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Teaching the Classics: A Socratic Method for Literary Education

Publisher: The Center for Literary Education
Author: Adam and Missy Andrews
Review last updated: 2009		 Instant KeyPublishers InfoPricingProduct Photos

Teaching the Classics:
A Socratic Method for Literary Education

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Teaching the Classics: A Socratic Method for Literary Education teaches parents and teachers how to understand and analyze literature using Socratic questioning and discussion. This seminar consists of a book and a set of four DVD's.

I began my review by reading through the book. Halfway through the book, I began wondering why I would need the DVD's. The book was so well-explained and provided concrete models to work with. I expected the DVD's to be redundant. To my surprise, they were not. On the DVD's, Adam Andrews presents a live seminar, covering the material in the book and much more. His goal in the seminar presentation is to ensure that parents and teachers leave feeling competent to apply the methodology themselves. I think he accomplishes this very well while also providing the sort of inspiration that makes you feel like you just can't wait to try this out.

The DVD's run about 5.5 hours. I expect you might watch through the entire course, then come back and rewatch sections as you begin to work with the different teaching strategies with your students.

In the first half hour or so of the seminar, Adam Andrews lays the foundation. This part could possibly be a little redundant for those already very familiar with classical education, Socratic questions, and their use in conjunction with literature. But, it is absolutely essential for those unfamiliar with these things. Once past the introduction, Andrews introduces a method of tackling literature that applies to adult level fiction all the way down to children's story books. In fact, children's stories are generally easier to work with, so he recommends beginning (even with high school students) by analyzing a story written for children.

Three very useful appendices at the back of the book are referenced during the seminar. The first appendix contains "The Socratic List," an extensive, ten-page list of questions to use for discussions, arranged under broader categories of key questions. Questions are arranged from easier to more challenging levels of difficulty in each category. (The teacher should select just a few of these questions to use for each discussion.) Appendix B is an annotated, recommended reading list catalogued under three levels for young children through high school. Appendix C lists and defines literary devices students will learn to identify such as metaphors, alliterations, and onomatopoeias.

To help you get started, Andrews uses a number of literary works to demonstrate how to work through different aspects of analysis and discussion. Among this eclectic selection are "Paul Revere's Ride," The Tale of Peter Rabbit, Rikki-Tikki-Tavi, The Adventures of Tom Sawyer, Macbeth, To Kill a Mockingbird, and "Casey at the Bat."

You can teach all types of literature once you've gone through this seminar. You will not need to purchase any student books other than the literature itself. You might purchase (or borrow) one or more of the Norton Anthologies, Cliff's Notes, or other resources that will provide you with context and background information for a particular piece. But the reproducible "Story Chart" (for identifying plot, theme, characters, setting, and conflict) and questions at the back of the Teaching the Classics book provide the rest of your "lesson plan."

You can begin to have Socratic discussions with younger children. You can assist them in completing the Story Chart until they are able to do this on their own. Older students can follow up with essays or papers that further develop a particular topic. (Andrews recommends IEW's Structure and Style approach for teaching composition skills. The two program fit together very well.)

The Socratic dialogues generated by this type of learning are effective far beyond the knowledge of literature. They teach children how to think and how to express their thoughts. Within those dialogues, it will be up to the parent or teacher to introduce his or her own worldview perspective. Some of the questions naturally lead into that type of discussion, particularly with certain books. (The recommended reading list includes a wide variety of books while shying away from current popular literature in favor of more classics.) For those who want a stronger worldview emphasis, the Worldview Supplement has two DVD's and a 60-page book that expand ideas for worldview analysis.

Socratic teaching requires more from the parent or teacher than most of the novel study guides that are popular among homeschoolers. The teacher must read and be familiar with the literary work to be able to lead a discussion. The Center for Literary Education does have DVD presentations, each with a companion syllabus, for some works such as Huckleberry Finn and Hamlet. These might be helpful for those parents with limited time, but they still require the parent to lead discussion.

Once a parent or teacher becomes familiar with the techniques taught by Teaching the Classics, those techniques are likely to become "second nature"—teaching this way will become easier and easier. And you're likely to enjoy it so much that you won't mind the extra time it might take.

Pricing


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        • Instant Key

        • Suitable for:  group or one-on-one
          Audience:           parents teaching children of all ages
          Need for parent/teacher instruction:            high
          Prep time needed:           moderate to high depending upon the literary work
          Need for Teacher's Manual:  essential
          Religious perspective:           secular but "Christian friendly"

        Publisher's Info

        • The Center for Literary Education

          3350 Beck Road
          Rice, WA 99167

          509.738.6837
          www.centerforlit.com


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