Getting medieval on education

Integrating classical theory and medieval pedagogy in modern liberal arts classes

in Learning and Teaching
Author:
Jonathan Klauke Waldorf University jonathan.klauke@waldorf.edu

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Abstract

This article explores the historical importance of argument and self-learning within the structure of liberal arts education and how these can be applied to the design of university and community college general education classes to help students develop skills in effective communication, critical thinking and self-learning. Research in classical and medieval theories of education, the liberal arts and pedagogy are used to clarify the purpose of higher education (teaching students how to learn without the aid of a teacher) and explore historical and modern pedagogies designed to achieve that purpose. A case study from an introductory history course designed based on medieval pedagogies provides examples of implementing these pedagogies, as well as assessment from three years of teaching it in both community college and university classrooms.

Contributor Notes

Jonathan Klauke earned a Bachelor's degree in Physics and Astronomy from Northern Arizona University in 2004 and later studied the history of medieval and early modern Europe at Central Michigan University and the University of Strathclyde, receiving a PhD in History from Central Michigan University in 2014. Primary research interests include the translation and transmission of medieval and early modern scientific knowledge, including formal and informal systems of education to explore how knowledge crossed boundaries by means of literature, textbooks and instrument manuals. He previously taught at Mid Michigan Community College and Central Michigan University and is currently Assistant Professor of History at Waldorf University. Email: jonathan.klauke@waldorf.edu

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The International Journal of Higher Education in the Social Sciences

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