This post continues the discourse I began a few posts ago on Adler’s Three Columns of learning. I am listing all related posts at the bottom of that first post, so it would be the default starting point if you are just joining.
We have already established that acquiring knowledge is the beginning, but the not the end of education. And it was stated that in acquiring “facts” we naturally yearn to make sense of them, to connect them. This is the natural progress of Content toward the second column of learning, Ideas. Ideas connect discreet facts into patterns of meaning called Ideas. Bringing a student to an idea is perhaps the most significant act of teaching. We actually don’t wish to bring a student to an idea, as in some sort of tour through an exhibition of “ideas” that are out there, but rather to bring our students to embody the ideas that bring meaning to life.
Ideas are what make education move from the impersonal notion of fact (there is some piece of truth lying over there in the road, or being spoken of in this classroom) to a personal relationship with the truths discovered. That is the notion of embodying truth; of becoming different because truth is not simply acknowledge, but has become applied to the way in which the student moves in and understands his world to be.
This is much deeper and more difficult education than simple First column learning. The teacher must follow somewhat of a careful pathway to bring a student to embody an idea. It does not happen in any singular act, but comes from a series of experiences and engagements with an idea and its content. The Circe Institute has outlined this pathway, naming it the Mimetic Sequence. The following is a bald outline of the Sequence. My next post will exemplify the process for clarity’s sake.
For a student to grasp an idea, the following basic steps must be included in the lesson he is being led through.
|Stages||Act||Notes||Move to next stage when…|
|Prepare the students to contemplate the idea by making them aware of what they already know about the idea||Moving from known to unknown, building on last thing studied, why is this being studied, what is the compelling question||The student is attentive to the idea|
|Present Types of the idea||Finding at least two, preferably more types of the idea, especially helpful are opposites||The student has seen at least two but hopefully more clear types of the idea|
|Compare the types with each other||Teacher and student should converse about the things that are similar and disimilar and how they all reveal the idea||Enough types have been compared to hopefully bring about an “ah ha” moment|
|Ask the student to express the idea in their own words||This can be oral or written, or even through models or artifacts||The student can clearly express the idea; if they can’t go back to Stage 2 or 3|
|Have student use or apply the idea|
In my next post will take these steps and show how they would look in a specific lesson on a given idea.