The following is an excerpt from Echo in Celebration: A Call to Home-Centered Education, by Leigh Bortins.

The dialectic stage of learning is often referred to as logic or critical thinking skills. I prefer to think of it as a dialogue to clear reasoning. - Leigh Bortins

The dialectic stage of learning is often referred to as logic or critical thinking skills. I prefer to think of it as a dialogue to clear reasoning. The easiest way to explain the dialectic is to use examples. For instance, when I’m teaching Latin, I use the grammar rules the students have already learned in English to help them figure out the rules of Latin on their own.

I may write the words “who” and “whom” on the board and tell the students that “who” is the subject noun (also called nominative) and that “whom” is the direct object noun (also called accusative). If we add an “m,” we change the word from subject noun to direct object noun. Then I’d write the Latin words “elephantus” and “elephantum” on the board and ask the students to tell me which Latin word for elephant is the direct object. I may say, “If we add an ‘m’ to ‘who’ in order to make ‘whom’ the direct object, what do you think might be a clue for the Latin direct object?” Of course, elephantum is the direct object. So we can establish a preliminary rule that adding an “m” indicates the word is a direct object.

More Latin examples, like “gladius” and “gladium” may confirm the new rule. Eventually, we don’t have to think so hard because we recognize that every time we see a noun end with an ‘m’ in Latin, it is probably a direct object. We are now able to process the grammar, understand the rule, use the facts. We are thinking dialectically. The dialectic skills are easier to teach if the student has a firm base of grammar — rules and vocabulary — to associate with new ideas.

Here’s a dialectic process needed to score high on the SAT. Please take the time to think through the problem and notice how you take math facts you know and use them to teach yourself what you don’t know.

If I tell you these formulas:

3×3=9 2×2=4 and 9+4=13 is the same as 3@2=13
4×4=16 5×5=25 and 16+25=41 is equal to 4@5=41
Could you tell me the answer to 3@5?

In other words, can you take the two examples of a rule and apply it to a new problem? Can you compare what you already know with a new definition and gain new understanding?

You should get 3×3=9 and 5×5=25 and 9+25=34, so 3@5=34.

In order to define the new rule of “@”, we had to use our addition, multiplication, and equality definitions from our math shelf, sequentially and logically think through the example, while holding previously learned definitions in our head, and then apply them to a new symbol. In the process, we developed an understanding for the definition of “@”.

Dialectic skills are best practiced with puzzles, discussions, and group interaction led by an enthusiastic teacher. Dialectic skills are academically formalized through debate, algebra, and experiments.

So when I say “dialectic,” I think about “dialoging” with a student. A live person is needed, not a machine or book. This is the step of education where large classes and computers are ineffective. This is where we need to copy Jesus’ model of discipling a few students at a time to be effective. It requires a teacher to help the student appropriately question information, hold together many ideas, and develop logical conclusions.

In our generation, a tide has been turning – a tide that has eroded the foundation of true education and replaced it with a learning model as ineffective as shifting sands. I call this replacement model “edu-tainment.” What do I mean? Let me expound.

Unlike the proven classical model, which teaches through modeling, dialoguing and critical thinking, edu-tainment attempts to educate using flashy tools and games that grab a student’s attention. However, much like television, these tools and games of edu-tainment leave students in a passive state of merely receiving stimuli. No real transfer or processing of knowledge – skills critical to a successful learning journey – takes place in students’ minds.

Classical educators have referred to this approach as “filling a bucket” – pouring information into or around students (the bucket) until they can’t take anymore. Students become passive receivers - a bucket that overflows without retaining. In the long term, this filling-focused approach is unsatisfying and unsuccessful for students, leaving their spirits disengaged and their minds disinterested in life’s great learning adventure.

In contrast, Classical Conversations programs, tutors, and parents strive to light the learning fire, to engage students in the process. We accomplish this primarily through modeling, working alongside our students with extensive dialogue and encouragement. The final result – “final” because it takes a while! – is engaged students able to work through their studies independently and confidently because they have had a sound model and encouraging mentors.

Now is there anything inherently wrong with tools? Of course not, but they should never replace discussions and engaging students’ brains in the thinking process. As parent-teachers, we are easily fooled into thinking we are “teaching” when, in fact, we are simply gratified by students’ impressed excitement over our tool (or perhaps by the quantity of worksheets they have completed) while leaving our students unchanged and relatively untaught. Beyond the immediate albeit exciting experience (or sense of accomplishment), no skill or true knowledge has been effectively transferred. Teaching tools have their place but are secondary to the hands, minds, and hearts of teachers and students.

True education does not merely reveal how much teachers know or what fancy tools our minds can create. Instead, true teachers dedicate themselves simply to drawing thoughts and connections out of their students, engaging them in the love of learning. Don’t fret that your instruction is not filled with the latest tools and Power Point presentations! Rejoice that you can keep it simple and still be successful!

Note I said simple, not simplistic. Simple is still challenging. Modeling, dialoguing and encouraging our students in their learning journey is hard work. In many ways, “keeping it simple” is more difficult than creating a presentation or game.

Here’s a simple question Leigh Bortins asks herself when teaching her boys or tutoring CC students: If I only had a stick and sand, could I engage and effectively dialogue with my students about the concept I want to teach them? Asking this question helps us to rely more on modeling, dialogue, and relationship than on the false sense of accomplishment a flashy presentation can leave. Minutes of effective modeling and dialogue are exponentially more effective than hours spent on presentation.

Let’s be careful not to get swept up in the current of edu-tainment. Or should I say let’s not ride the edu-tainment wave? Rather, ask yourself: If all I had were a stick and sand, how could I engage and dialogue with my students concerning this skill or subject I want to teach?

This year, I have learned more about the classical model as I studied for my Doctorate, attended meetings with other classical educators, met with CC Training Teams, and began investigating brain processes. I am at the grammar stage in so many subjects, but I am excited to share what I am learning with you this summer at the Parent Practicums. I have been privileged to spend many days this winter training the other Practicum speakers, so we can do our best to promote good academic habits while understanding how humans learn. This group of men and women dedicated to the classical model are just as excited and equipped to encourage parents as I am. I value their time and efforts and am sure you will leave your Practicum as inspired as ever.

We have a brand new topic this year. Each morning, we will begin with a session sharing what we have learned this year about the classical model. Then the Speaker will lead you through Understanding Math: From Counting to Calculus as he or she helps you to discover the foundational language of math. None of us, including me, are an expert in this arena. We need your help as we discover together how to reduce the language of math to basic grammatical concepts that will equip teachers and students to examine math problems for fundamental ideas. To me, this is as exciting as being in on the ground floor of the genome project or even our own Essentials program. It has taken the CC team many years to figure out how to teach the basic structure of all written languages. Now we want to begin the same process for math.

I know that if I can understand the basic design of math, and (this is the most important part) learn how to share it with young students, I will become a better math teacher. More importantly, I will be able to show myself approved unto God when I am able to have an answer for the math and science community when they ask me to defend why I believe we live in a world of order and not chaos.

So I am excited to learn from the parents at our 2008 Summer Practicums. The Lord will give us tools for learning math so we can give Him the glory. What patterns will we discover? Will seven be significant? Will the Holy Spirit manifest His strength in teaching math? How do symbols and words relate? Why is math perceived as being difficult? I can’t wait to see you again and find out what you have to teach me! - Leigh Bortins, Founder of Classical Conversations

Did you attend one of our 2008 Parent Practicums? Tell us about it! Tell us: What was your topic - classical model, language, mathematics? What inspired you? What did you find most helpful?