had never heard of the topic before read through their paper and understand it? It is helpful to have a peer or parent, who has not previously been invested in their assignment, to read the paper. If they understand it, students have successfully done their job!

3. Check the transitions between proofs and paragraphs.

Are they abruptly jumping from one idea to the next or are there gentle transitions throughout? Smooth transitions will help the reader follow the writers train of thought as they read.

4. Check for clarity.

Does what the student is saying make sense? At this point in the process, they will be somewhat of an expert on their topic and paper. This is good because it shows that they have done their work well. However, it also means that they may overlook parts of their paper that do not make sense to an outside reader. Once more, this is when it is helpful to have someone unfamiliar with the topic read through the paper. Students should be encouraged to take head of any suggestions and critics their reader may have to offer because they are looking at the paper with fresh eyes and will probably notice errors that the student may have missed. This will help to ensure that the final paper provides clarity to the audience.

5. Check the grammar.

Spelling, word choices, and grammar must all be taken into account at this final stage of editing. Did students select the best words to explain their thoughts? Are they using the right “there” (or should it be “their” …)? This final process is the most tedious, but it is absolutely essential if students want to present a professional paper to their audience.

Through all of their writing and editing, remind students that they are writing a long paper. It is easy to get burnt out while writing, much more so when reading. Because of this, it is their job, as the writer, to engage their audience so that they are encouraged to continue reading. This means that it is important to take advantage of stylistic devices. When I first learned about grammar dress ups in CC’s Essentials program, I thought they were boring and unhelpful. But I have learned that that couldn’t be farther from the truth! The structure of a sentence has the ability to make it dull or delightful. Therefore, it is important that students use dress ups to make their paper an enjoyable read!

If they are unfamiliar with these tools of elocution, consider reviewing CC’s Essentials curriculum, which will give them step by step instructions on how to apply a wide variety of grammatical devices. If you are interested in purchasing the curriculum, you can visit the Classical Conversations Bookstore here.

After students have gone through this canon of Rhetoric, they will have completed their research paper!

IV. The Value of Writing a Research Paper

It is clear that the Challenge I research paper requires a lot of work from students. Once they are done, an honest question to ask is “What now?” They have done all this work for a paper that, years later, will probably not be read. This is when we remember that CC’s aim is not for student to check off assignments in their guide, it is for their character and capabilities to grow and develop through their education. Because education is the means to an end, not the end itself. So, the value of the research assignment far surpasses the assignment itself.

Believe me, the Challenge I research paper will be a milestone in your child’s education. It was in mine. It is a very valuable assignment that will foster in your student perseverance, responsibility, and discipline. Additionally, this task will equip your student with the skills they will need to accomplish future assignments as they continue their classical education.

What life skills did I cultivate through this assignment?

1. I learned how to research.

This has proved to be an essential skill through the rest of my CC education. It was especially relevant during the Challenge IV Senior Thesis project. Along with learning how to research, the methods or organization (specifically the note card method), taught me how to keep track of all my research. Once more, this was very helpful later on in my education, specifically during the Challenge I and Challenge II formal debates. If your student hoped they would never have to make another notecard after their research paper, I am sorry to disappoint them.

2. I grew significantly in my writing capabilities.

Writing did not come naturally to me in my early Challenge years. Every time I had to write an essay, speech, or 1AC, I struggled. But through the rigorous process of writing my research paper, I learned how to maintain my audiences focus through pages and pages of information.

4. Most importantly, I grew in discipline.

The theme of Challenge I is “Discipline is the cornerstone of freedom.”

There is no better assignment to build discipline than writing a research paper. The discipline to go through the right steps that result in a rewarding final paper is hard to maintain through the entire assignment but is worth it in the end. By practicing the virtue of discipline in researching, writing, and responsibility, I achieved the freedom that rests on the other side of the hard work.

Now, I am free to face a world where facts are often flawed because I know how to discover the truth of any topic. Additionally, I now have the freedom to communicate true facts to others through writing. And the need for these skills do not end after high school.

So, if you’re like me and you’ve exclaimed “Wait, what? I have to write a 10–15-page formal research paper?”—take heart. You can do it, because I did.

The post How to Write a Research Paper: A Classical Guide appeared first on Classical Conversations.

What are the fifteen classical tools of learning? If you’re not in a Classical Conversations program yet and you’ve flipped through the catalog, you may have come across some unfamiliar terms like “the Five Core Habits of Grammar.” In this blog post, Challenge graduate Elise DeYoung explains these concepts and more.

Also, be sure to check out a speech on the 15 tools of learning in classical education delivered by Leigh Bortins, the founder of Classical Conversations, featured at the conclusion of this article!

Table of Contents

The Trivium and The Lost Tools of Learning

The 5 Core Habits of Grammar

The 5 Common Topics of Dialectic

The 5 Canons of Rhetoric

The 15 Tools of Learning and Classical Education

Video: 15 Tools to Help Your Child Learn Anything

The Trivium and The Lost Tools of Learning

The trivium is an ancient model of classical education that is centered around the study of grammar, dialectic, and rhetoric, in that order. At its peak during the Middle Ages, the trivium was widely accepted and extremely effective.

But today, this style of education is rarely used—and certainly not in public schools. Why?

Some, like Dorothy Sayers in her speech The Lost Tools of Learning, argue that we have fallen prey to a progressive education system that teaches isolated facts over vital skills. Unlike modern education, Sayers states that the “whole of the Trivium was in fact intended to teach the pupil the proper use of the tools of learning, before he began to apply them to ‘subjects’ at all” (Sayers, 7).

Today, this is a foreign concept. What do you mean the focus of education isn’t on learning subjects? Isn’t that its entire purpose? Yes . . . and no. Of course, education involves the reception of information, and information can come in the form of individual subjects.

But first and foremost, any worthwhile model of education must offer its students the tools of learning so that they are equipped to learn on their own. According to Sayers, the art of learning has been lost. And if we are being honest, I think we would have to agree. We must then ask ourselves the question: how do we get the art of learning back?

The solution is simple. We must return to the trivium.

The 5 Core Habits of Grammar

The first stage of the trivium is grammar.

Dorothy Sayers makes the argument that the grammar stage should take place while students are young because that is the age “in which learning by heart is easy and, on the whole, pleasurable” (Sayers, 10). The natural imagination and curiosity of children must be embraced and encouraged at this point in their development, and that is what the grammar stage is designed to do.

If I’ve learned anything from Classical Conversations, it’s that we must always carefully define our terms. So—what is grammar?

Grammar, in the modern sense of the word, is strictly the study of a language. In the Middle Ages, however, grammar claimed a much broader definition as the study of the language of any given topic: sports, geography, music, whatever. That’s why grammar was considered foundational.

Before you can play baseball, you must know what a baseball bat is.

Before you can travel to a country, you must know what a border is.

Before you can read sheet music, you must know what a quarter note is.

Without grammar, all learning is impossible. However, we cannot teach the grammar of everything, and so Classical Conversations has prepared the Five Core Habits of Grammar to teach students how to learn the grammar of anything. The habits are these:

1. Naming: Know the appropriate word.
2. Attending: Differentiate the word from other known ideas.
3. Memorizing: Remember the definition to build a knowledge base.
4. Expressing: Use the body and senses to share knowledge.
5. Storytelling: Use words to share knowledge.

Learning the Foundations of Music with the 5 Core Habits of Grammar

I began taking piano lessons when I was very young.

When I first began playing, I really wasn’t concerned with learning the foundational theory of music. Honestly, I only wanted to stumble through those early years so that I could graduate to performing (what I deemed to be) “impressive” pieces of music. Simply put, I wanted to skip the grammar stage.

But again, I must emphasize that before you can read music, you must know what a quarter note is.

So, I had to take a step back and learn to name the notes. I learned about quarter notes, the bass clef, ledger lines, and so on.

This required a lot of attending on my part. Drilling and repetition were required for me to retain and recall the theory of music before I could put it to use.

Through attending to theory, the habit of memory began to display itself. By this time, whenever my teacher questioned me on a certain note value or asked for the definition of a time signature, I was able to give an accurate response. I had worked to commit these terms and their definitions to memory.

Soon, I was expressing these basic terms to my little sister as we sat side by side on the piano bench. Although limited at the time, my knowledge of theory was enough for me to explain the elements of a piece of music to others. Music is a written language that, like all other languages, must be learned before it can be used to communicate.

So, after I had begun to grasp the grammar of this language called music, I slowly began storytelling, using the symbols and definitions I’d studied. I learned simple songs that put my understanding of grammar to use, and soon, I was reading and playing music!

Grammar in Classical Conversations

What does this process of learning grammar look like in Classical Conversations?

In Classical Conversations, the grammar stage is fittingly referred to as the Foundations program. Designed for students ranging from ages 4 to 12, Foundations focuses on gathering and storing information for future use. Foundations students will learn the names of many things, ranging from Latin endings to historical figures. They will memorize these facts through songs and repetitions, and eventually, they will express them to others through presentations and group discussions.

One note: we must remember that the purpose of the Five Core Habits of Grammar is not application but rather retention. Or, as Dorothy Sayers put it, we must “look upon all these activities less as ‘subjects’ in themselves than as a gathering together of material for use in the next part of the Trivium” (Sayers, 13). This next phase of the trivium is dialectic.

The 5 Common Topics of Dialectic

The dialectic phase of the trivium is focused on teaching students to analyze new ideas and is centered around logic, which is “the art of arguing correctly” (Sayers, 14).

As students mature in their thinking, they will naturally begin to critically process material gathered during the grammar stage and decipher the truth (or lack of truth) in what they have learned.

They begin searching for the “why” and “how” rather than simply the “what.” The tools CC teaches to help guide students through this delicate process are the 5 Common Topics of Dialectic:

1. Definition: Discover what something is.
2. Comparison: Discover similarities first, then differences.
3. Relationship: Discover causes and effects.
4. Circumstance: Discover what else is happening at the same time in other places.
5. Testimony: Discover what others say.

Mastering the Essentials of Music with the 5 Common Topics of Dialectic

Now that I could read simple music scores and play along, I once more desired to play those “impressive” songs, and so I began experimenting with music I’d find online and print out for myself.

In this more complex music, however, there were often notes and rhythms with which I was completely unfamiliar (what is a triplet, anyway?). I quickly realized that if I wanted to advance in my piano playing, there were more complex definitions I had to learn. Thankfully, I had a foundation in the Five Core Habits of Grammar, so I resorted to those as I defined the new terms I encountered.

During my lessons, when presenting me with a new piece of music, the question my teacher always asked me was, “What do you see?” Often, my responses sounded something like “This measure is like this other one,” or “This rhythm is different than the one preceding it,” or “Oh boy, that looks complicated . . . ” This process of comparison is very valuable when faced with a new task, or in my case, a new music score.

A few years ago, I began to play piano for the high school worship team at my church. This meant I had to master playing chords and changing keys. I was able to easily learn how to play a song based solely on chords through the skills of memory and comparison I had previously established. But changing keys was an entirely new mountain I had to climb. If a piece of music was in the key of D, and I was asked to change it to the key of G, what would happen? How would the sharps and flats change based on the key that was chosen? These questions of cause and effect taught me to identify the relationships in music.

The most important, and most obvious, requirement when playing in a band is understanding how other instruments work and what their role is in music. When tackling a song, I had to know what tempo the drums would set, what rhythm the guitar would play, and the key the vocalists would sing in. All these circumstances required me to analyze the music and the band in order to give my best performance.

During worship practice, I had the privilege of learning from other musicians who would come to help instruct and guide us. They taught us how to improv introductions and endings to songs, adapt songs to fit our capabilities and resources, and, most importantly, how to honor God through music. By listening intently to their testimonies, I better grasped how to compliment other band members with my playing and grew significantly in my musical knowledge and capabilities.

Dialectic in Classical Conversations

I have stated already that the dialectic stage is focused on logic and reasoning. So, during this time, students will be introduced to formal logic, apologetics, and the Socratic Dialogue. And alongside logic, the dialectic stage begins to teach students how to communicate sound ideas through writing.

This process begins during the Essentials program and extends through the lower Challenge levels—namely, A, B, I, and II—encompassing, broadly, ages 12 to 14. Analyzing and arranging material gathered from the grammar stage and beyond is a pivotal activity in a child’s education.

With the ability to process new ideas securely established through the Five Common Topics of Dialectic, students will find great success as they continue to learn in and outside of the classroom.

The 5 Canons of Rhetoric

As noted by Leigh Bortins in her book The Conversation, rhetoric is “the use of knowledge and understanding to perceive wisdom, pursue virtue, and proclaim truth.”

This final stage of the trivium is intended to teach students how to proclaim truth through communicating what they have learned. At this stage of the trivium, students will have learned how to process and analyze information, and now they will naturally begin to form their own opinions.

But what use are their opinions to them if they do not know how to express them in a clear and persuasive manner? This is why we need rhetoric.

Historical men such as Cicero and fictional men such as Mark Antony from Shakespeare’s Julius Caesar are examples of men who mastered rhetoric. This branch of the trivium is oftentimes the most popular because it displays a student’s knowledge and skills in an artful and impressive manner.

Whether addressing Congress, leading a Bible study, or holding a dialogue with a friend, it is extremely important that we each have the skills to express and persuade well.

In order to help students attain these skills, CC makes use of the medieval model of rhetoric, known as the Five Canons of Rhetoric:

1. Memory: The flooding of words and sensory stimuli associated with an idea.
2. Invention: The asking of questions through the Five Common Topics.
3. Arrangement: The sorting of invention into organized thoughts.
4. Style: The choosing of the best way to present the thoughts.
5. Delivery: The practicing of presenting the best thoughts.

Embracing the Challenge of Music with the 5 Canons of Rhetoric

Composing music is no small feat. It takes a high level of musical knowledge, skill, and imagination to speak (or rather play) a song into existence.

I learned this when I first began to sit down at the piano and try to write my own song. Often, I found myself discontented because the music never seemed to come out how I wanted.

This always puzzled me. I’d been playing piano for so long! Why was I seemingly incapable of writing a few measures worth of music? It wasn’t until later that I realized, once more, I had been skipping the necessary first steps of composing and just expected a song to come from the keys.

When composing anything, whether it be a speech or a song, you must start from nothing—a blank page or a quiet room—and a step-by-step process to help spark and foster the creative process.

If you are a musician, you know there will come a time when someone asks you to play. For you, this may feel like the kickoff of Armageddon, or it could be your invitation to Paradise. My feelings over such a question are normally dependent upon my level of preparedness—do I have a song memorized? Whether it is an original composition or your favorite classical piece, you may be asked to play without access to your music score, so memorization is a key aspect of performing. Memorization also elevates your performance, so whether you are playing at a recital or family gathering, you will always be prepared to deliver your song well. Thankfully, the habits of grammar equip us to memorize anything, including music, with ease.

The invention of a song is a crucial process that requires you, as the composer, to decide what story you want to tell through music. (Remember storytelling in the grammar stage?) Do you want your song to be fast or slow? Major or minor? Long or short? These questions, and many others, can be answered using the 5 Common Topics of Dialectic and will help you produce and process new ideas.

Abstract ideas for a song, however, are not helpful unless they are arranged properly. Notes must be confined to measures in order for choruses, verses, and bridges to be formed. Arrangement is a tedious process of writing, revising, and rearranging, but it is absolutely necessary if you wish to produce something other than a cacophony.

Once you have your melody, it is time to make it musical. Adding dress-ups such as crescendos, tempo dynamics, and key changes brings elocution (or style) to your piece. You will engage your audience through your entire piece and elevate it from a catchy tune to an impressive composition.

Finally, whether you are penning or just playing a piece of music, you must decide how you will perform the piece. The delivery of a song is just as important as the invention of it. You can make Beethoven’s Moonlight Sonata sound unpleasant if you play it poorly—believe me, I have. Style, mood, pace, and emotion are all essential aspects of a good performance.

With this final step, you will be prepared to give your best performance and communicate well through the keys.

Rhetoric in Classical Conversations

Rhetoric is first introduced to students in CC when they begin presentations in Foundations.

However, it’s not until the later Challenge levels, specifically III and IV, that rhetoric is taught with the goal of mastery in mind. Dramatic interpretations, memorized expository addresses, and the Senior Thesis project all teach students to master the Five Canons of Rhetoric and apply them when communicating under a variety of circumstances.

Did you know that Cicero first laid out the Five Canons of Rhetoric in De Inventione?

The 15 Tools of Learning and Classical Education

Do you ever find that young people, when they have left school, not only forget most of what they have learnt (that is only to be expected) but forget also, or betray that they have never really known how to tackle a new subject for themselves? . . . The intellectual skills bestowed upon us by our education are not readily transferable to subjects other than those in which we acquired them . . . [students] learn everything, except the art of learning – Dorothy Sayers

In modern education, the art of learning has been lost and replaced by a mindless regurgitation of facts. We need to recover the lost art of learning because learning is not limited to the classroom. Rather, education is a lifelong venture that we must prepare for.

The classical model for education is intentionally designed to foster the skills of memory, reason, and communication through the trivium so that students are equipped to leave their childhood and adolescence as lifelong learners.

With such a lofty educational goal, it’s imperative that we take advantage of the fifteen tools of learning that the trivium provides. The Five Habits of Grammar, the Five Common Topics of Dialectic, and the Five Canons of Rhetoric are fifteen practical tools of learning that will train you and your student to retain, analyze, and communicate ideas well.

You may feel like you are drowning in grammar and logic and quarter notes. Maybe you are worried that it is too late to learn how to swim. But I have good news! These tools can be taught at any time and can be used during all stages of life.

If you have been homeschooling your students for years and are just now learning about these habits, you’re not too late!

If you can’t homeschool but still want your children to possess these tools, they can!

If you have already graduated from high school and college and want to grow in these skills, now is the time to start!

Education is a lifelong pursuit that we can all prepare for. As you seek to implement these learning tools in your home, just remember one thing:

Before you can read music, you must know what a quarter note is.

If you’d like to learn more about the 15 tools of learning in classical education, be sure to check out this speech by CC founder Leigh Bortins from the 2023 HEAV Annual Convention.

The post The Trivium and the 15 Tools of Learning in Classical Education appeared first on Classical Conversations.

Classical Conversations calls its middle and high school program “Challenge” for a good reason.

As a recent graduate, I can attest that each level of the Challenge program poses many difficulties to its students. For those readers who may not be familiar with the program’s structure and purpose, allow me to explain: it stretches from seventh grade through the senior year of high school and is centered around the belief that the purpose of education is to instill in students wisdom and virtue through the study of truth, beauty, and goodness.

With such a lofty aim, it is no surprise that the Challenge program proves itself to be, indeed, very challenging.

Through my classical education, I was challenged to consider and communicate ideas well, accomplish difficult tasks, and, most importantly, to know God and make Him known.

I Was Challenged to Consider and Communicate Ideas Well

I have learned many valuable skills because of my classical education.

Most notably, I cultivated the invaluable skill of considering and communicating ideas well. Classical Conversations introduced me to an array of ideas, from the political views of Brutus in Shakespeare’s Julius Caesar to the Superman of Nietzsche’s Thus Spake Zarathustra. And once I was introduced to these ideas, I was trained to determine whether they were aligned with the Word of God.

I was taught to communicate these ideas through writing essays and especially by engaging in formal debates. Debates improved and refined my communication skills because they forced me to prepare myself for cross-examinations and counterarguments.

The skill of considering and communicating ideas well has proven to be invaluable in my own life as I seek to converse with others on meaningful topics. If I had not spent my high school education as a Challenge student, I am convinced that I would be unprepared to face the world’s fallacious philosophies and to communicate truth to those who need to hear it.

Read: “The Purpose of Challenge I Debates”

I Was Challenged to Accomplish Difficult Tasks

Whether I was assigned with Mock Trial, a debate, or Latin (a constant thorn in my side), Classical Conversations forced me to exercise perseverance and diligence in order to complete these tasks.

Read: “I Survived Mock Trial”

This was especially true as I composed my Senior Thesis. This assignment combined all the skills I had accumulated through my high school education into one monumental assignment.

I spent many hours and shed many tears over this assignment as it proved itself to be the greatest challenge of my education.

However, the struggle is only half of the story.

Through this project, I was able to experience significant improvement in practical skills such as writing, editing, and oration. I also matured as a person and grew in diligence, patience, and perseverance. In the end, this project truly was the “capstone of my education,” as my Challenge Director claimed it would be.

Without challenges, we cannot improve as individuals. And because of Challenge, I am prepared to face difficult tasks in the future.

Read: “Why the Senior Thesis?”

I Was Challenged to Know God and to Make Him Known

Upon my first day as a Challenge A student, I instantly recognized what (or should I say who?) Classical Conversations intended to be at the center of my education—God. I was trained from day one to see the Lord in all aspects of learning:

When I studied my science textbooks, I was taught to see God’s creativity and intentionality in His creation.

When I explored history, I was encouraged to emphasize His sovereignty over all events.

When I read literature, I was trained to recognize the influence of God’s divine story in all storytelling.

Education—or should I say wisdom—apart from God is futile, but wisdom resting in God is more precious than silver (Proverbs 3:13–18).

When writing papers or giving speeches, I was always challenged by the question: how could I use this assignment to make God known? Toward the end of my high school education, I realized the weight of this question. If I was not using what little platform I was given to lead others to Christ, what was the point?

With this renewed purpose in learning, I am now able to share with others what I have learned about Christ so that they, too, can know God and make Him known.

The Challenge Program Equipped Me to Face the World

I grew significantly during my time as a CC student. I was challenged to consider and communicate ideas well, to accomplish difficult tasks, and ultimately, to know God and make Him known.

Whether you are a parent considering homeschooling for the first time, or you are a current homeschool parent contemplating Classical Conversations, I would leave you with this: I am convinced that CC is the best educational choice you can make for your student.

Yes, it is a hard and long road. The challenges that the Challenge program presents to its students may, at times, seem too difficult to bear.

But if you choose to persevere through them, by the grace of God, your student will leave high school equipped to face the world. They will know truth and have the skills to communicate it to others, the ability to accomplish difficult tasks, and the zeal to know God and make Him known.

And that is what education is really all about.

The post How the Challenge Program Challenged Me appeared first on Classical Conversations.

Classical, Christian community—that’s what Classical Conversations is all about. Since the beginning of our homeschool journey in 2009, our family has experienced classical, Christian community in a variety of ways, from our first days in Foundations to the final blue book of Challenge IV. To commemorate and celebrate our fourteen-year homeschool journey, it seemed only natural to head north over 700 miles to Southern Pines, NC, and participate in the 2023 Classical Conversations National Commencement.

We discovered that the National Commencement was indeed a fitting way to celebrate all that we had accomplished together as a homeschool family. We experienced classical, Christian community in a whole new way!

Commemorate the journey. Celebrate the Challenge. Conclude the chapter.

Why Would a Graduate Attend?

Wyatt Thompson: Before the National Commencement, I had met some of the other students on the grad zoom parties.

I looked forward to meeting them in North Carolina. While completing the obstacle course at the National Athletic Village and fellowshipping with my peers at the barn, I was amazed at how God provided community over 700 miles away from home. I formed fast friendships with several Challenge grads. Three of us even shared our Senior Theses with each other!

Although this weekend was short, I look forward to seeing them again in the near future. I will join three others in the Odyssey Program during the 2023/2024 school year and several more when I attend Southeastern University in the fall of 2024. I am thankful for all the grads I met and got to know.

As a Classical Conversations student, it had been a dream of mine for many years to meet Mrs. Leigh Bortins. When I found out that she would be at the event, delivering an informal presentation to the graduates and holding an interview for a possible internship, I was thrilled.

Listening to her speak was a wonderful treat. During the presentation, she spoke about classical education and encouraged us graduates that we can homeschool and God will equip us to do so. During the interview, she spoke about entrepreneurship and how to be both wise and effective with our finances.

I am thankful to have met Mrs. Bortins, and I look forward to hearing from her again.

Why Would a Family Attend?

Our family enjoyed seeing a part of America where we had never traveled before. Living in Southeast Florida where there is mainly swamp, beach, and flat terrain, visiting an area of the country where there were hills, forests, and warm weather that was not humid was refreshing.

Taking a tour of the home office gave us a glimpse of all the behind-the-scenes work that Classical Conversations does to support families and help us to have community back at home. We were encouraged to see how much work CC does each day to provide families with resources for educating at home. We are grateful to have visited the Southern Pines area in North Carolina, and we look forward to the next time we all can visit.

If you ever get a chance to visit Southern Pines with your family, be sure to check out the National Athletic Village!

Why Would a Parent Attend?

Rachel Thompson: If you have been in Classical Conversations for any length of time, you have probably seen the Parent, Student, and Tutor Triangle.

Read: “The Partnership”

CC believes that we as parents are able to teach our kids, and they do everything they can to support and equip us in that endeavor. Being at the National Commencement was one more example of that commitment.

As our graduate’s name was called, a short thank you written by our student was presented to us by the MCs of the event. As parents came on stage from the opposite side of the church, we met our student in the center alongside Robert and Leigh. There on stage, we parents handed our children their diplomas.

It was a moment that will forever be etched in our memories and signifies so much more than just a diploma. This was family-centered home education playing out in real time. CC has helped our family get to this moment, and it was on display at the ceremony.

 . . . in everything give thanks; for this is the will of God in Christ Jesus for you.

1 Thessalonians 5:18 (KJV)

Why Would It Be Worth It?

Going into National Commencement, we knew that it would be more than giving and receiving a diploma. To our surprise, we experienced an event far beyond our expectations. It truly was a celebration of home educating as a family. If you are at all wondering if you ought to make the time and investment of the travel . . . the answer is yes! Emphatically, yes!

You will be blessed. You will see a company that is cheering you on, all the way to the finish line and beyond. You will be surrounded by families that have traveled a similar road as you. You speak the same language. You get each other and what it takes to just keep going. It truly is a one-voice-unity type of moment.

. . . then make my joy complete by being like-minded, having the same love, being one in spirit and of one mind.

Philippians 2:2 (NIV)

Thank you, Classical Conversations. You have taught us parents that we are capable of teaching our kids, you have given us tools to equip us for the path ahead, and you have reminded us to look for the fingerprints of our Creator. You have helped us model to our kids (and taught us, too) that we truly can learn how to learn anything while sitting at the feet of Jesus.

We are abundantly grateful to have attended the National Commencement. We could not imagine a better way to conclude and celebrate completing fourteen years in classical, Christian community. Our family has two more upcoming graduates, and we are excited to travel north and celebrate again.

We can’t wait to see you there!

Learn more about the Classical Conversations Foundation.

The post National Commencement: A Time to Commemorate and Celebrate appeared first on Classical Conversations.

To say Classical Conversations^® students accomplish a lot over the course of their education is an understatement. From memorizing the Timeline Song in the Foundations program to participating in Mock Trial and writing a senior thesis in Challenge, students put in hard work and dedication to see these projects through, developing lifelong skills along the way.

Whether you’re a parent, Tutor, or Director and you’re proud of what your student and their peers are accomplishing this year, consider hosting an Excellence in Education event with your local community!

What Is an Excellence in Education Event?

An Excellence in Education event is a one-day occasion where Classical Conversations members invite church, political, and business leaders from the larger community to see the effort and accomplishments of students in the Foundations, Essentials, and Challenge programs. Ultimately, these events are designed to demonstrate the power of a classical, Christ-centered education.

Typically, parents and Directors organize these optional events to begin around 11:30 in the morning and last half an hour in total, encouraging attendees to fellowship during a provided lunch.

What Projects Should Students Present?

What should your student present during an Excellence in Education event? While your student is welcome to present any of their projects or learnings, here is an idea of what students in each program often present:

• Foundations children often present memory work from any or all subjects (e.g., sing the Timeline Song!).
• Essentials students can showcase their Faces of History projects.
• Challenge A students can present their Science Fair experiments or demonstrations and results.
• Challenge B students often deliver speeches from or discuss their learnings from participating in Mock Trial.
• Challenge I students can deliver the Declaration of Independence or excerpts from the Constitution.
• Challenge II students often present art grants.
• Challenge III students can recite poetry or Shakespeare.
• Challenge IV students can deliver or quote from their senior theses.

Basically, the possibilities are endless! A great rule of thumb is to let your student present the project they are most passionate about.

When to Host an Excellence in Education Event

Generally, communities participating in an Excellence in Education event host it around Constitution Day in September, Veterans Day in November, or Presidents’ Day in February.

Who Should You Invite?

You’re welcome to invite anyone and everyone to your Excellence in Education event. However, these events are intended to demonstrate the power of a classical, Christ-centered education to leaders in your hometown, whether church staff, local politicians, business owners, and other community leaders.

Since this event serves to spread the word that a classical approach to education rooted in a Christ-centered worldview is a successful method of education, you can even invite local media outlets to cover your event if you are really bold!

How to Plan an Excellence in Education Event

Want to host an Excellence in Education event with your local community? Talk to your Licensed Director today to begin planning. Get other parents involved and divide the costs and organization tasks among yourselves.

After you confirm the basic logistics like when and where to meet, post about your event on Facebook, send out flyers or invitations, and share during your church announcements to encourage leaders in your hometown to attend. And, of course, be sure to share photos and videos of your event with us on Facebook or Instagram!

The post Host an Excellence in Education Event! appeared first on Classical Conversations.

As the parent of a 2022 Classical Conversations^® Challenge IV graduate, I’m enjoying the necessary and well-earned summer slowdown following a fruitful year of once-in-a-lifetime events. My daughter, a CC student since she was eight years old, had the rich blessing of consistent classmates. At least four of the ten Challenge IV graduates in her local community have been traveling together for the last nine years. You can imagine the joy and depth of their final Protocol, their senior thesis presentations, their commencement day, a bonus senior trip, and what seemed like endless graduation parties.

Those are the pinnacle events, and they are as remarkable as many will say they are. But our journey to the summit was full of switchbacks and harrowing climbs. We were nearly to the end of my daughter’s Challenge IV year when, in the middle of one ordinary day, she stopped short, teared up, and declared, “It’s almost over. I fought my Challenge years so hard (i.e., I fought you and dad), I didn’t want to do any of the programs. After a while, I didn’t even know why I was fighting. It was probably just principle and habit. “

“And, mom,” she cried, “the saddest thing is, I got so habitual about it that I didn’t recognize it until now, but I’m having the best year of my life!”

She was nearing the end of her climb, having been pushed most of the way, and in that single moment of revelation, she took to the path and achieved the summit on her own.

It was of great interest to me to review her answers to the 2022 Challenge Graduate Survey she received from Classical Conversations. She responded with positive feedback to nearly every question, and her perspective as a graduate is far more balanced and optimistic than when she was a student. Of course, this is immensely relieving to her dad and myself, but more importantly, how much better is it for her to conclude her Challenge years with a positive rather than oppositional point of view?

I would suggest the answer is nearly immeasurable.

What Can We Measure and Why Should We Care?

Surveys are designed to take experiences, perspectives, and opinions and help us quantify answers—to measure them. They give insight into what we are doing well and what should remain. The opposite is also true. The ineffective and unsuccessful are also revealed. When a survey is well done, the data it generates can be one measure of the success or failure of a program.

Shortly, I’ll share some results from the collected surveys of 2022 Challenge program graduates. Over 200 students responded to an optional survey sent to them by email. This is a yearly practice, and we’ve been interacting with graduates this way for over ten years! Our findings are often encouraging to dads who typically play a supporting role in the family homeschool and very affirming to homeschool moms. That is, Classical Conversations graduate statistics point to a job well done.

It’s satisfying to quickly assess based on survey results that some form of “success” has been achieved by homeschooling, and that students are well-prepared for what is to come. Sometimes positive survey results are a gentle rebuke for the doubters that insist on answers to questions like, “What about socialization?” and “But do homeschoolers get good instruction in…?” And survey results can be a useful communication tool for colleges and universities, businesses, partners, and external organizations who wish to know more about what Classical Conversations is and does. Surveys can ask typical questions that will help us generate typical answers.

What Questions Should We Ask?

But what if the questions we ought to ask aren’t typical?

• What if we are less interested in what the average college entrance exam score is than whether students seem well-rooted in personal faith in God?
• What if we are less concerned about whether students have a strong vision for a career than whether they’ve learned self-governance?
• What if we are less focused on whether students have high test scores than whether students outperform their scores when they apply themselves to the task at hand.

In short, what if the question that matters most is: what did they learn?

Let’s face it. The decision to homeschool through high school is hard. There are many alluring reasons that cause us to consider an early finish to the homeschool race. Whether it’s getting a jump on college, or maybe the students themselves are eager to explore beyond the walls of their home or local CC community, it’s not uncommon for other opportunities to offer competition. Alternatively, mom, dad, and student alike can all become restless and uncertain about college preparation or making decisions for a successful future, and fear clouds the homeschool vision.

The 2022 Graduate Survey results will settle some of these questions with a solid pattern of Classical Conversations success statistics. And this 2022-23 Student Profile offers data that will allow me to share non-typical results because it clearly demonstrates the college and life readiness of a Classical Conversations graduate. These indicators of success are no small thing, and we should celebrate the measurable victories.

Remember though, I’ve already asked you to consider the questions we ought to be asking about Classical Conversations graduates would fall outside of “typical.” It’s not unreasonable or wrong to inquire about Classical Conversations’ graduate careers, or academic readiness for college, etc. Life is a practical matter, and we want our students prepared to respond and press into whatever their future brings.

Circumstances will shift and situations will come and go. The future is unknown to all of us, and although we have an obligation to inspire and equip the generation that follows us with vision for the future, the academic arts and college degrees are only part of what they need for success. Most importantly, their character and range of virtue will determine their long-term success. Therefore, we ought to ask our Classical Conversations graduates to describe how:

• Attention leads to ownership
• Ownership builds discipline
• Discipline is the cornerstone of freedom
• Freedom provides opportunities for noble choices
• All choices bring consequences
• Understanding consequences defines leadership

As a Challenge IV parent, I want to evaluate whether my student learned to conduct herself virtuously, with civility and humility. Is my student now a capable learner with the ability to integrate content and ask sound questions? Can my student discern that which is true, good, and beautiful?

Is it evident to you that these are nearly impossible to capture in a survey and assign meaning as statistics, but are immeasurably evident in how our students live?

Classical Conversations Graduate Statistics

The 2022 Classical Conversations graduate statistics gathered from our recent survey are encouraging and refreshing. I’ve selected 11 questions and corresponding answers for your enjoyment and a sample of confirmations that CC is and does what it claims as the largest classical education provider in the world. And let’s face it—there is much to appreciate, enjoy, and celebrate on behalf of the 2022 Classical Conversations graduates and their parents. Well done!

(Note: The percentages don’t all add up to 100% for each question. I’ve elected to share the top responses for each, assuming that you will understand that other answers make up the total amount.)

Have you ever previously attended any homeschooling program other than Classical Conversations?

How would you rate the quality of Classical Conversations academic programs compared with other homeschooling programs that you experienced?

What is your level of mastery in each of the following subjects? (Note: These are self-report answers, according to the student’s perspective; not measured with analytical tools. Percentages and mastery level selected by highest responses)

How frequently involved were you in each of the following activities during your CC homeschool years? (Note: Answers displayed reflect the 5 highest answers in the “more than once each week” category)

Overall, how satisfied are you with your CC homeschooling experience?

How certain are you that you would homeschool your children one day if/when you become a parent?

“My ___________________ is very important to my sense of self.”

“I am confident of the strength of my moral principles.”

“I love learning.”

“I am confident of my ability to make wise choices.”

“Faith in Jesus is the only way to God.”

There you have it—a sampling of content, program, and value-weighted questions with statistical answers from our 2022 Classical Conversations graduates.

Well Done Classical Conversations Graduates!

At the end of her Challenge IV experience, my daughter is a far more mature, thoughtful, caring human than even she was purposing to become! The classical curated curriculum served her well, and the model of learning, living, and participation in local community was transformative. She is grateful, appropriately humble, and reflective about the education she received. She is pursuing business leadership and growth in a service franchise that offers continuing education opportunities. Well done, dear daughter. And, well done to all the Classical Conversations graduates of 2022!

If you still have questions or curiosities, consider reading the following posts:

• Homeschoolers and College
• Paths for Homeschoolers After Graduation
• The Trifold Purpose of Education (Written by a Challenge Student)

Not yet a Classical Conversations member and interested in our community-based approach to homeschooling? We’d love to hear from you! To learn more about us, click here.

The post What Did They Learn? 2022 Graduate Survey Results appeared first on Classical Conversations.

In one of the most famous allegories of all time, the ancient Greek philosopher Plato tells the story of a cave where people are both blinded and bound. Each captive has a fire behind them and can see flickering shadows on the walls. But one day, a man takes one of these captives out of the cave and into broad daylight. The captive’s eyes water. He writhes in pain. But gradually, the no-longer captive’s eyes adjust to the brightness, and he can see. 

This allegory is a metaphor for classical education. Today, knowledge of self is exalted by society, but classical education is about more than the self. To gain this self-knowledge, one must first grow accustomed to the light of the sun and the nature of the things it illuminates. Life must not be a search for self as it is, but rather a search for the things which reveal and refine the self into what it is meant to be. Thus, education is more than an unveiling of knowledge; it is a journey of the soul into deeper wisdom and virtue.  

The First Purpose of Education: Information

Education has three purposes, which make up the first three stages of classical learning. Collectively, these three stages are called the Trivium. The first purpose is basic: the retainment of information, or the “grammar” stage. When learning a language, one of the first things anyone has to know is vocabulary. After all, without vocab… there can’t be many conversations (classical or otherwise). This is an example of a subject’s grammar, or its foundations.  

Although the grammar stage is the first tier of classical education, it is not limited to any particular year of schooling. Instead, grammar is the first thing any student new to a subject must learn. So, a Challenge IV student could be in the grammar stage in theology, still memorizing the basic terms necessary to move onto the next stage (though they would likely not stay there for long). 

While the grammar stage is undoubtedly necessary, it is not the end goal of education. One who has a vast store of information but doesn’t know how to use it or correctly apply it to their life sees only a third of the picture. Indeed, in our digital age, those who only memorize how to perform a task or retain a shred of information can easily be replaced by a computer.  

The Second Purpose of Education: Application

The second purpose of education is the application and synthesis of information. A student in the “dialectic” stage knows how to apply the information they have mastered in unfamiliar contexts. Dialectic students have those “aha!” moments where they recognize that something from one subject relates to another.  

An example of dialectic reasoning is when I realized that the ancient philosophies of Stoicism and Epicureanism, which I learned about in philosophy and Latin, were addressed specifically by Luke in Acts 17:18. This led me to wonder: How much did these philosophies influence the Roman world during biblical times? This synthesis of information gave me the tools to better understand the cultural contexts of ancient philosophy and the New Testament. 

Dialectic learning allows one to take the information they have gathered and use it. Knowing that Thales of Miletus thought all existence could be reduced to water means nothing by itself. But pondering his beliefs — why he thought such, how he came to this conclusion — allows one to apply this information to their life and learning. 

The Third Purpose of Education: Virtue

The pursuit of virtue is the third and final goal of education. Students should have their gaze fixed upon the end goal even in the grammar stage because with knowledge comes power, and power must be used wisely. Wisdom, justice, courage, temperance, faith, hope, and love are the fruit that true education equips students to bear.  

The “rhetorical” stage embodies this purpose. Rhetorical students are able to ask why and then move on to apply information to practice. The rhetorical student knows, understands, grows, and teaches.  

Rhetorical knowledge is tested in Classical Conversations through many events throughout the Challenge years, including Mock Trial, Team Policy and Lincoln-Douglass debates, Shakespeare performances, and Senior Thesis. In the latter Challenge years, students lead strands, requiring a mastery of information and understanding of the why, as well as the ability to present both. In this sense, the essence of rhetoric — the goal of education — is the ability to teach.  

After staring into the sun, Plato’s captive could see. He could see the vast and open world around him in all its beauty and brokenness. He could see himself — what he was, what he is, and what he is meant to be. And he could see the sun, the giver of life and light by which the world is illuminated.  

Would that man ever want to return to the cave? Would he want to return into ignorance and forsake the gift he had been given? Of course not. He would walk away and never look back.  

The Highest Purpose of Education

Those who have knowledge have nothing if they do not have the virtue by which to use it. Jesus asks in Mark 8:36 (ESV), “What does it profit a man to gain the whole world and forfeit his soul?” Those who are given knowledge are also given a sacred responsibility.  

At the end of Plato’s allegory, the enlightened man returns to the cave to share the good news. But this story does not have a happy ending. The man tells the captives about the world outside, but is ridiculed for his blindness in the cave. Not one captive believes him. Plato proceeds to ask what would happen if the captives caught the man dragging them into the sunlight.  

Their answer? They would kill him.  

Plato was not a Christian, but his writing whispers God’s name. The captives of sin did kill the Man of the Light. Christians, enlightened by the knowledge and virtue of Christ, are called to return into the darkness to spread the truth. Therefore, the highest purpose of education is to “buy truth, and do not sell it” (Proverbs 23:23a, ESV), to acquire virtue and to spread that virtue in the darkness, to know God and to make Him known.  

This post was written by Micah T. Wilkes, a rising Challenge IV student and avid writer.

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