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The trivium is the lower division of the seven liberal arts and comprises grammar, logic, and rhetoric. [1] ... Sayers, Dorothy L. (1947). The Lost Tools of Learning ...
According to Sayers, these phases are roughly coordinated with human development and would ideally be coordinated with each individual student's development. [ 19 ] Sayers connects her three stages with the three liberal language arts ( trivium ): grammar, logic, and rhetoric, respectively. [ 19 ]
Sayers' work became a cornerstone for the later revival of classical education, particularly within the Christian education movement. Sayers proposed that the trivium—comprising grammar, logic, and rhetoric—should be taught in a manner that corresponds with the natural stages of a child's cognitive development. [32]
Dorothy Leigh Sayers (/ s ɛər z / SAIRZ; [n 2] 13 June 1893 – 17 December 1957) was an English crime novelist, playwright, translator and critic.. Born in Oxford, Sayers was brought up in rural East Anglia and educated at Godolphin School in Salisbury and Somerville College, Oxford, graduating with first class honours in medieval French.
The Dorothy L Sayers Society: The Letters of Dorothy L. Sayers: 1944–1950, A Noble Daring: 1999: The Dorothy L Sayers Society: The Letters of Dorothy L. Sayers: 1951–1957, In the Midst of Life: 2000: The Dorothy L Sayers Society: The Letters of Dorothy L. Sayers: Child and Woman of Her Time: 2002: The Dorothy L Sayers Society: A supplement ...
The curriculum is influenced by the ideas of Mortimer J. Adler, Sister Miriam Joseph, and Dorothy L. Sayers in that its stated purpose is to develop the "tools for learning" instead of simply teaching subjects. [4] [5] The stated mission also includes the use of the Socratic method with small classes and a low student-teacher ratio. Students ...
Dorothy Sayers, in her excellent book, The Mind of the Maker, divides creative activity into three stages: the idea, the implementation, and the interaction. A book, then, or a computer, or a program comes into existence first as an ideal construct, built outside time and space, but complete in the mind of the author.
The version of classical education developed by Dorothy L. Sayers relies heavily on rote memorisation for young children. [35] Mason's students memorised scripture, poetry, and songs, [36] but she did not value rote memorisation for the sake of rote memory. She believed that children should be fed upon the best ideas, which she called 'mind-food.'
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