This is the fifth article in a series examining how cognitive science provides empirical support to the methods of a classical education through a set of principles about learning.
This is the third article in a series on how cognitive science provides empirical support to the methods of classical education. Having clarified some essential information about learning in the first and second articles, let us now shift into looking at specific principles that enhance learning. The first of these is that learning is most effective when a broad foundation is in place.
In my first article in this series we explored benefits classical educators can derive from interacting with cognitive science. There we examined the first of six systematically constructed principles for learning: that learning takes time and reflection. So, what we are thinking about is the best barometer of what we have the potential to learn. However, that leads to a second, essential question: how much can we think about at any given time?
I live in two very different worlds. On one hand, I am a father of four who supports and helps in the homeschooling of our children with a Christian and classical approach. On the other, I have spent my entire professional career in public education as a K-12 teacher and university professor. Perhaps because of this immersion into two very distinct settings, I have been able to bring them to bear on each other. I want to share in this short article one of the wonderful overlaps that few may have seriously looked at.