Expedition A & B - Dialectic Stage Program
Cultivation of Logic, Collaboration, & Wisdom
Expedition I, II, III, IV - Rhetoric Stage Program
Cultivation of Rhetoric & Art (Making)
Monday & Tuesday—2020-2021
WHAT IS EXPEDITION A/B?
Expedition A/B is a Dialectic Stage Program (7th-8th Grade). During these years, students are ready to argue, debate, deliberate, and collaborate. We not only teach logic, but teach all subjects using logic as a central teaching tool—which is to say we teach dialectically. Expedition Guides employ the study of the informal fallacies in every subject, helping students analyze arguments for potential fallacies. Expedition Guides teach primarily by utilizing effective discussion and debate rather than by lecture. Students enjoy collaborating with their peers, discussing important issues, deliberating ideas, and working together on projects, presentations, and assignments. Students begin to study the traditional mathematical arts of algebra and geometry, mastering the functions, ideas, and language of these arts. Students begin the study of natural philosophy (natural sciences), including geology and botany. Additionally, students study history, literature, and theology for the ideas they contain and the wisdom they can impart. History becomes the study of the ongoing story of human acts and civilization, and the great deeds and virtues of the past—a source of wisdom. Literature is studied for truth, goodness, and beauty as students seek the best that has been thought and said. Theology provides the coherent framework as God’s revelation that brings unity to all knowledge and experience, and thus is the “queen” of the other arts and disciplines and a chief source of wisdom.
WHAT IS EXPEDITION I, II, III, IV?
Expedition I, II, III, and IV are Rhetoric Stage Programs (9th-12th Grade). During these years, students are ready to employ their past learning to meaningful work, art, music, writing, and speech—they want to begin making a contribution to their surrounding community and culture. The study of rhetoric formally enables this as students study what makes for effective, beautiful, and persuasive speech and writing. Rhetoric students, therefore, are frequently asked to speak, write, share, and create. As emerging adults, students take more responsibility for teaching younger students, and find that they master learning best by teaching others (docendo discimus, by teaching we learn). Students continue their study of the traditional mathematical and scientific arts and study geometry, trigonometry, calculus, chemistry, physics, and biology. Some students may wish or need to forgo the study of calculus or physics or delay their study until college. The study of the mathematical and scientific arts, far from being merely a study of truth, will also engage students in with imagination, beauty, and creativity. As more responsible, well-trained students, these students wisely engage in contemplation (scholé, contemplation and leisure) and discussion with fellow students and adult guides. Students read and discuss the Great Books and eagerly engage in conversation and written papers in response to these books. As students are growing in wisdom, the formal study of philosophy and theology engages them in great questions of human existence about living a “good life” characterized by wisdom, virtue, and eloquence. Rhetoric students conclude their studies by completing a “capstone” project or thesis that will display a synthesis of learning over the K-12 years, and represent a meaningful, creative contribution to their community. This project will be accompanied by a prepared paper and speech that will employ the rhetorical training of the graduating student.