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THe Knowledge of All Things?
Article posted June 5, 2012 at 05:49 PM GMT0 •
comment • Reads 1859
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I was hard pressed to come up with an unique final exam for the students in my Western Intellectual History class. We had been using the Socratic method of dialogue throughout the year. Hence, I didn't want to have them write an essay or paper. Instead, in the true Socratic spirit of education, I decided to have them, along with my facilitation, participate in a dialogue. But what would be the question that could incorporate the thoughts of the various philosophers we covered throughout the school year?
Surprisingly and only by accident, I found it in the last essay my students were assigned to read and analyze. The essay was WHAT IS POLITICAL PHILOSOPHY by Leo Strauss. Early in the essay Strauss writes "Quest for knowledge of ALL THINGS means quest for knowledge of God, the world, and man - or rather quest for knowledge of the natures of all things: the natures in their totality are THE WHOLE."
This was the perfect statement that could capture and analyze ideas in Western philosophy as a whole. My students performed well. They referenced Socrates, Aristotle, Thomas Aquinas, Machiavelli and Nietzsche. After the sixty plus minutes, I felt they touched upon the whole of things and came to realize the importance of philosophy.
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Article posted June 5, 2012 at 05:49 PM GMT0 •
comment • Reads 1859
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Off to China!!
Article posted March 12, 2012 at 03:02 PM GMT0 •
comment (1) • Reads 607
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Last week I had the wonderful opportunity to take 28 cadets (High School and Middle School) to China! We visited Beijing, Xian and Shanghai. Our competent tour guide took us to see historical and awe-inspiring sites. They included: the Forbidden City, the Great Wall of China, the Summer Palace, the Teracotta Warriors and the Pearl Tower. Our experience with the Chinese was very positive. Though the Chinese were inquisitive and interested in who we were, we never felt uncomfortable. Our cadets experienced different foods, music and cultural practices; it was an experience of a lifetime for them!
If you are thinking about taking students to this fascinating country, here are some tips to consider:
1) Secure a professional, respected tour guide and tour company. We were lucky to have the tour guide we did. It made all the difference.
2) Assign senior cadets to help with leadership. As a military school we can assign cadet leaders to assist in some leadership duties. I assigned two upperclassmen to watch over the five Middle School cadets that were with us. They primarily did this during times we were touring the city.
3) Make sure you have visas, passports, travel insurance, transportation to and from the airport, student medicine and finances set up at least a month in advance.
4) Ensure that each student has the address to the hotel you're staying in. In case they get lost, they can give the address to a taxi driver and get back to the hotel.
5) Be pro-active as an educator, mentor, and disciplinarian on a trip of this kind - maintaining a structured, disciplined trip is crucial for the safety of the group.
6) Cajole your students to try all kinds of foods and be attentive not just to the historical aspects of the country, but also to the culture.
Consider taking this trip. It will open your students' and teachers' minds along with marketing your school in a positive way!
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Article posted March 12, 2012 at 03:02 PM GMT0 •
comment (1) • Reads 607
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Introducing the "Moderns" to Students
Article posted January 20, 2012 at 04:16 PM GMT0 •
comment (1) • Reads 796
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Instructors who teach Philosophy, Humanities, or any other class that includes philosophical works by thinkers in the Western or Eastern tradition, must find ways to capture the imagination and interest of students who are learning the material.
In discussing what one might call the "moderns" in Western philosophy, I have found that these thinkers' ideas on the state of nature or the human being's nature in general, elicits interesting comments and questions from students.
All too often students notice the results and effects of human nature, but rarely engage in serious discussions about the essence of it.
My students enjoyed learning about what the "moderns" like Hobbes, Locke and Rousseau had to say about human nature. Practical, modern day examples were brought up in discussions and students would openly embrace one philosopher's thoughts over the other.
Our natural inclination may be that high school students want to avoid learning this often esoteric, intellectual material. Yet these thinkers addressed fundamental issues about humanity that transcend culture and time and can speak to the struggles and challenges high school students face.
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Article posted January 20, 2012 at 04:16 PM GMT0 •
comment (1) • Reads 796
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Some Notes on a New Course called Western Intellectual History.
Article posted December 19, 2011 at 05:40 PM GMT0 •
comment • Reads 530
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I have been at Missouri Military Academy for twelve years. The first five of those years was as an American History teacher. During that time I enjoyed conveying historical information to students--cajoling them to participate in conversation, ask insightful questions and discover how great actions of men and women in history could be emulated in their lives.
As the Dean, I also taught one section of American History. I felt, and still do, that school administrators must in some way "stay in the trenches with their students". What better way to do that than to teach them?
However, after twelve years of teaching American History, I wanted to change things a little bit and offer a new course: Western Intellectual History. My students and I embarked on this new adventure this year.
Since my days at St. John's College, often known as the "School of the Great Books", I have had an interest and a great respect for the philosophies and ideas that have emerged from Western civilization. After confronting and grappling with the major works of the West, I wanted to share my ideas and experiences with others. Through this new class, I am able to do just that.
The textbook we use is entitled PRINCETON READINGS IN POLITICAL THOUGHT edited by Mitchell Cohen and Nicole Fermon. They have compiled original writings of the great Western philosophical thinkers. They include ones we would not question: Socrates, Plato, Aristotle, Cicero and Thomas Aquinas. They also present the reader with the moderns: Machiavelli, Hobbes, Locke and Rousseau. Fortunately, the editors included Nietzsche, Freud, Arendt, Leo Strauss, and John Rawls also.
Along with the interesting readings, is the teaching methodolgy I use. I am applying the Socratic method in this class. It should be noted that the Socratic method is not the same as a typical class discussion. Often times educators think that if they get their students to discuss topics in class, they are having a Socratic conversation. This is not the case. There are a number of steps involved when using the Socratic method. One particular method within the Socratic method is the "elenchus". This was used by Socrates himself and its application truly distinguishes the Socratic method from other forms of conversations. I will explain this method at a later time.
Thus far, the class is going quite well. We're studying Rousseau's idea of the general will. My students are enjoying it, but appreciated Locke's thinking much more.
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Article posted December 19, 2011 at 05:40 PM GMT0 •
comment • Reads 530
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Tips on Developing a Positive, Academic School Environment
Article posted October 27, 2011 at 05:33 PM GMT0 •
comment • Reads 618
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There is certainly much more that goes into developing a great school culture than mere advice and tips; however, I think novice and experienced school leaders can benefit from some of the things we have done in the last several years:
1. Implement the Advanced Placement Program. Although it isn't for every school, it certainly raised the bar for our students and teachers when it came academic excellence.
2. Develop an active college placement office. Sending the message that college is important goes a long way in inculcating in students, parents and teachers the importance of the college admissions process, a rigorous high school curriculum and preparation for the SAT/ACT tests.
3. Create a culture that values the free exchange of ideas with faculty. School leaders, through meetings, emails, informal discussions, etc, should lead the way in creating an environment that bolsters educational dialogue.
4. Develop an effective, but prudent instructional technology program. School leaders must acknowledge the importance of technology, but it should be tempered by proper use, ethical guidelines and effective pedagogy.
5. Be a school leader (Dean, Principal) that cherishes independence, intellectual acumen, and a passion for instruction among the teaching staff. Although hard to define and quantify, school leaders should exude a kind of leadership that prizes the intellect and the value of education; it should be sensed by students and staff.
6. Lastly, implement programs that support academics. This can include a speaker series, "job shadowing", service learning, professional development days, educational travel, book fairs, academic competitions and academic clubs.
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Article posted October 27, 2011 at 05:33 PM GMT0 •
comment • Reads 618
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Important Books to Read for Educators
Article posted July 28, 2011 at 03:59 PM GMT0 •
comment • Reads 1500
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Here is a brief list of books that were helpful to me as I was learning the art and science of teaching and school administration:
FLOW by Mihaly Csikszentmihalyi. This book was highly influential in educational circles for quite awhile. As the author comments, the book analyzed in a painstakingly rigorous way, :the positive aspects of human experience".
THE ART OF TEACHING by Gilbert Highet. Ironically, I read this book the first year I was the Director of Studies at MMA. It's a classic and any novice or veteran teacher would greatly benfit from Highet's thoughts. Pay particular attention to page 27--excellent prose.
RESULTS: THE KEY TO CONTINUOUS SCHOOL IMPROVEMENT by Mike Schmoker. This book offers great information to teachers and adminstrators who are interested in measuring student achievement.
WHAT GREAT PRINCIPALS DO DIFFERENTLY: FIFTEEN THINGS THAT MATTER MOST by Todd Whitaker. We actually invited Todd Whitaker to our campus several years ago. He did a wonderful job explaining effective leadership in the classroom and as a school administrator. This book is a handy tool for Principals to pick up and read from time to time.
FIFTY MODERN THINKERS ON EDUCATION by Joy A. Palmer. One of my favorite books on education. Palmer gives a brief survey of philosophers of education throughout history. I especially like the fact that she included Martin Heidegger and Michael Oakeshott.
CATCHING UP OR LEADING THE WAY: AMERICAN EDUCATION IN THE AGE OF GLOBALIZATION by Yong Zhao. I read this book in a Doctoral course I took last summer. There are insightful thoughts about Chinese education, creativity and high-stakes testing.
LOOKING AHEAD: INDEPENDENT SCHOOL ISSUES AND ANSWERS edited by Patrick F. Bassett and Craig Thorn IV. This book is a compulation of essays written by educators in the independent/private school world. Subjects include instructional technology, curriculum development, fianancial issues and faculty development--a highly informative book.
I will also develop a list of books educators should read or be familiar with from the library of the "Western Canon".
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Article posted July 28, 2011 at 03:59 PM GMT0 •
comment • Reads 1500
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Remarks I Made at MMA's SUmmer School Graduation--July 22, 2011
Article posted July 25, 2011 at 02:05 PM GMT0 •
comment • Reads 724
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Good day. Teaching faculty, parents and summer school students, welcome to our Summer School Graduation at The Missouri Military Academy. This is a joyous occasion for all, especially for our students present today. I would like to recognize our teachers at this time. Please rise when I call your name: CPT Keith Morgan (Integrated Studies); CPT Ben Quint (Integrated Studies); CPT John Schell (English I and II); CPT Ali Syed (Geometry); Mr. BJ Fletcher (Algebra I and II); Mr. Chris Hawkins (Algebra I); MAJ Mike Pemberton (Biology); Ms. Cheryl Ragan (Chemistry), LT Greg Ruth (World and American History) and CPT John Griffin (English as a Second Language and English III).
Certainly one feels joy and satisfaction after any challenging experience. For four intense weeks, our summer school students studied for approximately 6 ½ hours a day; they took quizzes and tests, researched subjects in History and Science, participated in class discussions, went on field trips and even built robots. Things were not mundane to say the least and through the entire experience students had to reach down and find it within themselves to persevere. All of you, the Summer School Graduating class, will need to possess, prize and apply the virtue of perseverance throughout your lives. The great poet, Henry Wadsworth Longfellow once said, “Perseverance is a great element of success. If you only knock long enough and loud enough at the gate, you are sure to wake up somebody.”
History details countless examples of men and women who “woke up” to use Longfellow’s words, and influenced or improved the environment and society within which they lived.
We should always remind ourselves of the courage and perseverance people like George Washington, Abraham Lincoln, Teddy Roosevelt, or Martin Luther King, Jr. exhibited in their lives as they sought to improve humankind. In our present day, we can learn something about the perseverance the US Women’s Soccer team showed throughout the Women’s World Cup tournament, especially during the finals when they lost to Japan. After the hard-fought game, the goalie for the United States was interviewed as saying “I am taking it pretty hard right now. You’ve just got to take it one step at a time. That is what we do as athletes. You bounce back up and do it again”.
All these examples of perseverance can be wonderful learning moments as you grow to be educated, productive adults. However, remember—reading and learning about the great deeds of people in History books, newspapers, or in the news helps only to a certain extent. The knowledge of what these people did is indispensible. However, ultimately it is all of you, Summer School Graduating Class that must have the will and perseverance to act. The great equalizer among all humans is a will. It is the human will, propelled by the intellect that can perform good or bad actions, create or destroy, persevere or give up.
If there is a dream you have, an idea worth implementing, or a thought that needs to be written, have the perseverance to see it through—will it to happen. Your dream may not be fully actualized right away; it may take years of struggle and sacrifice, but as the US soccer goalie says, “You bounce back up and do it again”. Congratulations on your success this summer. Have a productive fall semester and a fulfilling life. Thank you.
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Article posted July 25, 2011 at 02:05 PM GMT0 •
comment • Reads 724
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Some Tips on Developing a Community Service Program
Article posted June 6, 2011 at 07:17 PM GMT0 •
comment • Reads 1145
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Thankfully educators across the country are beginning to realize the importance of students getting involved in their community. Service learning and community service programs are increasingly becoming a part of a student's educational experience. Missouri Military Academy has now had a community service program for three years. However, I would say this year we really came together and implemented a respectable program. Here are some tips other educators should take note of if they are interested in bring community service to their schools:
1. Appoint an organized, energetic peron to be the manager of the program. I chose my Guidance Counselor.
2. Appoint someone to record the data. For example, you may want to include a required amount of community service hours at each grade level. We did this and had our Assitant to the Guidance Counselor keep track of the data.
3. Motivate and cajole your teachers to sponsor community service activities. Many of our teachers had a good pulse on what different churches, clubs and organizations were doing to help out those in need.
4. Find a way for each teacher to be responsible for a group of 8 to 10 students' community service work. We have an Advisor/Advisee program where each "advisor" is responsible for 8 to 10 "advisees" (students). The advisor was the "person on the ground" ensuring that his/her advisees were getting involved in community service.
5. Set a date on the school calendar where classes are cancelled and the school sponsors a community service day. Appoint the person who oversees the community service program as the one who manages the community service day. We actually have two community service days during the school year.
6. If you really want to be bold, implement a Community Sevice trip in the United States or to another country. We sent our cadets to Canada and Costra Rica to participate in service learning.
Hopefully these suggetions will help. We had a great time working on community service this year and look to improving it in the Fall!
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Article posted June 6, 2011 at 07:17 PM GMT0 •
comment • Reads 1145
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Interesting Thoughts on ADHD Students
Article posted May 26, 2011 at 03:03 PM GMT0 •
comment • Reads 815
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Positive Association Between Attention-Deficit/Hyperactivity Disorder Medication use and Academic Achievement During Elementary School, by Richard M. Scheffler, Timothy T. Brown, Brent D. Fulton, Stephen P. Hinshaw, Peter Levine, and Susan Stone (pediatrics.aappublications.org/cgi/content/abstract/123/5/1273
This article offers a great deal of information concerning the academic performance of students with ADHD. For instance, 7.8% of students (4.4 million) in the United States are diagnosed with this disorder. They also site that 56% of students that have ADHD take some kind of medication. They note that it is commonly held that there is a link between students with ADHD and poor academic performance. However, the article asserts that the relationship between ADHD medication and academic ability is unknown.
The authors wish to see if ADHD medication is a benefit to students’ academic work in the elementary school years. The researchers used a U.S. sample of 594 students with ADHD. They looked at the connection between math and reading scores of students who were and were not medicated. The researchers also applied 5 survey waves to students from kindergarten to the fifth grade to “estimate a first-differenced regression model, which controlled for time-invariant confounding variable” (Scheffler, 2009).
The researchers ultimately found that medicated students had a higher mean score in mathematics than did their counterparts who did not take medication. Medicated students also had higher reading scores than students who were not medicated.
The researchers argue that these findings are crucial to the continuing discussion about medication and academic achievement. They conclude, however, that longer term studies are needed to fully understand the relationship between ADHD medication and academics.
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Article posted May 26, 2011 at 03:03 PM GMT0 •
comment • Reads 815
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What's Going On in Finland?
Article posted April 28, 2011 at 03:52 PM GMT0 •
comment • Reads 1003
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On April 22nd I had a Teacher In-service that included the viewing of THE FINLAND PHENOMENON:INSIDE THE WORLD'S MOST SURPRISING SCHOOL SYSTEM. As a staff, we were intrigued and surprised by many of the things that are occurring in the country.
For instance, Finland has more researchers than in any country in the world and a great deal of funds is spent on research and development. In 1960, the labor force had dropped in Finland. Consequently, the country turned into a knowledge and research society as opposed to a manufacturing and agricultural one. The effects were positive. Finnish education adopted new and innovative approaches to education. Technology was fully integrated in the schools and a much more relaxed atmosphere was implemented. Finnish education has an academic track and a vocational track. About 40%-45% take the vocational track--a high percentage. Teachers give little homework and classes are student-centered. We were particularly interested in the Master teacher-Novice teacher relationship in Finland. Master teachers work intensely with new teachers, assisting in lesson plans and offering advice on how to "give space to their students". Finland also embraces the "Less is More" concept to education. The emphasis is on quality, not quantity when it comes to conveying the material to students. Our staff, especially in the English and Social Studies Departments follow this philosophy also.
After viewing the documentary we had about an hour discussion and analyzed many of the aforementioned topics. I was pleased to listen to the comments of so many teachers. I recommend school administrators showing this documentary to their staff. The next film I'm showing is WAITING FOR SUPERMAN.
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Article posted April 28, 2011 at 03:52 PM GMT0 •
comment • Reads 1003
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My Classes & Students
About the Blogger
I am the Dean of Academics at a private military school in central Missouri called Missouri Military Academy.
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