Educational perennialism
Encyclopedia
Perennialists believe that one should teach the things that one deems to be of everlasting importance to all people everywhere. They believe that the most important topics develop a person. Since details of fact change constantly, these cannot be the most important. Therefore, one should teach principles, not facts. Since people are human, one should teach first about humans, not machines or techniques. Since people are people first, and workers second if at all, one should teach liberal topics first, not vocational topics.
A particular strategy with modern perennialists is to teach scientific reasoning, not facts. They may illustrate the reasoning with original accounts of famous experiments. This gives the students a human side to the science, and shows the reasoning in action. Most importantly, it shows the uncertainty and false steps of real science.
Although perennialism may appear similar to essentialism
, perennialism focuses first on personal development, while essentialism focuses first on essential skills. Essentialist curricula thus tend to be much more vocational and fact-based, and far less liberal and principle-based. Both philosophies are typically considered to be teacher
-centered, as opposed to student-centered philosophies of education such as progressivism
. However, since the teachers associated with perennialism are in a sense the authors of the Western masterpieces themselves, these teachers may be open to student criticism through the associated Socratic method
, which, if carried out as true dialogue, is a balance between students, including the teacher promoting the discussion.
and Mortimer Adler
, a universal curriculum based upon the common and essential nature of all human beings is recommended. This form of perennialism comprises the humanist
and scientific traditions. Hutchins and Adler implemented these ideas with great success at the University of Chicago
, where they still strongly influence the curriculum in the form of the undergraduate Common Core
. Other notable figures in the movement include Stringfellow Barr
and Scott Buchanan
(who together initiated the Great Books
program at St. John's College
in Annapolis, Maryland), Mark Van Doren
, Alexander Meiklejohn
, and Sir Richard Livingstone, an English classicist
with an American following.
Secular perennialists espouse the idea that education should focus on the historical development of a continually developing common western base of human knowledge and art, the timeless value of classic thought on central human issues by landmark thinkers, and revolutionary ideas critical to historical western paradigm shift
s or changes in world view. A program of studies which is highly general, nonspecialized, and nonvocational is advocated. They firmly believe that exposure of all citizens to the development of thought by those most responsible for the evolution of the Western tradition is integral to the survival of the freedoms, human rights and responsibilities inherent to a true Democracy.
Adler states:
Hutchins writes in the same vein:
As with the essentialists
, perennialists are educationally conservative in the requirement of a curriculum focused upon fundamental subject areas, but stress that the overall aim should be exposure to history's finest thinkers as models for discovery. The student should be taught such basic subjects as English, languages, history, mathematics, natural science, philosophy, and fine arts. Adler states: "The three R's, which always signified the formal disciplines, are the essence of liberal or general education."
Secular perennialists agree with progressivists
that memorization of vast amounts of factual information and a focus on second-hand information in textbooks and lectures does not develop rational thought. They advocate learning through the development of meaningful conceptual thinking and judgement by means of a directed reading list of the profound, aesthetic, and meaningful great books
of the Western canon
. These books, secular perennialists argue, are written by the world's finest thinkers, and cumulatively comprise the "Great Conversation
" of mankind with regard to the central human questions. Their basic argument for the use of original works (abridged translations being acceptable as well) is that these are the products of "genius
". Hutchins remarks:
It is important to note that the Great Conversation is not static, which is the impression that one might obtain from some descriptions of perennialism, a confusion with religious perennialism, or even the term perennialism itself. The Great Conversation and the set of related great books changes as the representative thought of man changes or progresses, and is therefore representative of an evolution of thought, but is not based upon the whim or fancy of the latest cultural fads. Hutchins makes this point very clear:
Perennialism was a solution proposed in response to what was considered by many to be a failing educational system. Again Hutchins writes:
In this regard John Dewey
and Hutchins were in agreement. Hutchins's book The Higher Learning in America deplored the "plight of higher learning" that had turned away from cultivation of the intellect and toward anti-intellectual practicality due in part, to a lust for money. In a highly negative review of the book, Dewey wrote a series of articles in The Social Frontier which began by applauding Hutchins' attack on "the aimlessness of our present educational scheme.
Perennialists believe that reading is to be supplemented with mutual investigations (between the teacher and the student) and minimally-directed discussions through the Socratic method
in order to develop a historically oriented understanding of concepts. They argue that accurate, independent reasoning distinguishes the developed or educated mind and they thus stress the development of this faculty. A skilled teacher would keep discussions on topic and correct errors in reasoning, but it would be the class, not the teacher, who would reach the conclusions. While not directing or leading the class to a conclusion, the teacher may work to accurately formulate problems within the scope of the texts being studied.
While the standard argument for utilizing a modern text supports distillation of information into a form relevant to modern society, perennialists argue that many of the historical debates and the development of ideas presented by the great books are relevant to any society, at any time, and thus that the suitability of the great books for instructional use is unaffected by their age.
Perennialists freely acknowledge that any particular selection of great books will disagree on many topics; however, they see this as an advantage, rather than a detriment. They believe that the student must learn to recognize such disagreements, which often reflect current debates. The student becomes responsible for thinking about the disagreements and reaching a reasoned, defensible conclusion. This is a major goal of the Socratic discussions. They do not advocate teaching a settled scholarly interpretation of the books, which would cheat the student of the opportunity to learn rational criticism and to know his own mind.
in the thirteenth century in his work De Magistro (The Teacher).
In the nineteenth century, John Henry Newman presented a detailed defense of educational perennialism in The Idea of a University. Discourse 5 of that work, Knowledge its Own End, is still relevant as a clear statement of a Christian educational perennialism.
A particular strategy with modern perennialists is to teach scientific reasoning, not facts. They may illustrate the reasoning with original accounts of famous experiments. This gives the students a human side to the science, and shows the reasoning in action. Most importantly, it shows the uncertainty and false steps of real science.
Although perennialism may appear similar to essentialism
Educational essentialism
Educational essentialism is an educational philosophy whose adherents believe that children should learn the traditional basic subjects thoroughly and rigorously. In this philosophical school of thought, the aim is to instill students with the "essentials" of academic knowledge, enacting a...
, perennialism focuses first on personal development, while essentialism focuses first on essential skills. Essentialist curricula thus tend to be much more vocational and fact-based, and far less liberal and principle-based. Both philosophies are typically considered to be teacher
Teacher
A teacher or schoolteacher is a person who provides education for pupils and students . The role of teacher is often formal and ongoing, carried out at a school or other place of formal education. In many countries, a person who wishes to become a teacher must first obtain specified professional...
-centered, as opposed to student-centered philosophies of education such as progressivism
Educational progressivism
Progressive education is a pedagogical movement that began in the late nineteenth century and has persisted in various forms to the present. More recently, it has been viewed as an alternative to the test-oriented instruction legislated by the No Child Left Behind educational funding act...
. However, since the teachers associated with perennialism are in a sense the authors of the Western masterpieces themselves, these teachers may be open to student criticism through the associated Socratic method
Socratic method
The Socratic method , named after the classical Greek philosopher Socrates, is a form of inquiry and debate between individuals with opposing viewpoints based on asking and answering questions to stimulate critical thinking and to illuminate ideas...
, which, if carried out as true dialogue, is a balance between students, including the teacher promoting the discussion.
Secular perennialism
The word perennial in secular perennialism suggests something that lasts an indefinitely long time, recurs again and again, or is self-renewing. As promoted primarily by Robert HutchinsRobert Hutchins
Robert Maynard Hutchins , was an educational philosopher, dean of Yale Law School , and president and chancellor of the University of Chicago. He was the husband of novelist Maude Hutchins...
and Mortimer Adler
Mortimer Adler
Mortimer Jerome Adler was an American philosopher, educator, and popular author. As a philosopher he worked within the Aristotelian and Thomistic traditions. He lived for the longest stretches in New York City, Chicago, San Francisco, and San Mateo, California...
, a universal curriculum based upon the common and essential nature of all human beings is recommended. This form of perennialism comprises the humanist
Humanism
Humanism is an approach in study, philosophy, world view or practice that focuses on human values and concerns. In philosophy and social science, humanism is a perspective which affirms some notion of human nature, and is contrasted with anti-humanism....
and scientific traditions. Hutchins and Adler implemented these ideas with great success at the University of Chicago
University of Chicago
The University of Chicago is a private research university in Chicago, Illinois, USA. It was founded by the American Baptist Education Society with a donation from oil magnate and philanthropist John D. Rockefeller and incorporated in 1890...
, where they still strongly influence the curriculum in the form of the undergraduate Common Core
Common core
The Common Core is the University of Chicago's implementation of the Great Books program for its college. These courses cover topics in the humanities, social sciences, mathematics, and sciences. It forms the general education requirements for the college and uses the Socratic method to teach...
. Other notable figures in the movement include Stringfellow Barr
Stringfellow Barr
Stringfellow Barr was an historian, author, and former president of St. John's College in Annapolis, Maryland, where he, together with Scott Buchanan, instituted the Great Books curriculum.Barr was the editor of Virginia Quarterly Review from 1931-1937...
and Scott Buchanan
Scott Buchanan
Scott Milross Buchanan was an American philosopher, educator, and foundation consultant. He is best known as the founder of the Great Books program at St...
(who together initiated the Great Books
Great Books
Great Books refers primarily to a group of books that tradition, and various institutions and authorities, have regarded as constituting or best expressing the foundations of Western culture ; derivatively the term also refers to a curriculum or method of education based around a list of such books...
program at St. John's College
St. John's College, U.S.
St. John's College is a liberal arts college with two U.S. campuses: one in Annapolis, Maryland and one in Santa Fe, New Mexico. Founded in 1696 as a preparatory school, King William's School, the school received a collegiate charter in 1784, making it one of the oldest institutions of higher...
in Annapolis, Maryland), Mark Van Doren
Mark Van Doren
Mark Van Doren was an American poet, writer and a critic, apart from being a scholar and a professor of English at Columbia University for nearly 40 years, where he inspired a generation of influential writers and thinkers including Thomas Merton, Robert Lax, John Berryman, and Beat Generation...
, Alexander Meiklejohn
Alexander Meiklejohn
Alexander Meiklejohn was a philosopher, university administrator, and free-speech advocate. He served as dean of Brown University and president of Amherst College.- Life and career:...
, and Sir Richard Livingstone, an English classicist
Classicism
Classicism, in the arts, refers generally to a high regard for classical antiquity, as setting standards for taste which the classicists seek to emulate. The art of classicism typically seeks to be formal and restrained: of the Discobolus Sir Kenneth Clark observed, "if we object to his restraint...
with an American following.
Secular perennialists espouse the idea that education should focus on the historical development of a continually developing common western base of human knowledge and art, the timeless value of classic thought on central human issues by landmark thinkers, and revolutionary ideas critical to historical western paradigm shift
Paradigm shift
A Paradigm shift is, according to Thomas Kuhn in his influential book The Structure of Scientific Revolutions , a change in the basic assumptions, or paradigms, within the ruling theory of science...
s or changes in world view. A program of studies which is highly general, nonspecialized, and nonvocational is advocated. They firmly believe that exposure of all citizens to the development of thought by those most responsible for the evolution of the Western tradition is integral to the survival of the freedoms, human rights and responsibilities inherent to a true Democracy.
Adler states:
...our political democracy depends upon the reconstitution of our schools. Our schools are not turning out young people prepared for the high office and the duties of citizenship in a democratic republic. Our political institutions cannot thrive, they may not even survive, if we do not produce a greater number of thinking citizens, from whom some statesmen of the type we had in the 18th century might eventually emerge. We are, indeed, a nation at risk, and nothing but radical reform of our schools can save us from impending disaster... Whatever the price... the price we will pay for not doing it will be much greater.
Hutchins writes in the same vein:
The business of saying... that people are not capable of achieving a good education is too strongly reminiscent of the opposition of every extension of democracy. This opposition has always rested on the allegation that the people were incapable of exercising the power they demanded. Always the historic statement has been verified: you cannot expect the slave to show the virtues of the free man unless you first set him free. When the slave has been set free, he has, in the passage of time, become indistinguishable from those who have always been free... There appears to be an innate human tendency to underestimate the capacity of those who do not belong to "our" group. Those who do not share our background cannot have our ability. Foreigners, people who are in a different economic status, and the young seem invariably to be regarded as intellectually backward...
As with the essentialists
Educational essentialism
Educational essentialism is an educational philosophy whose adherents believe that children should learn the traditional basic subjects thoroughly and rigorously. In this philosophical school of thought, the aim is to instill students with the "essentials" of academic knowledge, enacting a...
, perennialists are educationally conservative in the requirement of a curriculum focused upon fundamental subject areas, but stress that the overall aim should be exposure to history's finest thinkers as models for discovery. The student should be taught such basic subjects as English, languages, history, mathematics, natural science, philosophy, and fine arts. Adler states: "The three R's, which always signified the formal disciplines, are the essence of liberal or general education."
Secular perennialists agree with progressivists
Educational progressivism
Progressive education is a pedagogical movement that began in the late nineteenth century and has persisted in various forms to the present. More recently, it has been viewed as an alternative to the test-oriented instruction legislated by the No Child Left Behind educational funding act...
that memorization of vast amounts of factual information and a focus on second-hand information in textbooks and lectures does not develop rational thought. They advocate learning through the development of meaningful conceptual thinking and judgement by means of a directed reading list of the profound, aesthetic, and meaningful great books
Great Books
Great Books refers primarily to a group of books that tradition, and various institutions and authorities, have regarded as constituting or best expressing the foundations of Western culture ; derivatively the term also refers to a curriculum or method of education based around a list of such books...
of the Western canon
Western canon
The term Western canon denotes a canon of books and, more broadly, music and art that have been the most important and influential in shaping Western culture. As such, it includes the "greatest works of artistic merit." Such a canon is important to the theory of educational perennialism and the...
. These books, secular perennialists argue, are written by the world's finest thinkers, and cumulatively comprise the "Great Conversation
Great Conversation
The Great Conversation is a characterization of references and allusions made by authors in the Western canon to the works of their predecessors. As such it is a name used in the promotion of the Great Books of the Western World published by Encyclopædia Britannica Inc. in 1952...
" of mankind with regard to the central human questions. Their basic argument for the use of original works (abridged translations being acceptable as well) is that these are the products of "genius
Genius
Genius is something or someone embodying exceptional intellectual ability, creativity, or originality, typically to a degree that is associated with the achievement of unprecedented insight....
". Hutchins remarks:
Great books are great teachers; they are showing us every day what ordinary people are capable of. These books come out of ignorant, inquiring humanity. They are usually the first announcements for success in learning. Most of them were written for, and addressed to, ordinary people."
It is important to note that the Great Conversation is not static, which is the impression that one might obtain from some descriptions of perennialism, a confusion with religious perennialism, or even the term perennialism itself. The Great Conversation and the set of related great books changes as the representative thought of man changes or progresses, and is therefore representative of an evolution of thought, but is not based upon the whim or fancy of the latest cultural fads. Hutchins makes this point very clear:
In the course of history... new books have been written that have won their place in the list. Books once thought entitled to belong to it have been superseded; and this process of change will continue as long as men can think and write. It is the task of every generation to reassess the tradition in which it lives, to discard what it cannot use, and to bring into context with the distant and intermediate past the most recent contributions to the Great Conversation. ...the West needs to recapture and reemphasize and bring to bear upon its present problems the wisdom that lies in the works of its greatest thinkers and in the discussion that they have carried on.
Perennialism was a solution proposed in response to what was considered by many to be a failing educational system. Again Hutchins writes:
The products of American high schools are illiterate; and a degree from a famous college or university is no guarantee that the graduate is in any better case. One of the most remarkable features of American society is that the difference between the "uneducated" and the "educated" is so slight.
In this regard John Dewey
John Dewey
John Dewey was an American philosopher, psychologist and educational reformer whose ideas have been influential in education and social reform. Dewey was an important early developer of the philosophy of pragmatism and one of the founders of functional psychology...
and Hutchins were in agreement. Hutchins's book The Higher Learning in America deplored the "plight of higher learning" that had turned away from cultivation of the intellect and toward anti-intellectual practicality due in part, to a lust for money. In a highly negative review of the book, Dewey wrote a series of articles in The Social Frontier which began by applauding Hutchins' attack on "the aimlessness of our present educational scheme.
Perennialists believe that reading is to be supplemented with mutual investigations (between the teacher and the student) and minimally-directed discussions through the Socratic method
Socratic method
The Socratic method , named after the classical Greek philosopher Socrates, is a form of inquiry and debate between individuals with opposing viewpoints based on asking and answering questions to stimulate critical thinking and to illuminate ideas...
in order to develop a historically oriented understanding of concepts. They argue that accurate, independent reasoning distinguishes the developed or educated mind and they thus stress the development of this faculty. A skilled teacher would keep discussions on topic and correct errors in reasoning, but it would be the class, not the teacher, who would reach the conclusions. While not directing or leading the class to a conclusion, the teacher may work to accurately formulate problems within the scope of the texts being studied.
While the standard argument for utilizing a modern text supports distillation of information into a form relevant to modern society, perennialists argue that many of the historical debates and the development of ideas presented by the great books are relevant to any society, at any time, and thus that the suitability of the great books for instructional use is unaffected by their age.
Perennialists freely acknowledge that any particular selection of great books will disagree on many topics; however, they see this as an advantage, rather than a detriment. They believe that the student must learn to recognize such disagreements, which often reflect current debates. The student becomes responsible for thinking about the disagreements and reaching a reasoned, defensible conclusion. This is a major goal of the Socratic discussions. They do not advocate teaching a settled scholarly interpretation of the books, which would cheat the student of the opportunity to learn rational criticism and to know his own mind.
Religious perennialism
Perennialism was originally religious in nature, developed first by Thomas AquinasThomas Aquinas
Thomas Aquinas, O.P. , also Thomas of Aquin or Aquino, was an Italian Dominican priest of the Catholic Church, and an immensely influential philosopher and theologian in the tradition of scholasticism, known as Doctor Angelicus, Doctor Communis, or Doctor Universalis...
in the thirteenth century in his work De Magistro (The Teacher).
In the nineteenth century, John Henry Newman presented a detailed defense of educational perennialism in The Idea of a University. Discourse 5 of that work, Knowledge its Own End, is still relevant as a clear statement of a Christian educational perennialism.
Colleges exemplifying this philosophy
- The Core Curriculum of Columbia College of Columbia UniversityColumbia College of Columbia UniversityColumbia College is the oldest undergraduate college at Columbia University, situated on the university's main campus in Morningside Heights in the borough of Manhattan in New York City. It was founded in 1754 by the Church of England as King's College, receiving a Royal Charter from King George II...
, is probably the best-known example of educational perennialism. It is a rare example of perennialist pedagogy at a research university. - The University of ChicagoUniversity of ChicagoThe University of Chicago is a private research university in Chicago, Illinois, USA. It was founded by the American Baptist Education Society with a donation from oil magnate and philanthropist John D. Rockefeller and incorporated in 1890...
's Common CoreCommon coreThe Common Core is the University of Chicago's implementation of the Great Books program for its college. These courses cover topics in the humanities, social sciences, mathematics, and sciences. It forms the general education requirements for the college and uses the Socratic method to teach...
, established by Mortimer AdlerMortimer AdlerMortimer Jerome Adler was an American philosopher, educator, and popular author. As a philosopher he worked within the Aristotelian and Thomistic traditions. He lived for the longest stretches in New York City, Chicago, San Francisco, and San Mateo, California...
and Robert Maynard Hutchins is another well-known example of educational perennialism. - St. John's College, U.S.St. John's College, U.S.St. John's College is a liberal arts college with two U.S. campuses: one in Annapolis, Maryland and one in Santa Fe, New Mexico. Founded in 1696 as a preparatory school, King William's School, the school received a collegiate charter in 1784, making it one of the oldest institutions of higher...
is a well-known secular liberal-arts college with an undergraduate program described as "an all-required course of study based on the great books of the Western tradition." - Integral Program at Saint Mary's College of CaliforniaSaint Mary's College of CaliforniaSaint Mary's College of California is a private, coeducational college located in Moraga, California, United States, a small suburban community about east of Oakland and 20 miles east of San Francisco. It has a 420-acre campus in the Moraga hills. It is affiliated with the Roman Catholic Church...
http://www.stmarys-ca.edu/academics/undergraduate/programs_by_school/school_of_liberal_arts/programs/integral/ is a Great Books major at the Lasallian Catholic liberal-arts college in Moraga, California. The program was designed with the assistance of faculty from St. John's College, U.S. - Thomas Aquinas College in Santa Paula, CaliforniaSanta Paula, CaliforniaSanta Paula is a city within Ventura County, California, United States. The population was 29,321 at the 2010 census, up from 28,598 at the 2000 census...
is a Catholic Christian college with a Great Books curriculum. The college was founded by a group of graduates and professors of the Integral Program at Saint Mary's College of California, who were discouraged by the liberalism that became common place among the faculty and administration on Saint Mary's campus shortly after Vatican II. - Gutenberg College in Eugene, OregonEugene, OregonEugene is the second largest city in the U.S. state of Oregon and the seat of Lane County. It is located at the south end of the Willamette Valley, at the confluence of the McKenzie and Willamette rivers, about east of the Oregon Coast.As of the 2010 U.S...
provides "a broad-based liberal arts education in a Protestant Christian environment", with a "great books" curriculum emphasizing "the development of basic learning skills (reading, writing, mathematics, and critical thinking) and the application of these skills to profound writings of the past" - Shimer CollegeShimer CollegeShimer College is a very small, private, undergraduate liberal arts college in Chicago, Illinois, in the United States. Founded by Frances Wood Shimer in 1853 in the frontier town of Mt. Carroll, Illinois, it was a women's school for most of its first century. It joined with the University of...
in ChicagoChicagoChicago is the largest city in the US state of Illinois. With nearly 2.7 million residents, it is the most populous city in the Midwestern United States and the third most populous in the US, after New York City and Los Angeles...
grants a Bachelor of Arts to students who complete a program composed of humanities, social sciences, natural sciences, integrative studies and a capstone senior thesis. - The Torrey Honors Institute at Biola UniversityBiola UniversityBiola University is a private, evangelical Christian, liberal arts university located near Los Angeles. Biola's main campus is in La Mirada in Los Angeles County, California. In addition, the university has several satellite campuses in Chino Hills, Inglewood, San Diego, and Laguna Hills.-...
is a Christian Great Books program. - George Wythe University in Cedar City, UtahCedar City, UtahAs of the census of 2000, there were 20,527 people, 6,486 households, and 4,682 families residing in the city. The population density was 1,021.8 people per square mile . There were 7,109 housing units at an average density of 353.9 per square mile...
, a liberal artsLiberal artsThe term liberal arts refers to those subjects which in classical antiquity were considered essential for a free citizen to study. Grammar, Rhetoric and Logic were the core liberal arts. In medieval times these subjects were extended to include mathematics, geometry, music and astronomy...
college focused on preparing students for leadership.
See also
- Great ConversationGreat ConversationThe Great Conversation is a characterization of references and allusions made by authors in the Western canon to the works of their predecessors. As such it is a name used in the promotion of the Great Books of the Western World published by Encyclopædia Britannica Inc. in 1952...
- Mortimer AdlerMortimer AdlerMortimer Jerome Adler was an American philosopher, educator, and popular author. As a philosopher he worked within the Aristotelian and Thomistic traditions. He lived for the longest stretches in New York City, Chicago, San Francisco, and San Mateo, California...
- Philosophy of EducationPhilosophy of educationPhilosophy of education can refer to either the academic field of applied philosophy or to one of any educational philosophies that promote a specific type or vision of education, and/or which examine the definition, goals and meaning of education....
- education reformEducation reformEducation reform is the process of improving public education. Small improvements in education theoretically have large social returns, in health, wealth and well-being. Historically, reforms have taken different forms because the motivations of reformers have differed.A continuing motivation has...
External links
- John Searle, "The Storm Over the University", The New York Review of Books, December 6, 1990