Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


Turning Back the Clock.pdf (2.31 MB)

ETD Abstract Container

Abstract Header

Turning Back the Clock: The Trivium’s Rhetorical Advantages in Secondary Education

Sherman, Derek R
http://orcid.org/0000-0003-0890-6272
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1430683059

Abstract Details

2015, Master of Arts in Rhetoric and Writing​, University of Findlay, English.
Classical education—a language-based education that is taught through the trivium (grammar, logic, and rhetoric)—has been a sound educational structure for thousands of years and continues to be in many private and a select few public schools. Students, educators, and parents find themselves referring back to classical education for answers because of policymakers’ inability to find a remedy to the United States’ educational issues such as illiteracy. Classical education could provide the antidote as it employs a natural scaffolding approach that builds upon students’ application of content. Additionally, classical education has created many influential leaders in fields ranging from philosophy to literature to science, thus illustrating its impact across disciplines. This educational philosophy, though, focuses on the development of language skills first, which leads students to further studies in the quadrivium. To illustrate the positive effects of a classical education, a study was conducted in a rural, public high school in Northwest Ohio on a group of thirty-four sophomore Advanced English students. The goal of this study, therefore, was to solidify that a classical education through the trivium can be implemented and successful in a rural, public high school. All state standards (i.e. Ohio’s New Learning Standards) were used to ensure all students were meeting the requirements set forth by the state of Ohio. This study dedicated twelve consecutive weeks to each stage of the trivium with small weekly assignments and a major project for each stage. Students participated in pre and post trivium surveys to determine the students’ views of classical education. Also, students completed a pretest and posttest covering all stages of the trivium to show their growth. An analysis of the results was completed for the grammar and logic stages to show why a classical education approach is best for students’ skill development.
Christine Denecker, PhD (Committee Chair)
Christine Tulley, PhD (Committee Member)
Erin Laverick, PhD (Committee Member)
239 p.
Ancient Civilizations; Classical Studies; Composition; Education; Language, Rhetoric and Composition; Pedagogy; Philosophy; Rhetoric
Classical Education, Trivium, Grammar, Logic, Rhetoric

Recommended Citations

Citations

  • Sherman, D. R. (2015). Turning Back the Clock: The Trivium’s Rhetorical Advantages in Secondary Education [Master's thesis, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1430683059

    APA Style (7th edition)

  • Sherman, Derek. Turning Back the Clock: The Trivium’s Rhetorical Advantages in Secondary Education. 2015. University of Findlay, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1430683059.

    MLA Style (8th edition)

  • Sherman, Derek. "Turning Back the Clock: The Trivium’s Rhetorical Advantages in Secondary Education." Master's thesis, University of Findlay, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1430683059

    Chicago Manual of Style (17th edition)

findlay1430683059
4,273
© 2015, all rights reserved.
This open access ETD is published by University of Findlay and OhioLINK.