Podcasts about Paideia

Programete #37 – Tema: Educação - Data: 28/04/2025 A Professora Rozimeri Pereira Ranzolin, do curso de Pedagogia do EaD Salesiano, reflete sobre a educação como um processo de vida construído na partilha. Inspirada na Paideia e no pensamento de Levinas, ela destaca a importância do outro na formação humana e do papel do educador na construção do conhecimento. Ressalta ainda a humanização no processo educativo, o uso consciente das tecnologias e a formação de sujeitos críticos e reflexivos. Para ela, educar é contribuir para o mundo por meio da partilha e do cuidado com o outro.

Comienza el día con el anuncio del cartel de la fiesta del Día de los Museos de Radio 3 el viernes, 23 de mayo, en el Reina Sofía de Madrid. Después, el turista musical vuelve de la isla Amity tras haber intentado evitar que un tiburón blanco se comiese a los bañistas a ritmo de 'Practice' de Cruz Cafuné y Hoke. Lo hace dentro de su recorrido por diversas películas de terror como la de hoy: 'Tiburón'. A continuación, el violinista Necko Vidal hace un ranking objetivo y musical con los himnos de los 10 mejores equipos de fútbol de La Liga. A las ocho conocemos la actualidad y charlamos con Guillermo Vergara, vicepresidente de la Fundación Paideia, sobre la consolidación de la colaboración de la emisora con su programa Interritmos. Y, por último, proclamamos caballero de la Honorable Orden de Madrid Sur a Recycled J, en presencia de sus caballeros de la mesa redonda. Escuchar audio

Nos desplazamos hasta el Auditorio Municipal de Ribeira, en A Coruña, para dar cobertura al programa 'Interritmos: Emprendimiento Música de Raíz (Galicia)'; un proyecto desarrollado por la Fundación Paideia junto a la Fundación Paco de Lucía, la EOI y con la colaboración de once grupos de desarrollo rural. Profundizamos en este espacio de la mano del artista multidisciplinar Tonhito de Poi, los músicos Alberto Hermans, Nadia Sniba y Yas Deluaces y el vicepresidente de Paideia, Guillermo Vergara. Además, hablamos y escuchamos la música en directo de Catuxa Salom, Ferla Megía, Triángulo de Amor Bizarro y Tanxugueiras. Y, por último, ponemos el foco en la pesca, que es uno de los motores principales de Ribeira, con el marinero e influencer Rogelio Santos. Escuchar audio

Sant Jordi 2025 ha estat una diada de r

In this episode, Dr. Perrin gives a foretaste from his forthcoming book with Carrie Eben, The Good Teacher, as he advocates for singing as a powerful and now neglected pedagogical tool. Drawing from traditional sources like Plato and Augustine, Scripture, and personal anecdotes, he explores how music—especially in the form of singing and chanting—can shape the soul, foster joy, and make learning permanent. Perrin traces the etymological and cultural significance of music (from the Greek muse and mousikē), noting how integral it once was to early education and soul formation. He challenges modern classical educators to break free from their limited educational upbringing and rediscover this method of teaching, particularly in the lower grades. Through vivid examples—such as his daughter's ability to recall scripture, history, and Latin years later through song—Perrin demonstrates how singing enables children to internalize and retain knowledge in a joyful and embodied way. He urges educators to sing far more often than feels natural to the adult mind, to make use of existing resources, and to partner with others in creating musical material. The episode concludes with a compelling invitation: to teach in a way that aligns with the nature of children and the harmonious order of the cosmos—by singing what is true, good, and beautiful.

Эхо Стокгольма — 14 апреля 2025 года Война — день 1145 Заявление Антивоенного комитета в Швеции Russians agains war в связи с очередным русским ударом по украинским городам. Украина под огнем агрессора Русские войска в воскресенье ударили по центру города Сумы. По уточненным данным 35 человек погибли, включая двоих детей, 117 пострадали, в том числе 15 детей. Только сволочь так может действовать, унося жизнь у обычных людей, – написал президент Украины Владимир Зеленский. Реакция в мире на варварский удар по Сумам – осуждение в самых жестких выражениях. В ЕС призывают к максимальному давлению на Россию после удара по Сумам. Глава МИД Литвы призвал ответить на российский ракетный удар по Сумам новым пакетом санкций. Будущий канцлер Германии Фридрих Мерц высказался за поставку Украине ракет Taurus. Гарри Каспаров о ракетном ударе по Кривому Рогу. Заявление Форума свободной России в связи с русским ракетным ударом по Кривому Рогу. Агенты движения АТЕШ собрали данные о главном училище подготовки вертолетчиков РФ в Сызрани. Легион Свобода России приглашает в тренировочный лагерь. – Если подашь анкету сейчас, лето встретишь уже в кругу побратимов. Новости свободной Ингрии Координатора движения свободная Ингрия Павла Мезерина (Paul Ingrian) путинские власти включили в реестр террористов и экстремистов. – Это косвенное свидетельство того, что дело по демонтажу путинской тоталитарной империи движется в нужном направлении. Исторический календарь 9 апреля 1557 года в местечке Куолемаярви на Карельском перешейке скончался Микаэль Агрикола, первый переводчик Библии на финский язык, фактически создатель финской письменности. 8 апреля 1917 года в Петрограде состоялась 40-тысячная демонстрация в поддержку автономии Эстонии. Продлен срок подачи на образовательную программу One-Year Jewish Studies Program, которая вот уже 24 года проходит в Стокгольме на базе Paideia – Европейского института иудаики в Швеции. Придумайте себе должность и назначьте зарплату. – Такую вакансию объявил городской муниципалитет Шеллефтео на севере Швеции. Удар по Кривому Рогу – продуманная акция путинских варваров. – Стрим на канале Форума свободной России с участием политика, сооснователя Форума свободной России Гарри КАСПАРОВА. Ведет стрим политик, сооснователь Форума свободной России Иван Тютрин. Njet, Molotoff! Нет, Молотов! (1939).

In this episode, Dr. Christopher Perrin draws upon his forthcoming book with Carrie Eben, The Good Teacher and invites listeners to reconsider the meaning of virtue. It once stood at the heart of education but now often eludes clear definitions. Considering personal experience and the broader tradition of liberal education, Perrin explores how the modern educational landscape has drifted from its roots, leaving many unable to articulate what virtue—or even education—truly is. He explains the classical understanding of virtue as human excellence, rooted in the Latin virtus and Greek aretē, and discusses the cardinal virtues of prudence, justice, temperance, and courage.Perrin then turns to the forgotten tradition of the liberal arts, challenging even well-educated listeners to name and understand them. From this foundation, he builds toward a vision of education as the cultivation of virtue—not only moral and civic but also intellectual and even physical and spiritual. He provides a taxonomy of intellectual or academic virtues—including wonder, zeal, humility, attentiveness, courage, and discipline—and discusses how these can and must be cultivated in students and educators alike. Throughout, Perrin emphasizes that true education forms not just the mind, but the whole person, and that the rediscovery of this vision requires a recovery of vocabulary, tradition, and purpose.

Alex Petkas, host of the Cost of Glory, talks to Timon and Ben about the right use of the classics.   #AlexPetkas #CostofGlory #Classics #Plutarch #ClassicalEduation #Education   Show Notes: https://americanmind.org/salvo/great-books-is-for-losers/   Alex Petkas is a former Classics scholar turned media entrepreneur. He holds a PhD in Classics from Princeton University. He taught at the University of California, San Diego, and California State University, Fresno. He has published research on many subjects, including classical Athenian oratory, late ancient rhetoric and education, and epistle writing. His research on the ancient media technologies of writing (especially letters) led him to take an active interest in the Classics in modern New Media. His years of experience teaching at Paideia's Living Greek in Greece program led him to a particular interest in the oral nature of classical texts. His day job is in marketing.   Learn more about Alex Petkas's work at: https://x.com/costofglory https://www.costofglory.com/ https://www.paideiainstitute.org/apetkas   ––––––   Follow American Reformer across Social Media: X / Twitter – https://www.twitter.com/amreformer Facebook – https://www.facebook.com/AmericanReformer/ YouTube – https://www.youtube.com/@AmericanReformer Rumble – https://rumble.com/user/AmReformer Website – https://americanreformer.org/   Promote a vigorous Christian approach to the cultural challenges of our day, by donating to The American Reformer: https://americanreformer.org/donate/   Follow Us on Twitter: Josh Abbotoy – https://twitter.com/Byzness Timon Cline – https://twitter.com/tlloydcline   The American Reformer Podcast is  hosted by Josh Abbotoy and Timon Cline, recorded remotely in the United States, and edited by Jared Cummings.   Subscribe to our Podcast, "The American Reformer" Get our RSS Feed – https://americanreformerpodcast.podbean.com/ Apple Podcasts – https://podcasts.apple.com/us/podcast/the-american-reformer-podcast/id1677193347 Spotify – https://open.spotify.com/show/1V2dH5vhfogPIv0X8ux9Gm?si=a19db9dc271c4ce5

In this episode, Dr. Christopher Perrin explores the often-neglected role of beauty in classical education, emphasizing the importance of engaging all five senses in the learning experience. He challenges the text-centered focus of modern education and invites educators to rethink school environments, advocating for spaces that reflect truth, goodness, and beauty. Through thought experiments and practical suggestions, he encourages schools to move beyond utilitarian aesthetics toward classrooms that feel more like homes, museums, or gardens. He also highlights schools that have successfully integrated beauty into their educational philosophy and provides resources for further exploration. Listeners might also enjoy the book Making School Beautiful by Dr. John Skillen.

En els darrers anys, Sant Jordi s'ha convertit en l'aparador perfecte perqu

In this episode, Dr. Christopher Perrin explores the tension between rigor and rest in classical education, drawing on Aristotle's concept of virtue as a balance between extremes. He examines how rigor is often emphasized as a corrective to declining academic standards but warns against its overuse, which can lead to a rigid and joyless educational experience. Discussion includes monastic traditions, the etymology of “school” (scholé), and scriptural examples to illustrate how classical education thrives when both rigor and rest are harmonized. By drawing on historical and philosophical insights, as well as practical examples from classical schools, Dr. Perrin advocates for a blended approach that includes contemplation, wonder, and delight alongside academic challenge.

O Paideia Geek entrevista Alexandre Cavalo, autor do livro “Cobaia 09”, um thriller que mistura suspense, terror e ficção científica para refletir sobre desigualdade de gênero.

Great teaching isn't about mastering techniques—it's about embodying principles. In this episode, Dr. Christopher Perrin explores how classical education prioritizes the formation of virtue in both teachers and students through time-tested pedagogical wisdom and Christian tradition. Using the analogy of carpentry, he explains how principles provide the foundation for effective teaching, allowing educators to apply techniques with wisdom. He also introduces The Good Teacher, a book co-authored with Dr. Carrie Eben, which outlines 10 key pedagogical principles that transform the classroom. Tune in for an inspiring and practical conversation on the art of teaching.

In this episode of the Just Schools Podcast, Jon Eckert interviews James Blomfield from the International Forums of Inclusion Practitioners (IFIP). They discuss his work in inclusive education, the importance of Universal Design for Learning (UDL), and the global challenges and opportunities in creating truly inclusive schools. Blomfield shares insights from his visits to Texas schools, highlighting student engagement in career and technical education programs. The conversation also explores the role of artificial intelligence in education, the shift from inclusion to belonging, and the power of networks like IFIP in connecting educators worldwide. The Just Schools Podcast is brought to you by the Baylor Center for School Leadership. Be encouraged. Mentioned: The Curriculum: Gallimaufry to Coherence by Mary Myatt How Change Happens by Duncan Green The Name of the Rose by Umberto Eco Connect with us: Baylor MA in School Leadership EdD in K-12 Educational Leadership Jon Eckert LinkedIn X: @eckertjon Center for School Leadership at Baylor University: @baylorcsl   Jon Eckert: All right, so we are blessed to have James in our podcast studio. He flew all the way from the United Kingdom to Waco, Texas, to be on this podcast. So James, tell us a little bit about what you've been doing here in central Texas these last couple of days. James: Yeah, I've been spoiled. I've just had the best cheese and ham roll, ever. I can tell you a lot about Texan food now. And brisket. But the quality of the experiences, the visiting the schools, meeting you at Baylor has been a terrific privilege. I'm very grateful. Yeah, today, this morning, in fact, we visited three schools in Waco Independent School District. We were shown around by the loveliest people, Adam, Caroline, and Christie. I think Adam and Caroline are on from your doctoral program. Jon Eckert: Yes. James: But they're like institutional coaches. I gather. We would call them improvement offices where I come from, but they had such a light touch. They knew everyone. They were so friendly with people, and I gather that they are also about compliance, but with the coaching aspects. So they were great. And the three schools we went to, we were Midway yesterday, which was amazing. And then this morning, Bells Hill Elementary, Cesar Chavez, and then GWAMA, Greater Waco Advanced Manufacturing Academy earlier. And yeah, what impressed me was speaking honestly as an English person, it is shocking to see police in a school. Very quickly, I was unaware of them. But we have our own issues in the UK with knives and all sorts. But the staff were, despite that, throughout just so calm, friendly, loving, and attentive to the students. Asking them, talking to them in front of us. And some wonderful experienced people, trauma informed. There was someone who was training to be a social worker this morning who just came out of her office and gave us a short speech without any preparation, speaking from the heart, talking about what she was doing, how much the children matter. If you've got people like that, then you are going to be doing the right stuff. So yeah, I was impressed. But also from the type of education, obviously Texas is massive. The school footprint, I've never been into such big schools, even the elementary and yesterday with Midway, that was the biggest school I've ever been in. It took us a long time to walk around. And all of the stuff, like this morning at GWAMA, we saw robotics, drones, they have the construction academy, welding, forklift truck driving. Yesterday we saw them building an airplane. When I was doing metalwork at school, it was for like a baked potato holder. They were building an airplane. And I would love that as a student. I would be inspired by that even if I was building a small part of the airplane. Rebuilding tractors yesterday. So that's practical. That's 21st century teaching, but visible, practical, hands-on. Jon Eckert: And then the engagement that you see that's possible there through starting a cafe restaurant through the airplanes. Just to be clear to the audience, the students are not doing this on their own. It's a two-seat airplane that would be like a Cessna, and they have engineers coming in to help build. I still am not going to be the first person that volunteers to fly in that, but it was impressive to see. And I do feel like in central Texas, there are a number of schools doing a lot to try to meet the needs of the community by educating kids in ways that engage them, use the skills that they've been given, help them become more of who they're created to be in a way that benefits the community. And even the principal yesterday, Allison Smith, was sharing about the new factory that's coming in that's got a gigantic footprint, and it's going to be a huge benefit to the tax base. Before they came, they met with the high school to see if there were ways that they could integrate some of the needs they have with what the high school's developing in their students. Because at Midway, about half the students go on to a post-secondary education. And so there have to be opportunities for kids to step into things that allow them to be gainfully employed and meaningfully use the skills that they have. And many of the kids were doing things that I couldn't even fathom doing. And they're just leaning into it and gaining expertise, which is for 16, 17, 18 year olds is truly remarkable. James: Isn't that also a bit like a UDL mindset? If the manufacturer comes in and has that intelligence to ask about what would you need? What would be helpful? And then you're designing the education from the ground up. Jon Eckert: That's it. And I'm glad you brought up Universal Design for Learning, because that's something that we haven't really gotten into. Why you're here and what you do in the United Kingdom, because we actually, Eric Ellison, met you a while ago. But you were the reason why we were at a UNESCO conference in Paris where we got to work with educators from six continents that were all interested in UDL and what it means to educate each kid around the world. And there's 250 million kids that don't have access to a school. And then we're in these amazing schools where the biggest schools you've been in that are offering all these different opportunities. And so we're getting to see it, but what does it really look like from your perspective, from your organization as it relates to UDL? James: Yeah. So interesting, I am a teacher, head teacher, classroom teacher from some 25 years. And for me, it's all about practical teaching and talking to parents, making things work. But at a very practical level. And one thing that drew me to my organization, which is the IFIP, International Forums of Inclusion Practitioners, was that when I met Daniel, who's a fabulous person to work for, it's much more practitioner based. It's all about pedagogies. I felt at home straight away. But also, how do we train teachers? How do we bring them on into inclusive practice? And the IFIP is all about the voice of teachers. Daniel would say inclusionistas, all manner and range of people, teachers, specialists, therapists, but parents as well, who are committed to a more equitable and enriching education. So the majority of what we do is training. We have things like our GITI program, which is a global inclusive teaching initiative. But we do events. And that's something that Daniel, one of his strengths, he speaks all over the world. He's written many books. We were so, so grateful to have the event at UNESCO in Paris. So we were co-hosting. Daniel had been talking about that for two years beforehand. And we didn't believe him. He made it a reality. He dreamt about it, and it happened. And the same more recently in Brazil. We went to the G-20 ministerial meeting. He was talking about that. So he sees things and it falls to me to follow behind him and try and make some of the practicalities work. But yeah, the inclusion piece covers so many flavors. And I think what you mentioned just now, we talk about inclusion. Well, if the 250 million aren't in school, well, that's a level of inclusion that puts lots of other schools into a completely different context. Where does the inclusion start? And even in some of the schools I visited, I've been very lucky to visit schools around the world who would say they're inclusive and they may have a sensory room, or they may have, but they aren't necessarily inclusive. But for me, one of my favorite schools I've visited was in Rome, [foreign language 00:08:28], Our Lady of Good Counsel. It was run by Silesia nuns. And they said in the words of their founder, Don Bosco, "Young people need not only to be loved, but they need to know that they're loved." And it's very reassuring as a practitioner, a teacher, former head teacher, to come here to Texas and you see that. You see that palpably going on. And I feel at home. The elementary school this morning, because I was a primary school teacher, it was just like, I know this. I understand this. I could probably take a lesson. But they had some great ideas. And teachers, I'm a teacher, you love stealing good ideas. Jon Eckert: Well, and I think this is the beautiful thing about the jobs that we get to do. We get to see all the amazing things that are happening in schools. So much of what's in the news and what gets publicized are the things that aren't working. And the tragedy that there are 250 million kids who don't have access to schools, that is tragic. But in schools, there are amazing things happening all over the world. And getting to see them is this encouraging, oh, it gives you hope. And I wish more people could see that. I do think there are challenges though, because when we think about inclusion, we've moved as a country toward inclusive education, the least restrictive environment for students, and bringing students into a place where they can flourish. But we really, as Erik Carter, who runs our Baylor Center for Developmental Disability, you met with him yesterday. He talks about moving from inclusion to belonging. And I think we even need to think about belonging to mattering. So you keep hearing more and more about what does it means to matter and seeing your gifts being used with others. And that's what we saw yesterday. It wasn't individual students. It was teams of students doing this and each member of the team had a different role, whether it was robotics or it was the plane or the cafe. And the educators needed to step in. So the principal was talking about, I need an educator who's willing to step up and do this so that this can happen. And that's the thing that I think people that haven't been in schools for a while don't see what it means to really help kids belong. They have a sense of what inclusion was, maybe when they were in school, where there was a class down the way that was a Sensory room, which is a nice room for just, here's where we're going to put a kid who's out of control that we can't manage in so many places. It's like, no, there's so many schools that are doing so much more than that. So what are some other hopeful things you've seen through IFIP? James: Well, I think, yeah, you see a lot and on social media, and you must have found this, there's so much many aphorisms about inclusion and metaphors about what inclusion is. It's a mosaic. It's a banquet with many tastes. It's symphony orchestra with many sounds. Inclusion is a garden. That's quite a good one actually, the metaphor. And that's something that Sir Ken Robinson from the UK has talked a lot about. And there's lots of analogies with growing and flourishing, which that's a word you've taught me in my visit here. But I do feel sometimes that it is all good to talk about that. I don't disagree. But there's some recently inclusion makes every day feel special. Yeah, it does. Inclusion is the antidote to the division in the world. It is. But will that help the early career teacher struggle with their class? Will that give them the practical steps that they need? So I think all of those things are true, and we must love the students. But I would say that's just comes a standard with being a decent human being. I would expect that from you, from anyone. You treat people with a respect. But for me, I feel more inclined to say, what are the practical professional steps? What's the pedagogy? What are the teaching principles that will help me to, as we were saying yesterday, maybe to hesitate before ask another question in class and listen. And listen. That's inclusion, isn't it? Wait for someone to answer and maybe then not say anything. It's actually stepping back. So for me, I'm very impressed by... I mean, I was brought up on quality first teaching, we would call it in the UK, which is about high quality, inclusive teaching for every child. So you mustn't differentiate in a way that you've got the low table. No one wants to be on the low table. You want to have high challenge on every table. And we used to say, you want your best teacher on the lowest table. It's not like you just put a teaching assistant or some volunteer on the lowest table. It's got to be focus lesson design, involvement, interaction, metacognition. So responsibility for your own teaching, for your own learning. Sorry. And I love the dialogic approach. Someone said yesterday, Socratic circle that I've picked up. But it's like you would encourage a child to talk about what they understand because very quickly then you assess what they actually know. Sometimes you'd be surprised by what they know. But for the same reason, UDL appeals to me, to my sensibility, because it offers very practical steps. And crucially at the design stage, it's not like I'm going to apply this assistive technology to a lesson I created a year ago and will do the best we can, and that child will now be able to do more than they could. But if I design the lesson, and one of our colleagues, Helena Wallberg from Sweden, who was a co-author on the Global Inclusive Teaching Initiative, she talks about lesson design. It's a far sexier way than lesson planning. So teachers are professionals, they're artists. They need to use their profession. Jon Eckert: So when you start thinking about design, I use Paideia seminars because Socratic seminars are great, but Socrates taught one-on-one. We don't usually get the luxury of doing that. So how do you bring in the gifts of each student, not so that you're doing something kind or helpful for that individual, but so that the whole group benefits from the collective wisdom in the classroom? And so the inclusive education is not to benefit one single individual, it's to benefit all of us because of what you draw out. And that's where design, I think, is more helpful than planning. And so when we think about this in this state that we're in right now, we've never been in a better time to educate. We have more tools than we've ever had. We know more about how people learn than we have in the history of the world. James: Yeah. Jon Eckert: And yet sometimes that can make things feel overwhelming. So that beginning teacher that you mentioned. The only thing that beginning teacher knows is no one in the room learns exactly the way she does. That's all you know. And so then how do you use tools... And we've talked a little bit about this artificial intelligence. Amazing tool for adapting reading levels, for adapting basic feedback, for giving an educator a helpful boost on lesson design because it can synthesize from large language models. It can do work that would've taken us hours in five seconds. But it can't replace the human being. And so how do you see tools like artificial intelligence feeding into UDL so that it becomes more human, not less? James: So where I am, there's a shortage of specialist teachers, for example, and therapists. And Daniel's been doing a lot of work in India and parts of Asia where there isn't the expertise. So I think maybe AI can help in those places. But even he would say that will not replace a specialist. You can never replace a specialist who has the intuitive and curiosity to see what an AI system can't. But it may empower parents who have no kind of training as a teacher might have for neurodiverse situations of how do I deal with my child when they're like this? And similar for teachers and who are looking for... They've tried everything. What do I try now? So we've been working on one on an AI system that's based on all of the research that Daniel's done. It's not released yet. We've got a working title of 360 Assessment, which doesn't really mean anything, but it was meant to be assessing the whole child. And he's, through his work in many schools over many years, many thousands of hours, he's put all of this stuff into the data for the AI system coupled with his books. So when you ask a question, it will do a quick spin round and come back with some suggestions. And it's quite fun to use, I think, as a tool to empower parents to signpost them. And for teachers, it's a useful tool. I don't think it's the panacea, but I think you have to use these technologies sensibly. But my daughter, who's a nursery nurse, and she tried to break it by saying, oh... We tried it, the computer. My child is two years old, but can't pronounce S. should I be worried? And it came back with the correct answer, said no, there's nothing to worry about. Up to four years old, some children won't be able to pronounce the sound S properly. And then it gave her the advice that she would give, because a manager of a nursery nurse, the advice you'd give to her staff. Now all of her team have just started that. None of them have any experience. So that, I could see, could be useful for training numbers, the ratio of good advice to people. That's the way I see it working in the short term. Jon Eckert: No, and I think that's great because it enhances the human's ability to meet the need of the human right in front of them. Because I will always believe that teaching is one of the most human things that we do. James: It is. Jon Eckert: And so any way that we can enhance that with any tool, whether it's a pencil or an artificial intelligence tool that allows you to give feedback and synthesize things and help with design. I also believe we just need to give credit where credit's due. I don't love it when we don't give credit for tools that we use. So if you're using UDL, they're a great people cast. We're about to have a call with them later today. They do great work. And so the same thing. If you have a digital tool, share that so that we know here's what we did and here's how we can spread that collective expertise to others. And so what role does IFIP play in bringing networks of people together to do that? Because in your convenings, that's one of the main things you do. So can you talk a little bit about that? James: Yeah. Well, in the title if you like, in our forums, one of the things that Daniel is very keen on is sustainable growth. So we want to introduce people to each other. And it's surprising with head teachers and principals who struggle. I've just come back from Brazil from a UNESCO GEM, which is a global education meeting, where the focus was on the quality of the leadership. And we need to give, empower our leaders. They're often working on their own. One of the roles of the IFIP is to join them together. So we're launching in January at the BET Show, which is the biggest technology show in the world, apparently, in London Excel Center, our Global School Principals Forum. So we have a forum for them. We have a forum for specialists, forum for pastoral leads. And we've also got regional forums of South America, North America, Asia, just to try to bring people together. Because when you share the experience, and I've been really grateful this morning for the opportunity to walk through and see some American schools that you share the ideas, you see the similarities. That's the power and that's so important. Jon Eckert: No, and that's been our experience. Whether we're just in the states or internationally, there's so much good work going on. We just need to have ways of connecting human beings who are doing it, so it doesn't feel like it's another thing to do, but it's a better way to do what we're already doing. And so I feel like that's what UDL does. I feel like that's what IFIP is about. And that the most meaningful part of our time in Paris at UNESCO was not in the panels, it was in the conversations that happened over lunch, in the hallways. The panel may have sparked a conversation, but it's hey, what are you doing here? And what are you doing there? And I walked away with multiple connections of people that we'll continue to talk to because, again, there's so much good work going on. Yeah, go ahead. James: My memory of the... Because it was a very stale affair, wasn't it? And the bureaucratic approach, UNESCO, because you feel like you're a United Nations and lots of people talking were sat down for hours and hours, was when you lifted your hand and actually ask a few questions. That's inclusion, isn't it? Eric was saying that people who were leaving the room walked back in to listen because that was interesting and someone was asking them how they feel and bringing it back into reality. That's so important. But I also think inclusion, there is an interesting power dynamic with inclusion. A guy called Michael Young who's a professor of education at UCL, talks about the right for all children and young people to be taught powerful knowledge. What knowledge are we giving them? How are we empowering them? So I think inclusion is all about discovering your power within, if you like. That's so important so that they begin to see. And some of the teachers are saying this morning, kids know what they see, what they've experienced. And if you introduce new ways of dealing with anger or with pain, they don't have to fight. They don't have to resort to what they've necessarily seen. Then give them new strategies. That's empowering those children. Jon Eckert: Well, and Adam and Caroline who were taking you around, they're behavioral interventionists. And they are always busy because there are kids that are struggling with how to manage the feelings that they have. And if they don't have people giving them those strategies, how do they grow? And again, that's very human teaching, and Adam and Caroline are great models of that. James: They were wonderful. So good, and it was the light touch that impressed me. Because I've worked with, as I say, school improvement offices. And the trick is not to push people down. It's to make them think twice about what they've done or how they could ask a question better. And their observations of the displays on the walls and just the language teachers and teaching assistants use has a profound effect. I do believe that inclusion is about the students look at the way their teachers behave. It's nothing to do with this pedagogy or the post. It's about how did they respond to me? How did they respond to the other person in the class? What's important to them? How do they talk? That's the inclusion that you teach. Empowering them to make the similar choices when they're older. Jon Eckert: That's well said. So our lightning round, I usually ask four or five questions that have relatively short answers. So first one, what's the worst advice you've ever received as an educator? James: Oh, as an educator? Worst advice. Jon Eckert: Oh, it could be as a human being if you want. James: Well, when I was young, my dad had many qualities and taught me many good things. But one of the worst things he said to me was, "Don't use your money, use theirs." So he would borrow money. And that got me off to a terrible start in life. And I learned through my own experience that it was better to use... Well, I was always using my own money. Jon Eckert: Yes. Yes, okay. James: But I could use it better. But bless him because he's no longer with us. But that was one piece. Jon Eckert: No, that's a tough start. James: Yeah. Jon Eckert: Thank you for that. What's the best advice you've received? James: The best advice, I think, was to go back to university. Jon Eckert: Okay. James: I dropped out of school to get engaged, because that's what you do when you're 19. And I was going to get married, but it didn't happen. And then I went to do a summer job, which lasted for 10 years. Jon Eckert: That's a long summer. James: But my blessed teacher, Michael Brampton, who gave me a love for painting, history of art, he kept on pestering me go back to university. I went back as a mature student and loved it. I think people should start degrees when they're near in the thirties because you appreciate it so much more. Jon Eckert: Yes. James: So that advice he gave me led to such a change in my life. Jon Eckert: Yes. Well, and then you went on to get a degree in art history, philosophy, then a master's in computer science. So you went all in. James: Yes. And that took me into education. And the time I went in, there weren't many teachers that were doing anything with computers. Jon Eckert: So as you get to see all this around the world, what's the biggest challenge that you see schools facing that you work with? James: I think it's manpower. Jon Eckert: Okay. James: I think there's a real manpower issue and belief that school can make a difference. I think one of the things that we believe in IFIP is that positive change is possible. And sometimes it's shocking going to schools. And if you do make people see that the positive change is possible, it transforms them. So advocacy, shared vision. And one of your colleagues was saying this morning, just changing the mantra can make a profound difference. Jon Eckert: Yeah. So what makes you the most optimistic as you get to see all the schools all around the world? James: Yeah. Well, I've just come back from Stockholm in Sweden, and I was really, really impressed by the school there. It was one of the best schools in Stockholm. It was a school that had in their entrance hall, you'd expect it to be very austere and you don't want to see any bad stuff in your entrance hall. But they had a table tennis table set up and they had a piece of found art or hanging above. And it was the whole sense of the school's about children started there, about young people. But in Sweden, it's all about sustainability. Everyone is expected to clear up after themselves, be mindful of other people, respectful. Even in the hotel where I stayed, I had to sort my rubbish in my room. It's that approach that starts from not just in school, across the board. Jon Eckert: Yeah. James: So that impressed me. Jon Eckert: Yeah, that's a beautiful example. One of my favorite schools outside of Nashville, Tennessee, they don't have custodians that clean up the building. They have 20 minutes at the end of the day where the students do all of the cleaning, including the bathrooms. Which you start to take care of stuff better when you're the one who has to clean it up. And the peer pressure to take care of it shifts a little bit. So it's a great word. All right, one other thing. Oh, best book that you've read last. James: Can I give you two books? Jon Eckert: Absolutely. James: I mean, I've got into fiction in a big way recently. So I use Audible, the app. Jon Eckert: Oh, yes. James: And I've been working through all kinds of classics that I never read properly. Just reread The Hobbit and Tom Sawyer. But I've gone through... The Name of the Rose stuck with me recently. I so enjoyed reading it. And I've just got into Robert Harris. He's written Conclave, which has just come out as a feature film. And a series of books called Imperium about Cicero and Oratory and how the Roman Empire was lost. But they aren't the books. Jon Eckert: I love that. Go ahead. James: But the two books, one is by an English specialist called Mary Myatt. And one of the really practical books that she wrote was The Curriculum: Gallimaufry to coherence. Gallimaufry is a word, I'm not sure if it's Gaelic, but it means a mess. So going from a mess to coherence. And that book is all about how it's important that children struggle. That learning only happens. We try to protect kids all the time that way. No, they should struggle. You imagine if everything's easy. And then she says this, if everything's easy, it's hard to learn. There's nothing to hold onto. There's no scratch marks. You need some of that. So Mary Myatt, that's a brilliant book. The other book is by Duncan Green called How Change Happens. And that's all about this idea of power. And he talks about power within, that's your self-confidence power with when you've got solidarity with people. Power to change things and then power over people. But it strikes me that as he shows in his book, where you've got instances where you've got the 'I Can' campaign in South Asia, all about women who were being violently treated by men, reclaiming their self-worth. It's like invisible power. Where does it come from? The change. You can't see any difference, but inside they've changed dramatically to stand up collectively against something. And that's what we need to do with students. Build that self-power inside. Jon Eckert: Great recommendations. And we talk a lot about struggling well and where that fuel comes from. And so, love that book by Mary Myatt. I'll have to get the spelling of that from you when we get off. My also favorite thing about that is I asked for one book recommendation and I wrote down at least seven. So, well done James. All right, well hey. We really appreciate you coming over. We look forward to potentially doing a convening where we get to bring great people together who want to work on serving each kid well in this way that benefits all of us. So hopefully that will happen sometime in the coming year. But really grateful for your partnership and a chance to go visit schools and have you on the podcast. James: Thank you so much. I really appreciate it. Thank you.  

Neste episódio, o PG entrevista Edmar Neves, autor do livro “O Catador de Histórias", que reúne três importantes Itans, que são narrativas associadas aos Orixás, e, a partir deles, apresenta para crianças um pouco da cultura afro-brasileira.

In this episode, Renee and Karen discuss the concept of Christian paideia: how Ephesians 6:4 "Bring them up in the admonition of the Lord..." is the meaning of the word paideia in the Christian context. They talk about how homeschoolers can provide a rich culture in the home where children (and parents) can train their affections and grow in wisdom and virtue, the promise of classical education. Hosted on Acast. See acast.com/privacy for more information.

El Festival BCNegra ha donat el tret de sortida a la 20a edici

In this episode, Christopher Perrin explores the profound theme of the hero's arduous journey home—as depicted in Homer's The Odyssey. He discusses how Odysseus's return to Ithaca not only signifies a physical homecoming but also a reclaiming of identity and status. Consider in this epic tale the timeless human longing for home and the trials faced along the way.

Guests Dr. Louis Markos: Houston Christian University: Professor of EnglishRobert H. Ray Chair in HumanitiesScholar-in-ResidenceDr. Patrick Egan: Clapham Christian Classical SchoolAcademic DeanContributor of Educational Renaissance Jason Barney: Coram Deo Academy in Carmel, INSchool PrincipalAuthor of Charlotte Mason: A Liberal Education for All (published by CAP)Contributor of Educational Renaissance Show NotesCommon misunderstandings of Charlotte Mason (especially if you only read her principles)What does Mason say about memory work and how does it compare to Dorothy Sayer's view?Who in the Romantic era is good that Charlotte Mason embraced? What did she reject from the Romantic philosophers?Various quotes from Mason that reflect her alignment to the liberal arts traditionWhat is her view of a child and how does it influence her pedagogy?How and why narration is classical and superior as a classical pedagogyWhat is Paideia? -- Does Mason have a paideia in her philosophy?How the habit training model of Charlotte Mason mirrors/agrees with the classical traditionResources MentionedThe Great BooksJohn Locke, Coleridge, WordsworthCharlotte Mason: A Liberal Education for All by Jason BarneyFor The Children's Sake by Susan Schaeffer MacaulayConsider This: Charlotte Mason and the Classical Tradition by Karen GlassAbolition of Man by CS LewisThe Seven Laws of Teaching by John Milton GregoryAn Essay Towards a Philosophy of Education by Charlotte M. Mason (Centenary Expanded Edition has restored her original essay, "Two Education Ideals" where she compares Rousseau's Emile unfavorably to her favoring John Milton's Of Education)Metalogicon by John of SalisburyInstitutes of Oratory by QuintilianCharlotte Mason's Great Recognition of the Middle Ages through the fresco (vol. 2- Parents and Children by Mason)Charlotte Mason Quotes Louis Markos: "Our schools turn out a good many clever young persons, wanting in nothing but initiative, the power of reflection and the sort of moral imagination that enables you to 'put yourself in his place.'"- (Mason, Vol 6, pg. 25)Jason Barney:  "Almost anything may be made of a child by those who first get him into their hands. We find that we can work definitely towards the formation of character; that the habits of the good life, of the alert intelligence, which we take pains to form in the child, are, somehow, registered in the very substance of his brain; and that the habits of the child are, as it were, so many little hammers beating out by slow degrees the character of the man.  Therefore we set ourselves to form a habit in the same matter-of-fact steady way that we set about teaching the multiplication table; expecting the thing to be done and done with for life. " (The History and Aims of the P.N.E.U. pamphlet)Patrick Egan: "But the Florentine mind of the Middle Ages went further than this: it believed, not only that the seven Liberal Arts were fully under the direct outpouring of the Holy Ghost, but that every fruitful idea, every original conception, whether in Euclid, or grammar, or music, was a direct inspiration from the Holy Spirit, without any thought at all as to whether the person so inspired named himself by the name of God, or recognised whence his inspiration came." (Mason, Vol 2, pg. 271)________________________________________________________This podcast is produced by Beautiful Teaching, LLC.Support this podcast: ★ Support this podcast ★ _________________________________________________________Credits:Sound Engineer: Andrew HelselLogo Art: Anastasiya CFMusic: Vivaldi's Concerto for 2 Violins in B flat major, RV529 : Lana Trotovsek, violin Sreten Krstic, violin with Chamber Orchestra of Slovenian Philharmonic © 2025 Beautiful Teaching LLC. All Rights Reserved

La Voce di oggi è quella dell' importantissimo archivio di lettere amarniano rinvenuto accidentalmente nel 1887, presso il sito dell'antica capitale fatta costruire ex novo da Amenofi IV (Akhenaton) in Medio Egitto. I due lotti (per un totale di circa 380 tavolette, redatte perlopiù in caratteri cuneiformi e in lingua babilonese) di cui l'archivio si compone sono una preziosissima testimonianza che ci restituisce la complessità delle relazioni diplomatiche fra l'Egitto e gli altri regni del Vicino Oriente durante il Tardo Bronzo. Nelle missive, due i principali aspetti trattati: lo scambio di doni e quello matrimoniale. Bibliografia: M. LIVERANI, Le lettere di el-Amarna, 2 voll., Brescia, Paideia, 1998-1999; R. COHEN E R. WESTBROOK (a cura di), Amarna Diplomacy. The Beginnings of International Relations, Baltimor, London, The John Hopkins University Press, 2000; L. PEYRONEL, Storia e archeologia del commercio nell'Oriente antico (Studi Superiori 559), Roma, Carrocci editore, 2008; A. F. RAINEY , M. W. SCHNIEDEWIND E Z. COCHAVI-RAINEY, The El-Amarna Correspondence. A New Edition of the Cuneiform Letters from the Site of El-Amarna Based on Collations of All Extant Tablets (HdO110), 2 voll., Leiden, Boston, Brill, 2015. Musiche: 'Battle of The Dragons' Music from Pixabay; 'Soul of Dubai' Music by Oleksii Holubiev from Pixabay; 'Frosty Whispers' Music by Evgenii Kulabukhov from Pixabay Suoni 'New Notification#7'Sound Effect by Universfield from Pixabay http: //bigsoundbank.com by Joseph Sardin; http: //freesound.org CONTATTI: e-mail:info@kheru.it Facebook:https://www.facebook.com/profile.php?id=100086674804348 Instagram:https://www.instagram.com/kherupodcast/?igshid=MmIzYWVlNDQ5Yg%3D%3D

In this episode, Dr. Perrin who teaches the Odyssey to a college class every year, traces the life and quest of Odysseus noting the ways in which his life turns and twists much like our own, and the way his yearning and the story itself anticipate a kind of fulfillment in the life and ministry of Jesus Christ.

En el programa de hoy, se exploraron diferentes enfoques para interpretar los fenómenos históricos y sociales desde una perspectiva profunda e integral, destacando la influencia de historiadores como Fernand Braudel y Jacob Burckhardt, quienes subrayaron la importancia de los procesos culturales y estructurales por sobre los eventos cotidianos. Se discutieron modelos de comportamiento humano y sus cambios a lo largo del tiempo, desde el héroe griego y el estoico romano, hasta el hombre cristiano medieval y el ideal protestante. Además, se reflexionó sobre la falta de referentes claros en la sociedad actual. Por último, se recomendaron obras como Paideia y otras relacionadas con la historia y la cultura. Para acceder al programa sin interrupción de comerciales, suscríbete a Patreon: https://www.patreon.com/elvillegas Temas Principales 00:00:06 - Introducción y visión histórica. 00:01:08 - Influencia de Fernand Braudel y Jacob Burckhardt. 00:13:18 - Modelos de conducta en la historia: del héroe griego al santo cristiano. 00:20:28 - Ética protestante y espíritu del capitalismo. 00:36:01 - Conductas medievales y el temor al infierno. 00:43:04 - Modelos contemporáneos y reflexiones finales.

Dr. Chris Perrin of Classical Academic Press and Scholé Academy begins the conference introducing us to the rich heritage of Paideia that comes to us from our Saints and Tradition, and what this heritage entails.

Dr. Chris Perrin of Classical Academic Press and Scholé Academy begins the conference introducing us to the rich heritage of Paideia that comes to us from our Saints and Tradition, and what this heritage entails.

In this episode, Dr. Perrin notes the ways we have forgotten the meaning of words that related to education and revives the meaning of about 20 key words we need to know in order to better understand what education really is.

Too often simplistic arguments against educational change are that providing more opportunities for increased agency for young people (following their own questions, inquiries, cares etc) means less rigour, depth and intellectual stretch. Anyone who has been involved in these approaches in sustained ways knows that this isn't the case. However, the myth persists. This week it is my great pleasure to be in conversation with Michael Strong who has had an extensive career in many different educational systems and approaches, but with a fascinating mix of classical practices such as Socratic Dialogue and entrepreneurial skills. Michael Strong is one of the most experienced innovative school program designers in the U.S. He is the Founder/CEO of Socratic Experience (an online academy blending Classical and entrepreneurial education), Flourishing Adolescent Cultures Initiative at the University of Austin, and the Academy of Thought and Industry (ATI), a network of Montessori-aligned high schools with campuses in Austin, San Francisco, New York City, and St. Louis. His projects include Montessori secondary school program design for Montessori schools in San Antonio, Palo Alto, and Pleasanton, California prior to launching ATI. He also created The Winston Academy, where middle school students passed AP exams, and Moreno Valley High School, a Paideia charter high school in Angel Fire, New Mexico, ranked the 36th best public high school in the U.S. by Newsweek in its 3rd year of operation and continued to outperform other New Mexico high schools.  He is the author of The Habit of Thought: From Socratic Seminars to Socratic Practice and lead author of Be the Solution: How Entrepreneurs and Conscious Capitalists Can Solve All the World's Problems. He introduced the expression “Startup Cities” in a 2013 Voice & Exit talk which has led to a vibrant “Startup Societies” movement around the world. He is also a co-founder of FLOW, Peace through Commerce, Conscious Capitalism, and Radical Social Entrepreneurs. He serves on the boards of Radical Social Entrepreneurs and Social Evolution. He is the only “Michael Strong” married to the powerful and beautiful Senegalese entrepreneur Magatte Wade. Michael writes and can be found in the following places, Substack: https://substack.com/@michaelstrong  Facebook: https://www.facebook.com/michael.strong.144/  X: @flowidealism - https://x.com/flowidealism  LinkedIn: @michaelstrong1 - https://www.linkedin.com/in/michaelstrong1/ 

The Dean's List with Host Dean Bowen – Classical Christian Education stands in direct contrast to modern public schooling in America. Rooted in Paideia, it focuses on cultivating piety, virtue, and wisdom through enculturation. While public schools promote controversial topics like gender roles, Classical Christian Education seeks to nurture respect, tradition, and moral development, offering a rich, value-driven environment for children.

In this episode, Dr. Perrin describes the way that Christian classical education must offer hospitality to students seeking an intellectual home and healing to the sickness of their souls. While this is not the whole of a robust classical education, it is integral and vital part. (Also with connections to Augustine: Rejoicing in the Truth by Jeffrey Lehman.)

Many people know Philadelphia for the Declaration of Independence, Rocky, and cheesesteaks. Philly's deep musical history is less familiar, but its influence continues to inspire audiences and artists across the globe. For Carol Muller's graduate-level ethnomusicology field methods class, students focused on documenting the city's Black music history, interviewing figures ranging from Grammy-award winning hip-hop producer Jahlil Beats to Marc Cressman and Anthony Tidd of the Ars Nova Worskhop to radio icon Dyana Williams. The class also produced a podcast based on the book There's that Beat Guide to The Philly Sound by Dave Moore. Each student created an episode based on a chapter of the book, including music samples to make the material more accessible to all audiences. The class was part of the Paideia program at Penn, which is focused on educating the whole student. Paideia funded some of the guests, and other research interviews were supported by a Klein Family Social Justice Grant. Muller, a professor of music, has been teaching the field methods class since 2001. Supported by the Penn Global program, she recently has spent time in Australia working with aboriginal leaders— an experience that she says has helped her re-think the focus of her field methods class. The course now centers around deep listening and working to understand the relationships between humans, non-human animals, and the environment. “To fully grasp human sound production, we need to expand how we see, hear, and know the world,” she wrote in the course description. Hear from Muller and graduate students Kwame Ocran and Yuri Seung about the experience, and listen to some of the material they created, in this episode of the Omnia podcast.***Produced, Narrated, and Edited by Alex ScheinPodcast Logo by Hemani KapoorMusic excerpts by the O'Jays, Teddy Pendergrass, Meek Mill (Pr.  Jahlil Beats), Chris Brown and Tyra (Pr. Jahlil Beats), Big Pun (Pr. Minnesota), Bobby Byrd, Jay-Z (Pr. Just Blaze), Marian Anderson, James Mtume, Rasheed Ali Quintet, Mahal Richard Abrams, Allison Miller's Boom Tic Boom, Soul Brothers Six, and Barbara Mason.Additional Music by Blue Dot Sessions Visit our editorial magazine, Omnia, for more content from Penn Arts & Sciences faculty, students, and alumni: omnia.sas.upenn.edu

Come join us for some Beer & Psalms with the guys! On the docket is the weaponization of education and how the Left recognizes the strength of our children… Catch the Full Interview with David Goodwinhttps://www.youtube.com/watch?v=N7QhrLZo5hg&t=189s&pp=ygUMYWNjcyBnb29kd2lu Sign up for The FLF Conference 2024 (Prodigal America)https://flfnetwork.com/prodigal-america/

Come join us for some Beer & Psalms with the guys! On the docket is the weaponization of education and how the Left recognizes the strength of our children… Catch the Full Interview with David Goodwinhttps://www.youtube.com/watch?v=N7QhrLZo5hg&t=189s&pp=ygUMYWNjcyBnb29kd2lu Sign up for The FLF Conference 2024 (Prodigal America)https://flfnetwork.com/prodigal-america/

Come join us for some Beer & Psalms with the guys! On the docket is the weaponization of education and how the Left recognizes the strength of our children… Catch the Full Interview with David Goodwinhttps://www.youtube.com/watch?v=N7QhrLZo5hg&t=189s&pp=ygUMYWNjcyBnb29kd2lu Sign up for The FLF Conference 2024 (Prodigal America)https://flfnetwork.com/prodigal-america/

In this episode, Dr. Perrin discusses the difficulty and the importance of keeping with classical learning throughout the entirety of a student's education, and of finding times to be wisdom-seeking Mary in a society that expects everyone to be always-busy Martha.

What if we've known exactly how to educate children so they continue to love learning throughout the process, for thousands of years? What if "progressive" education is taking us backwards?Michael Strong, Founder and Chief Visionary of The Socratic Experience joins me to discuss!Michael Strong is one of the most experienced designers of innovative school programs in the United States. His projects include a public school program in which minority female students gained four years' worth of critical thinking gains in four months (on the Watson-Glaser). He later went into Montessori secondary school program design at The Judson Montessori School (San Antonio), The Emerson School, and Hacienda School. He created The Winston Academy, where middle school students passed AP exams, making it the most academically advanced school in the country at the time.Another of Michael's projects, Moreno Valley High School, a Paideia charter high school, was ranked the 36th-best U.S. public high school by Newsweek. More recently he co-founded KoSchool in Austin, Texas, which combined his high-performance approach to AP coursework and SAT score gains with a focus on entrepreneurial and creative projects. KoSchool, in turn, became the original model for The Academy of Thought and Industry, the high school model for the largest Montessori network in the United States.Students from Michael's schools have been admitted to Harvard, Stanford, Georgetown, Smith, Bard, Bennington, McGill, UT-Austin, University of Colorado, the Hebrew University of Jerusalem, Parsons School of Design, Quest, St. John's and many dozens of other post-secondary institutions.He is the author of The Habit of Thought: From Socratic Seminars to Socratic Practice and lead author of Be the Solution: How Entrepreneurs and Conscious Capitalists Can Solve All the World's Problems.Find Michael @flowidealismSUPPORT THIS CHANNELIf you appreciate this type of programming, please consider supporting my work:Join The Reason We Learn Community @WOKESCREEN : https://wokescreen.com/thereasonwelearn/Join The Reason We Parent - Parent Support Group: https://wokescreen.com/the-reason-we-...Hire me for consulting, tutoring and public speaking: https://thereasonwelearn.com Buy Me a Coffee: https://www.buymeacoffee.com/trwlPayPal: paypal.me/deborahfillmanPurchase TRWL Merch: https://store.wokescreen.com/the-reas...Purchase books from Heroes of Liberty with my referral link and get 10% off!https://heroesofliberty.com/?ref=Zqpq...#education #K12 #homeschool #homeschooling #socratic #teaching #parentalrights #parenting --- Support this podcast: https://podcasters.spotify.com/pod/show/debf/support Get full access to The Reason We Learn at thereasonwelearn.substack.com/subscribe

Michael Strong is the most experienced developer of innovative educational programs in the US and the Founder of The Socratic Experience, an online school based on Socratic dialogue that emphasizes personalized and purpose-driven education for students in grades 3-12. His remarkable career in education spans over three decades, and includes creating many high-performance school programs that promote critical thinking, creativity, and entrepreneurship in students across the country. Some of Michael's notable projects include a public school program in which minority female students gained four years' worth of critical thinking gains in four months (on the Watson-Glaser) and Moreno Valley High School, a Paideia charter high school, which was ranked the 36th-best US public high school by Newsweek. He also created The Winston Academy, where middle school students passed Advanced Placement (AP) exams, making it the most academically advanced school in the US at the time. Thousands of his students have been admitted to top universities, including Harvard, Stanford, Georgetown, and many other post-secondary institutions. Michael's impact on education extends beyond the classroom, as he is also the author of The Habit of Thought: From Socratic Seminars to Socratic Practice and Be the Solution: How Entrepreneurs and Conscious Capitalists Can Solve All the World's Problems, which includes a foreword by John Mackey, the Co-Founder and former CEO of Whole Foods Market, with whom he has collaborated on initiatives related to conscious capitalism and entrepreneurship. He has spoken at Harvard, Columbia, Dartmouth, Cornell, the University of Chicago, and dozens of other universities, and his work has been featured in academic journals (The Journal of Business Ethics, Economic Affairs, Critical Review, etc.), specialty publications (Microfinance Insights, Policy Innovations, Carnegie Ethics, etc.), and popular media (The New York Times, Bloomberg, The Huffington Post, RealClearPolitics, Barron's, etc.).Tune in to learn more about the Michael's approach to education including personalized learning paths, entrepreneurial projects, and how it caters to students' diverse needs and interests.IN THIS EPISODE, WE DISCUSS:Michael's  journey from traditional brick-and-mortar schools to founding a virtual school during the COVID-19 pandemic, emphasizing the effectiveness of Socratic dialogue online.An in-depth look at the school's daily schedule, including two-hour blocks dedicated to humanities and STEM, self-paced math, and elective courses in digital and soft skills.The importance of tailoring education to each student's strengths, interests, and abilities, with examples of how the school supports diverse learners, including those with learning differences.The school's pragmatic approach to assessments, including options for accredited and non-accredited programs, narrative evaluations, and strategies for college admissions.Insights into how educational innovators worldwide are moving away from traditional models to foster creativity, entrepreneurship, and purpose-driven learning in students.RESOURCES AND LINKS MENTIONED IN THIS EPISODE:Connect with Michael and The Socratic Experience on LinkedIn, Facebook, X, and YouTubeSend Michael an email at michael@socraticexperience.comVisit www.socraticexperience.com to learn more about The Socratic ExperienceCheck out Michael's book The Habit of Thought: From Socratic Seminars to Socratic PracticeGet your copy of Rebel Educator: Create Classrooms Where Impact and Imagination MeetLearn more about Rebel Educator, explore our professional development opportunities for educators and students, and check out our project library.Visit us at UP Academy to learn more about our personalized and inclusive learning environment.Connect with Tanya and UP Academy on LinkedIn, Facebook, and Instagram and learn more about her journey here.Enjoying the show? Leave us a rating and review and help more people find us! bit.ly/RebelEducatorApplePodcastsWe'd love it if you could take a few minutes to fill out this survey to let us know how we can bring you the best possible content: forms.gle/JcKHf9DHTZnYUmQr6 Interested in being on the Rebel Educator podcast? Fill out this form and we'll reach out to you if we think you'd be a great fit for an upcoming episode. https://forms.gle/CZJXLQDdevPh22ZN7Want to learn more about opening your own UP Academy? Check out the Rebel Educator Accelerator:www.rebeleducator.com/courses/the-acceleratorMORE ABOUT THE REBEL EDUCATOR PODCAST:In each episode of the Rebel Educator podcast, I deconstruct world-class educators, students, and thought leaders in education to extract the tactics, tools, and routines that you can use as teachers and parents. Join me as we discuss how to shift the classroom, the learning environment, the mindset, and the pedagogy, to resist tradition, reignite wonder, and re-imagine the future of education.This podcast is dedicated to all of the educators who work thankless hours to make our next generation the best it can be.  It was designed to begin conversations on how we can redesign education for the future of work and the success of our students.  It is meant for teachers, students, administrators, homeschoolers and anyone who interacts with and teaches youth.  We're thrilled to be sponsored by IXL and MyFlexLearning. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you simplify and streamline technology, reliably meet Tier 1 standards, improve assessment performance, and more. Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.MyFlexLearning is the scheduling platform that helps middle and high schools meet the individual needs of all students. Create and manage time for flex blocks, WIN time, activity periods, RTI, counselor and teacher appointments and much more. And with a built-in accountability tool and re...

In this episode Dr. Perrin considers this traditional maxim. Can authors and their books become meaningful teachers and even life-long friends? What is the link between an author and authority? Do we still need living teachers if we have really good books?

This week Jeff and Dave continue on with Marrou's clues, finishing up the last portion of Chapter VII, Part I, Isocrates, and taking on all of Chapter I, Part II, "The Civilization of the Paideia". For Isocrates, the comparison to Plato continues, particularly with respect to the question of the teaching and inculcation of virtue. Is it possible, and if so, how is it done? Don't miss Marrou's thought-provoking concluding remarks on the relationship between P and I, how they "enriched the classical tradition without disturbing its unity." In the next portion, the guys get into the question of paideia, an old and storied concept. Specifically, how does culture, according to Marrou, become religion, and how is this a part of Alexander's enduring influence? Finally, the theme of the whole second portion of the episode focuses on how classical education took on its finalized, concrete form during the Hellenistic era (323-31 B.C.), and "thereafter it underwent no substantial change".

This is part one of a two-part episode with classicist, Dr. Alex Petkas, a former Classics scholar turned host of the Cost of Glory podcast. Kevin and Alex discuss the remarkable story of Xenophon and the Ten Thousand. In this episode, both men discuss the background to the story, the nature of Ancient Greeks and Romans, and why their stories matter. Kevin is using Xenophon's story as an example in his upcoming book, "Strength in Chaos." Alex holds a PhD in Classics from Princeton University. He taught at the University of California, San Diego, and California State University, Fresno. He has published research on many subjects, including classical Athenian oratory, late ancient rhetoric and education, and epistle writing.  His research on the ancient media technologies of writing (especially letters) led him to take an active interest in the Classics in modern New Media. His years of experience teaching at Paideia's Living Greek in Greece program led him to a particular interest in the oral nature of classical texts.  His day job is in marketing.

In this episode, Dr. Perrin traces that part of the Christian tradition of education that regarded education as a preparation not only for one's earthly life but ultimately for the next, heavenly life. Can such a heavenly focus be of real, earthly merit? The tradition says yes.  

This is part one of a two-part episode with classicist, Dr. Alex Petkas, a former Classics scholar turned host of the Cost of Glory podcast. Kevin and Alex discuss the remarkable story of Xenophon and the Ten Thousand. In this episode, both men discuss the background to the story, the nature of Ancient Greeks and Romans, and why their stories matter. Kevin is using Xenophon's story as an example in his upcoming book, Strength in Chaos.  Alex holds a PhD in Classics from Princeton University.  He taught at the University of California, San Diego, and California State University, Fresno. He has published research on many subjects, including classical Athenian oratory, late ancient rhetoric and education, and epistle writing.  His research on the ancient media technologies of writing (especially letters) led him to take an active interest in the Classics in modern New Media.  His years of experience teaching at Paideia's Living Greek in Greece program led him to a particular interest in the oral nature of classical texts.  His day job is in marketing.

 In this episode, Dr. Perrin describes the pedagogical maximum of Repetitio Mater Memoriae, noting that repetition can be a delightful activity of seeking and experiencing the same good thing again and again until it is permanently possessed. 

Christianity is grounded in God's revelation, and so in theology, and so in doctrine. But Christianity is not mere doctrine. It is a life, a life that can be felt and experienced. J. Rodman Williams was a Presbyterian theologian who experienced the profound presence of God's Spirit. He articulated what that meant for believers. I explain the whats and the whys of speaking in tongues (glossolalia) from the New Testament and for our twenty-first century context. Moreover, I explain why I pray in tongues. Along the way I also ask, "is Tik Tok the devil?" Why is our government seeking to ban Tik Tok? We also probe NYC's having installed the National Guard down in their subway system; what is going on with that? Oh, and did you see the State of the Union address? What kinds of things did we learn through that speech? Join me in this episode and examine all of reality, reality which falls under the Lordship of Christ.

 In this episode, Dr. Perrin describes the ways that teaching a few things deeply and well accelerates learning much better than by superficially covering or skimming over content.  

In this episode, Dr. Perrin retrieves and describes one of the most essential pedagogical principles every teacher should employ--the art of going farther and faster by going slower.  

What is an educated mind? Newman says the mature mind "discerns the end in every beginning, the origin in every end, the law in every interruption, the limit in each delay; because it ever knows where it stands, and how its path lies from one point to another." In this episode, Dr. Perrin summarizes Newman on what the grand goal of education truly is--"the perfection of the intellect."  

Sermon of the week is back! This week Chase Green discusses the topic of worldviews with a sermon on the Greek word paideia, found in Ephesians 6:4 - "And you, fathers, do not provoke your children to wrath, but bring them up in the training and admonition of the Lord."