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A classical education is based on the ancient pattern called the trivium.
The trivium is made up of three stages which correlate to the natural
developmental stages of children. The ultimate goal of this type of
education is to develop students who think logically and who express themselves
convincingly. Below are the defining characteristics of each stage and
notes on how The Tanglewood Curriculum compares to a strict classical
approach. |
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1. The focus of this stage is learning the grammar,
or, the set of elementary principles in a field of study.
For example, the grammar of science would include the
facts of nature; the grammar of math would include the
multiplication tables; and the grammar of history would
include the kings and queens of England. |
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The Tanglewood Curriculum provides a wide exposure to
every area of knowledge during the early years. Our
goal is to give the student a solid and well-rounded
foundation in the fundamentals while also furnishing him
with the opportunity to build relationships with
his subjects. As Charlotte Mason said, "Upon the knowledge
of these great matters--History, Literature, Nature,
Science, Art-- the Mind feeds and grows." |
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2. The
grammar
stage takes advantage of the child's natural ability to
memorize information. Rote memorization, usually
done with the help of chants and drills, is utilized
extensively. Some common lists for memory might be:
the famous pharaohs of Egypt, the states and capitals, the
U.S. presidents, Latin verb conjugations, etc. |
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Students using The Tanglewood Curriculum build an
extensive reservoir of facts using memory lists such
as those given above, in addition to building
relationships with the bodies of knowledge. For
example, a Tanglewood first grader will learn to
identify six trees by actually looking at the leaves,
seeds, bark, shape of the tree, etc. and matching it in
their field guide rather than just learning the names of
trees from a book (no live tree). |
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3. During this stage, education is based on the
learning of facts. The focus is on "what is" rather
than the "why" or the "how" of something.
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In addition to focusing on "what is,"
The Tanglewood
Curriculum also considers the "why" and "how" of subjects
in all stages of the trivium, acknowledging that even at a
young age certain seeds of understanding will be planted.
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1. Dialectics is the practice of examining ideas or
opinions logically, often by the method of questions and
answers, so as to determine their validity.
Therefore the dialectic stage coincides with the middle
school years when children begin to think more
analytically and independently. |
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(The Tanglewood Curriculum for 7th and 8th grades is
due out in the Fall of 2004.) |
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2. The study of logic is applied to all subjects,
each subject having its own system of logic. For
example, in science there is the development and testing
of hypotheses. In writing, there is the logic of
paragraph construction. In math, there is the logic
of algebra. The logic of history answers "why" a
certain event happened. |
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3. In order to refine their growing skills in logic,
the students are required to give written and oral
arguments. |
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1. Rhetoric is the art or science of using words
effectively in writing and speaking. |
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2. The student learns how to present his argument
clearly and concisely as well as creatively, elegantly,
and persuasively. The rhetoric stage
emphasizes the creative synthesis and expression of
knowledge. |
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3. Extensive research, writing, and oratory are
required during this phase of a classical education. |
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4. During this
stage, the student begins to specialize in the branches of knowledge that
attract him. |
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Like most classical schools, The Tanglewood
School Curriculum: |
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1. follows the timeline of history - beginning with
the ancients and chronologically progressing to modern
times |
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2. utilizes the best literature available |
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3. establishes high academic standards |
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4. requires students to build an extensive reservoir
of facts during the grammar stage |
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Unlike most classical schools, The Tanglewood
School Curriculum: |
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1. utilizes self-discovery of facts in addition to
rote memorization |
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2. emphasizes the importance of free play and
outdoor play in the development of imagination |
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3. answers the "why" and "how" of subjects in all
stages of the trivium, acknowledging that even at a young
age certain seeds of understanding will be planted |
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