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Course Criteria
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2.00 Credits
The Templeton core curriculum has been designed to nurture in students the cultivation of a rich, integrative, and coherent worldview-a worldview devoid of the common artificial divisions between academic pursuits, spiritual formation, cultural appreciation, and community life. The Honors Capstone is designed to revisit and, in some cases, recover the richness and coherence of an integrative humanistic, Christian worldview. Designed for fourth-year students preparing for graduation, Honors Capstone: The Ordinary Life extends the conversation begun in the freshman course "The Good Life" about a life well-lived and offers students the opportunity to consider the ordinary aspects that will constitute their ordinary lives to come. The course will cover the life of the mind, work, money, home, art, family, friends, church, and place. Moral concepts that frame the course include the Aristotelian ideas of intellectual and moral virtue; the Augustinian concept of rightly ordered loves; and the Thomistic idea of intrinsically good activities. It will draw on readings from the classical to the contemporary eras.
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1.00 Credits
Teaching Assistant
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1.00 Credits
Research Assistant
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3.00 Credits
The goal of this course is to understand the origins and development of classical and Christian education and to consider how it might inform the practice of education in our own classrooms and schools. Through reading primary texts from Antiquity through the late Medieval and early Renaissance eras, this course explores fundamental questions related to the philosophy and practice of education: Who should be educated? What is the goal of education? Where should education take place? What are the primary means for education? The course also traces the development of the liberal arts, the changing relationship between Christian educators and pagan texts, the use of rhetoric, and the role of parents and polis in education.
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3.00 Credits
This seminar examines the rise of the modern public school approach to education in America, beginning with the "perfect storm" of the 19th century, which entailed the Western world's fascination with the Prussian school system, fear of communist uprisings (after 1848), fear of a Roman Catholic (i.e., Vatican) "takeover" of the United States (fueled by the "Second Wave" of immigration), the rise of industrialization and the consequent need for factory workers, especially in light of workers' strikes and labour riots and the rise of labour unions. A major goal of this course is to enable classical educators to have informed discussions about the differences between classical and "normal" public schools, and also to better understand their own educational background (since most of us came through that public school system).
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3.00 Credits
Thomas Aquinas argues that teachers uniquely move back and forth between the contemplative life and the active life. First, they love and pursue the truth about certain objects or fields of knowledge. Second, they attempt to nurture a comparable love and understanding within their students. This seminar has three foci, which together addreses this bifid life : (1) the nature of learning (for both teachers and students); (2) the nature and practice of teaching; and (3) the person of the teacher. Each day's session has two parts: (1) the seminar itself, in which we discuss what has been read; and (2) a meta-seminar about that conversation, and how we teachers can better model and lead thoughtful, fruitful conversations.
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3.00 Credits
Teaching Your Discipline
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3.00 Credits
Teaching is a craft. The goal of this course is to move teachers toward mastering the craft of classical teaching. The end of a traditional craft is a well-made object-a table, cabinet, door, or home. The end of the craft of teaching is more than a well-formed lesson or course, but a virtuous student who has cultivated his or her knowledge, skills, understanding, and loves. This course will explore the idea of teaching as a craft and will help students learn pedagogical skills and techne practiced in the classical tradition and confirmed by contemporary research. Topics include the role of wonder, socratic questioning, seminar, catechism, quaestio, lecture, disputatio, memory devices, assessment, mimesis, and so forth. We will not only learn about these classical techne, but consider how to practice them in contemporary classrooms.
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3.00 Credits
In this course, we will explore the notions of human dignity inherent in different understandings of what it is to be a person. Always in view will be how these varying understandings of dignity and personhood treat persons with various disabilities-physical and mental. Are they kept, in philosopher Raimond Gaita's phrase, 'fully among us'? Or do our very definitions of personhood exclude certain human beings? How do theological reflections affect our understanding of disability and the possibilities for grace and revelation contained therein? Are there secular means for keeping persons with disabilities 'fully among us'? Within the context of such reflections, we will begin to think about our calling to educate students with special needs. In particular, we will spend time thinking about contemporary approaches to disability generally, and reflect on how classical education might particularly serve as a model for restoring humanity to special education.
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