The Wholistic Model of Middle and Preparatory School Education
3/26/2013
The following is for the parent who asked me from whence came my interest in the the wholistic development of cadets/students:
"The aim of education is not primarily to impact any specific body of knowledge or set of skills but rather to develop the student's character...." Plato
"Knowledge brings few benefits to those who are morally weak." Aristotle
"Practical wisdom tends to enlighten one with knowledge of what he ought or ought not to do. It permits one to perceive what is just, noble, and good." Aristotle
"Without practical wisdom and education in the moral and social dimensions, one may be unprepared to judge and act in a moral world." Plato
"In the Colonial colleges and schools, faculties understood their responsibility to educate the whole person in body, mind, heart, and spirit." Boyer (1987)
"A liberal education (has nothing to do with politics) cultivates the disposition of a true gentleman." Cardinal Newman (1960)
"It is well to have a cultivated intellect; a delicate taste; a candid, equitable, dispassionate mind; a noble and courteous bearing in the conduct of life - these are connatural qualities of a large knowledge; they are the objects of the university...." Cardinal Newman
"Great memory does not create the philosopher. The end state of education then, is not learning, but thought or reason kindled by knowledge." Cardinal Newman
"The person who trains in one only subject (discipline or major field of study) will not even be a good judge in that subject." Cardinal Newman
"Judgment and new ideas emanate from comparison and discrimination. Subject matter that acts on one's judgment include religion, ethics, history, poetry, the fine arts and works of wit. Without the inclusion of liberal studies such as these, the student is not educated for society." Cardinal Newman
These are but some of the influences that move me in this direction. Others include the noted victim-status, the tolerance for aberrant behavior, broken families, and the observed absence of poise, confidence, and self-esteem in today's youth. My direction to our Dean, faculty, and Commandant is noted below.
RIVERSIDE ACADEMIC HANDBOOK. Riverside purports to develop cadets in a wholistic way. Thus, the curriculum and co-curriculum should include material that leads to positive learning outcomes in the following dimensions: 1) honesty/integrity, 2) ethical decision-making, 3) cultural appreciation, 4) social skills, 5) Moral reasoning, 6) Leadership skills, 7) sound judgment, and more. These learning outcomes should supplement those delivered, reviewed, and discussed in bi-weekly character development seminars. To the degree feasible, Riverside teachers will use case studies, class discussion using examples of these dimensions, and more to teach these whole person dimensions. Other affective whole person dimensions that may be included as learning outcomes include:
- attentive obedience
- accountability
- organizational skills
- time management skills
- erect posture/carriage
- self-discipline
- proper communication skills/methods.
In my Blog yesterday, I mentioned the importance of philosophy as an important course of instruction at military schools that claim to develop leadership skills in their cadets. I draw heavily on readings in philosophy for my educational strategy for Riverside as you can see above. I wish I had the $50K or so per year necessary to make my vision of philosophy as a core or elective course at RMA come to fruition. Someday I hope.