{"id":509,"date":"2019-09-07T11:27:35","date_gmt":"2019-09-07T16:27:35","guid":{"rendered":"https:\/\/educationalrenaissance.com\/?p=509"},"modified":"2023-05-14T19:03:27","modified_gmt":"2023-05-15T00:03:27","slug":"training-in-the-arts-vs-teaching-sciences","status":"publish","type":"post","link":"https:\/\/educationalrenaissance.com\/2019\/09\/07\/training-in-the-arts-vs-teaching-sciences\/","title":{"rendered":"Training in the Arts vs. Teaching Sciences"},"content":{"rendered":"\n<p>I have previously written on <a href=\"https:\/\/educationalrenaissance.com\/2018\/07\/20\/the-classical-distinction-between-an-art-and-a-science\/\">the classical distinction between an \u2018art\u2019 and a \u2018science\u2019<\/a>, but I recently discovered some interesting confirmations of it in Plato and John Milton Gregory (two otherwise widely divergent figures in the history of education). In particular, the chief take-away for teachers is a clearer awareness of when you are focused on <em>training<\/em> students in an art vs.<em> teaching<\/em> them a subject. <\/p>\n\n\n\n<p>To summarize the distinction, Aristotle defined the intellectual virtue of \u2018art\u2019 as a \u201cstate of capacity to make [something], involving a true course of reasoning\u201d (<em>Nichomachean Ethics<\/em> VI.4, 1140<sup>a<\/sup>). The painter makes paintings, the musician creates music, the architect designs buildings. And all of them do so with a reasoned awareness of the constraints of the world and the proper steps necessary to bring what they imagine into being. <\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-4-3 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Training in the Arts vs. Teaching Sciences\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/6fQ6UV57fNE?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<p>On the other hand, the intellectual virtue of \u2018science\u2019 or, in common parlance, \u2018knowledge\u2019 is \u201ca state of capacity to demonstrate\u201d (<em>Nich. Ethics<\/em> VI.3 1139<sup>b<\/sup>), meaning that in order to know something, someone should be able to prove it or give evidence that it is the case. Experts give evidence in order to prove the truthfulness of certain claims, thereby endeavoring to establish genuine knowledge about their subject. <\/p>\n\n\n\n<p>Perhaps you can see in a glance why this\nis an incredibly important distinction for educators. Training a child in an\nart should follow a markedly different process than teaching a child a science!\nArtistic mastery requires a great deal of coached practice in the art, while\nknowledge of particular truths in a subject entails research, gathering\nevidence, careful thought and the weighing of arguments.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" data-attachment-id=\"510\" data-permalink=\"https:\/\/educationalrenaissance.com\/2019\/09\/07\/training-in-the-arts-vs-teaching-sciences\/800px-hortus_deliciarum_die_philosophie_mit_den_sieben_freien_kunsten\/\" data-orig-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/800px-Hortus_Deliciarum_Die_Philosophie_mit_den_sieben_freien_K%C3%BCnsten.jpg?fit=800%2C994&amp;ssl=1\" data-orig-size=\"800,994\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"800px-Hortus_Deliciarum,_Die_Philosophie_mit_den_sieben_freien_K\u00fcnsten\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/800px-Hortus_Deliciarum_Die_Philosophie_mit_den_sieben_freien_K%C3%BCnsten.jpg?fit=241%2C300&amp;ssl=1\" data-large-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/800px-Hortus_Deliciarum_Die_Philosophie_mit_den_sieben_freien_K%C3%BCnsten.jpg?fit=800%2C994&amp;ssl=1\" src=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/800px-Hortus_Deliciarum_Die_Philosophie_mit_den_sieben_freien_K%C3%BCnsten.jpg?resize=598%2C742&#038;ssl=1\" alt=\"The Seven Liberal Arts\" class=\"wp-image-510\" width=\"598\" height=\"742\" srcset=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/800px-Hortus_Deliciarum_Die_Philosophie_mit_den_sieben_freien_K%C3%BCnsten.jpg?w=800&amp;ssl=1 800w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/800px-Hortus_Deliciarum_Die_Philosophie_mit_den_sieben_freien_K%C3%BCnsten.jpg?resize=241%2C300&amp;ssl=1 241w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/800px-Hortus_Deliciarum_Die_Philosophie_mit_den_sieben_freien_K%C3%BCnsten.jpg?resize=768%2C954&amp;ssl=1 768w\" sizes=\"auto, (max-width: 598px) 100vw, 598px\" \/><\/figure><\/div>\n\n\n\n<p>Where this comes to a head most of\nall is in our application of the classical liberal arts in our schools:\nparticularly the trivium arts of grammar, dialectic and rhetoric, but also the quadrivium\narts of arithmetic, geometry, music and astronomy. While we\u2019ve continued to\ncall them \u2018arts\u2019, it is my contention that we\u2019ve been so caught up with modernist\nprivileging of \u2018science\u2019 over everything else, that we\u2019ve fallen into error in\nboth our understanding of what these arts are in their essence, but also in our\nmethods of teaching them\u2026 or I should say, of training students in them. We\u2019ve\ntreated the liberal arts as if they were sciences, and our students have been\nthe worse for it.<\/p>\n\n\n\n<p>In unpacking and applying this\ncrucial distinction, let\u2019s start first with John Milton Gregory\u2019s distinction\nof training vs. teaching.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Training vs. Teaching in J M. Gregory\u2019s <em>The Seven Laws of Teaching<\/em><\/h2>\n\n\n\n<p>At the school where I work we\u2019re going through <a href=\"https:\/\/www.amazon.com\/Seven-Laws-Teaching-Evaluation-Stephenson\/dp\/1591281768\/ref=sr_1_2?crid=37863EPBHVR14&amp;keywords=the+seven+laws+of+teaching&amp;qid=1567871613&amp;s=books&amp;sprefix=The+Seven+Laws+%2Cstripbooks%2C159&amp;sr=1-2\">John Milton Gregory\u2019s <\/a><em><a href=\"https:\/\/www.amazon.com\/Seven-Laws-Teaching-Evaluation-Stephenson\/dp\/1591281768\/ref=sr_1_2?crid=37863EPBHVR14&amp;keywords=the+seven+laws+of+teaching&amp;qid=1567871613&amp;s=books&amp;sprefix=The+Seven+Laws+%2Cstripbooks%2C159&amp;sr=1-2\">The Seven Laws of Teaching<\/a><\/em> as one piece of our faculty training for this year. In rereading it this last June, I came across a passage of his introduction that caught my eye because of its relationship to the classical distinction between an \u2018art\u2019 and a \u2018science\u2019. <\/p>\n\n\n\n<p>John Milton Gregory divides the whole\nart of education into two \u201cbranches\u201d: <\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>\u201cThe one is the art of <em>training<\/em>; the other the art of <em>teaching<\/em>. Training is the systematic development and cultivation of the powers of mind and body. Teaching is the systematic inculcation of knowledge.\u201d (p. 10, 2014 Canon Press reprint)<\/p><\/blockquote>\n\n\n\n<p>Here it was again articulated in a different form. Where Aristotle\u2019s expression of it held the trappings of <a href=\"https:\/\/educationalrenaissance.com\/2021\/05\/29\/moral-virtue-and-the-intellectual-virtue-of-artistry-or-craftsmanship\/\" target=\"_blank\" rel=\"noreferrer noopener\">a work on personal ethics, and therefore focused o<\/a>n the subjective virtue of an individual, J. M. Gregory was expressing the distinction from the perspective of an educator. Education involves two core parts, we might say, training in the arts (i.e. any of the \u201cpowers of mind and body\u201d that produce something in the world) and teaching of knowledge in any particular \u2018science\u2019, or subject in which things can be known.<\/p>\n\n\n\n<p>J. M. Gregory goes on to explain the\nhow and why of training in more detail:<\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>\u201cAs the child is immature in all its powers, it is the first business of education, as an art, to cultivate those powers, by giving to each power regular exercise in its own proper sphere, till, through exercise and growth, they come to their full strength and skill.\u201d (10)<\/p><\/blockquote>\n\n\n\n<p>This expresses well my previous article\u2019s contention for the importance of lots of coached practice. Training students in an art requires giving them \u201cregular exercise\u201d and a <a href=\"https:\/\/educationalrenaissance.com\/2021\/05\/29\/moral-virtue-and-the-intellectual-virtue-of-artistry-or-craftsmanship\/\" target=\"_blank\" rel=\"noreferrer noopener\">long process for the development<\/a> of \u201cstrength and skill.\u201d I hardly need add that recent research on the importance of <a href=\"https:\/\/educationalrenaissance.com\/2018\/09\/21\/deliberate-practice\/\">deliberate practice<\/a> over the course of thousands of hours is confirming this traditional insight. Highly focused repeated firing of the relevant neural networks is apparently the key to the formation of myelin sheaths around those neurons, so that their firing can occur with high levels of efficiency and accuracy (see <em>The Talent Code<\/em>, or <em>Talent Is Overrated<\/em>, or <em>Outliers <\/em>or any other of the high performance literature drawing from Anders Erikson\u2019s research). <\/p>\n\n\n\n<p>Incidentally, J. M. Gregory also concedes that training is more primary, or that it is, as he says, &#8220;the first business of education,&#8221; because without the training of a child&#8217;s powers, they cannot even grapple with the stuff of knowledge. The arts are a basic human form of <a href=\"https:\/\/educationalrenaissance.com\/2019\/08\/31\/educating-future-culture-makers\/\">culture-making<\/a>, without which knowledge is not even possible.<\/p>\n\n\n\n<p>In contrast, J. M. Gregory describes teaching as the communication of knowledge, dropping Aristotle\u2019s emphasis on the ability to demonstrate. Modernism and empiricism had effectively undercut Aristotle\u2019s emphasis on deductive logic\u2019s ability to \u201cprove\u201d from universals, and the promise of presenting the \u201cresults of modern science\u201d had already come into its own and subtly influenced J. M. Gregory\u2019s view of what it meant to teach knowledge. At least, that&#8217;s my explanation of this curious feature of his account, not to mention his decision to write his whole work focused on the rules of teaching and leave the art of training to the side.<\/p>\n\n\n\n<p>Lastly, it is interesting to note how J. M. Gregory claims that these two aspects of education (training vs. teaching) \u201cthough separable in thought, are not separable in practice\u201d (11). The fact that he emphasizes this so strongly&#8211;though understandable and no doubt correct\u2014just goes to show how far the tradition has come since Plato and Aristotle. In those days the arts were viewed more concretely, almost as <a href=\"https:\/\/educationalrenaissance.com\/2021\/07\/10\/apprenticeship-in-the-arts-traditions-and-divisions\/\" target=\"_blank\" rel=\"noreferrer noopener\">professions or trades<\/a>, rather than academic attainments.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">The Arts as Professions in Plato\u2019s <em>Gorgias<\/em><\/h2>\n\n\n\n<p>Since the Fall of 2018 I have used\nPlato\u2019s <em>Gorgias <\/em>with students in my role as a Senior Thesis advisor. The\ndialogue is a spritely example of Socrates\u2019 witty repartee with a prominent\nfigure, who claims so much for himself. Gorgias was a famous rhetorician with a\nflowery style, who travelled around Greece taking payment from students to\ntrain them in his art. <\/p>\n\n\n\n<p>In the dialogue Socrates forces Gorgias to adopt the shorter method of discourse (i.e. Socrates\u2019 preferred <a href=\"https:\/\/educationalrenaissance.com\/2019\/11\/30\/the-flow-of-thought-part-5-the-play-of-words\/\" target=\"_blank\" rel=\"noreferrer noopener\">dialectical method<\/a>) rather than his normal rhetorical speeches, before systematically picking apart what the art of rhetoric really is, and whether Gorgias can really train men in all he claims to. What is interesting to note for our purposes is further confirmation that even before Aristotle articulated the distinction between skill in an \u2018art\u2019 and knowledge or \u2018science\u2019, it was alive and well in Greek educational culture. <\/p>\n\n\n\n<figure class=\"wp-block-image\"><img loading=\"lazy\" decoding=\"async\" width=\"5616\" height=\"3744\" data-attachment-id=\"511\" data-permalink=\"https:\/\/educationalrenaissance.com\/2019\/09\/07\/training-in-the-arts-vs-teaching-sciences\/canva-null-1\/\" data-orig-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/Canva-null-1.jpg?fit=5616%2C3744&amp;ssl=1\" data-orig-size=\"5616,3744\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;1&quot;}\" data-image-title=\"Canva-null-1\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/Canva-null-1.jpg?fit=300%2C200&amp;ssl=1\" data-large-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/Canva-null-1.jpg?fit=1024%2C683&amp;ssl=1\" src=\"https:\/\/i2.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/Canva-null-1.jpg?fit=810%2C540&amp;ssl=1\" alt=\"Roman sculpture\" class=\"wp-image-511\" srcset=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/Canva-null-1.jpg?w=5616&amp;ssl=1 5616w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/Canva-null-1.jpg?resize=300%2C200&amp;ssl=1 300w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/Canva-null-1.jpg?resize=768%2C512&amp;ssl=1 768w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/Canva-null-1.jpg?resize=1024%2C683&amp;ssl=1 1024w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/Canva-null-1.jpg?resize=120%2C80&amp;ssl=1 120w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/Canva-null-1.jpg?w=2000&amp;ssl=1 2000w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/Canva-null-1.jpg?w=3000&amp;ssl=1 3000w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/figure>\n\n\n\n<p>Socrates begins by discussing numerous other <a href=\"https:\/\/educationalrenaissance.com\/2021\/07\/10\/apprenticeship-in-the-arts-traditions-and-divisions\/\" target=\"_blank\" rel=\"noreferrer noopener\">arts or professions<\/a>, in order to illuminate what exactly Gorgias claims to be as a rhetorician. Throughout the dialogue he brings up the art of a weaver, a physician, a trainer, a business owner, an arithmetician, and a geometer, among other professions. Of course, he also mentions the art of dialectic that he himself engages in, and discusses at length the nature of Gorgias\u2019 art of rhetoric. When Gorgias\u2019 defines rhetoric as the art of discourse, Socrates makes the point that other arts deal with discourse as well. For instance, the physician discourses with the sick about the remedies for their condition, and the arithmetician about odd and even numbers. <\/p>\n\n\n\n<p>In a way, Plato\u2019s <em>Gorgias<\/em>\nforeshadows the later idea of the liberal arts, which would include arithmetic,\ngeometry, dialectic and rhetoric. They are distinguished from other arts by how\nthey use discourse in words or numbers to create their product. Unlike the\nproducts of a weaver or sculptor, a trainer or physician, their product itself is\nthe discourse of words and numbers now present in the world. That product could\nbe the ephemeral spoken address of an orator, or the record of it later written\ndown; it could be the mental calculations of an arithmetician or the recorded\ntransactions in a business ledger.<\/p>\n\n\n\n<p>The dialogue is also interesting for\nhow Socrates\u2019 chief critique of Gorgias\u2019 art of rhetoric turns on Gorgias\u2019\nclaim to being able to persuade anyone of anything regardless of his lack of\nknowledge or expertise in that area. For example, Gorgias claims that his brother,\na physician, could not get a certain patient to take his medicine, until he\ncame along and pleaded with him. Socrates seems to almost be objecting to the\nart of rhetoric\u2019s ability to persuade others of beliefs without \u201cinculcating\nknowledge\u201d or \u201cteaching\u201d them anything. For this reason, Socrates thinks the\nart of rhetoric is suspect because it can be used to convince people of false\nideas just as well as true. <\/p>\n\n\n\n<p>In other words, Socrates thinks training students in the art of rhetoric without teaching them true knowledge in the sciences leaves the world ripe for <a href=\"https:\/\/educationalrenaissance.com\/2019\/12\/21\/marketing-manipulations-and-true-classroom-leadership\/\" target=\"_blank\" rel=\"noreferrer noopener\">manipulation<\/a>. For Socrates rhetoric is a manipulative technique like cookery (which doesn\u2019t make food nutritious) or cosmetics (which doesn\u2019t produce real health and beauty). All this would certainly support J. M. Gregory\u2019s claim that training and teaching cannot (or should not) be divorced in practice, even if it is useful to distinguish between them in principle. <\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Two Errors in Training vs. Teaching<\/h2>\n\n\n\n<p>While I am inclined to think that our chief error today is aiming to teach students abstract knowledge and rules about <a href=\"https:\/\/educationalrenaissance.com\/2019\/11\/09\/the-flow-of-thought-part-4-the-seven-liberal-arts-as-mental-games\/\" target=\"_blank\" rel=\"noreferrer noopener\">the liberal arts<\/a>, rather than affording them enough coached practice to develop proficiency, Plato\u2019s <em>Gorgias<\/em> provides a unique and powerful check on the other side. Neglecting the teaching of genuine knowledge can be just as deadly an error. <\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" data-attachment-id=\"512\" data-permalink=\"https:\/\/educationalrenaissance.com\/2019\/09\/07\/training-in-the-arts-vs-teaching-sciences\/45ee0e1f536769deb4c81dff35bfe1f1\/\" data-orig-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/45ee0e1f536769deb4c81dff35bfe1f1.jpg?fit=735%2C525&amp;ssl=1\" data-orig-size=\"735,525\" data-comments-opened=\"1\" data-image-meta=\"{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;&quot;,&quot;created_timestamp&quot;:&quot;0&quot;,&quot;copyright&quot;:&quot;&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;&quot;,&quot;orientation&quot;:&quot;0&quot;}\" data-image-title=\"45ee0e1f536769deb4c81dff35bfe1f1\" data-image-description=\"\" data-image-caption=\"\" data-medium-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/45ee0e1f536769deb4c81dff35bfe1f1.jpg?fit=300%2C214&amp;ssl=1\" data-large-file=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/45ee0e1f536769deb4c81dff35bfe1f1.jpg?fit=735%2C525&amp;ssl=1\" src=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/45ee0e1f536769deb4c81dff35bfe1f1.jpg?resize=601%2C429&#038;ssl=1\" alt=\"Scylla and Charybdis in the Odyssey\" class=\"wp-image-512\" width=\"601\" height=\"429\" srcset=\"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/45ee0e1f536769deb4c81dff35bfe1f1.jpg?w=735&amp;ssl=1 735w, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/09\/45ee0e1f536769deb4c81dff35bfe1f1.jpg?resize=300%2C214&amp;ssl=1 300w\" sizes=\"auto, (max-width: 601px) 100vw, 601px\" \/><\/figure><\/div>\n\n\n\n<p>We might conceive of these as classical education\u2019s Scylla and Charybdis. On the one side is the perilous rocks of focusing so much on knowledge acquisition and testing, that students lose all active agency in their learning and come out of their rhetoric classes with a host of memorized figures of speech and rules, but no facility or confidence in speaking or <a href=\"https:\/\/educationalrenaissance.com\/2019\/12\/14\/writing-on-purpose-how-ought-we-to-instruct-young-writers\/\" target=\"_blank\" rel=\"noreferrer noopener\">writing<\/a>. On the other side, is the vortex of Charybdis, where the powerful currents of worldliness draw in students whose training has given them the ability to manipulate others, regardless of truth or goodness. <\/p>\n\n\n\n<p>Perhaps there are some debate programs, or classical schools, that so focus on mastery of rules and practice, without the heart of knowledge, that this is a live option worthy of fear. But again, my hunch is that most of our modern schools are so focused on the task of learning about rhetoric that our students left without much <a href=\"https:\/\/educationalrenaissance.com\/2021\/06\/19\/practicing-in-the-dark-or-the-day-well-worn-paths-or-bushwalking-artistry-and-moral-virtue-continued\/\" target=\"_blank\" rel=\"noreferrer noopener\">practice<\/a> in learning how to speak, to stick with one example. <\/p>\n\n\n\n<p>How do you keep the balance of training vs. teaching? Let us know in the comments and share this article with a friend if you found it helpful!<\/p>\n\n\n\n<p><\/p>\n\n\n\n<p>Check out more recent articles related to training in the arts!<\/p>\n\n\n\n<p><a href=\"https:\/\/educationalrenaissance.com\/2021\/05\/29\/moral-virtue-and-the-intellectual-virtue-of-artistry-or-craftsmanship\/\" target=\"_blank\" rel=\"noreferrer noopener\">Moral Virtue and the Intellectual Virtue of Artistry or Craftsmanship<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/educationalrenaissance.com\/2021\/06\/19\/practicing-in-the-dark-or-the-day-well-worn-paths-or-bushwalking-artistry-and-moral-virtue-continued\/\">Practicing in the Dark or the Day: Well-worn Paths or Bushwalking, Artistry and Moral Virtue Continued<\/a><\/p>\n\n\n\n<p><a href=\"https:\/\/educationalrenaissance.com\/2021\/07\/10\/apprenticeship-in-the-arts-traditions-and-divisions\/\" target=\"_blank\" rel=\"noreferrer noopener\">Apprenticeship in the Arts: Traditions and Divisions<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>I have previously written on the classical distinction between an \u2018art\u2019 and a \u2018science\u2019, but I recently discovered some interesting confirmations of it in Plato and John Milton Gregory (two otherwise widely divergent figures in the history of education). In particular, the chief take-away for teachers is a clearer awareness of when you are focused [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":513,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"nf_dc_page":"","_uag_custom_page_level_css":"","_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[49],"tags":[2,126,24,32,61,23,127,31,125,6],"class_list":["post-509","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-classical-tradition","tag-aristotle","tag-art","tag-classical-education","tag-classical-tradition","tag-john-milton-gregory","tag-liberal-arts","tag-plato","tag-science","tag-teaching-vs-training","tag-virtue"],"yoast_head":"<!-- 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In particular, the chief take-away for teachers is a clearer awareness of when you are focused&hellip;","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/pa7K1D-8d","jetpack-related-posts":[{"id":18,"url":"https:\/\/educationalrenaissance.com\/2018\/07\/20\/the-classical-distinction-between-an-art-and-a-science\/","url_meta":{"origin":509,"position":0},"title":"The Classical Distinction Between the Liberal Arts and Sciences","author":"Jason Barney","date":"July 20, 2018","format":false,"excerpt":"One of the encouraging recent developments in education is the recovery of the classical educational tradition of the liberal arts and sciences amongst Christian classical schools. Of course, we\u2019re already laboring upstream, since to most people the term \u2018liberal arts\u2019 simply refers to general studies or the humanities. However, even\u2026","rel":"","context":"In &quot;Classical Tradition&quot;","block_context":{"text":"Classical Tradition","link":"https:\/\/educationalrenaissance.com\/category\/classical-tradition\/"},"img":{"alt_text":"The Liberal Arts of the Classical Tradition","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2018\/07\/Liberal-Arts.jpg?fit=1025%2C756&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2018\/07\/Liberal-Arts.jpg?fit=1025%2C756&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2018\/07\/Liberal-Arts.jpg?fit=1025%2C756&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2018\/07\/Liberal-Arts.jpg?fit=1025%2C756&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":296,"url":"https:\/\/educationalrenaissance.com\/2019\/03\/25\/excellence-comes-by-habit-aristotle-on-moral-virtue\/","url_meta":{"origin":509,"position":1},"title":"Excellence Comes by Habit: Aristotle on Moral Virtue","author":"Jason Barney","date":"March 25, 2019","format":false,"excerpt":"All too often we are inclined to think of excellence as the product of good genes and good fortune rather than our personal habits. The fates bestow their blessings indiscriminately and haphazardly, and the talented and successful are the lucky recipients of excellence, while the rest of us are mired\u2026","rel":"","context":"In &quot;Classical Tradition&quot;","block_context":{"text":"Classical Tradition","link":"https:\/\/educationalrenaissance.com\/category\/classical-tradition\/"},"img":{"alt_text":"Aristotle close-up as famously portrayed by Raphael with arm stretched forward indicating his engagement in the human world of moral excellence, virtue and habits","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/03\/raphael_detail-aristotle-from-the-school-of-athens.jpg?fit=1200%2C1200&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/03\/raphael_detail-aristotle-from-the-school-of-athens.jpg?fit=1200%2C1200&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/03\/raphael_detail-aristotle-from-the-school-of-athens.jpg?fit=1200%2C1200&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/03\/raphael_detail-aristotle-from-the-school-of-athens.jpg?fit=1200%2C1200&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2019\/03\/raphael_detail-aristotle-from-the-school-of-athens.jpg?fit=1200%2C1200&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":2663,"url":"https:\/\/educationalrenaissance.com\/2022\/02\/05\/apprenticeship-in-the-arts-part-3-crafting-lessons-in-artistry\/","url_meta":{"origin":509,"position":2},"title":"Apprenticeship in the Arts, Part 3: Crafting Lessons in Artistry","author":"Jason Barney","date":"February 5, 2022","format":false,"excerpt":"In the previous two articles in this series exploring Aristotle\u2019s intellectual virtues, I laid out a fivefold division of the arts and a teaching method for training in artistry. My guiding hypothesis is that rethinking education through the Aristotelian paradigm of intellectual virtues will combat some of the typical problems\u2026","rel":"","context":"In &quot;Classical Tradition&quot;","block_context":{"text":"Classical Tradition","link":"https:\/\/educationalrenaissance.com\/category\/classical-tradition\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2022\/02\/Untitled-design-22-scaled.jpg?fit=1200%2C800&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2022\/02\/Untitled-design-22-scaled.jpg?fit=1200%2C800&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2022\/02\/Untitled-design-22-scaled.jpg?fit=1200%2C800&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2022\/02\/Untitled-design-22-scaled.jpg?fit=1200%2C800&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2022\/02\/Untitled-design-22-scaled.jpg?fit=1200%2C800&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":1591,"url":"https:\/\/educationalrenaissance.com\/2020\/10\/03\/why-the-history-of-narration-matters-part-1-charlotte-masons-discovery\/","url_meta":{"origin":509,"position":3},"title":"Why The History of Narration Matters, Part 1: Charlotte Mason&#8217;s Discovery?","author":"Jason Barney","date":"October 3, 2020","format":false,"excerpt":"I\u2019ve decided to put the series on Bloom's Taxonomy vs. Aristotle\u2019s Intellectual Virtues on hold for a couple months after contracting with Classical Academic Press to film two courses in December for ClassicalU: one on narration and another on Charlotte Mason\u2019s philosophy for classical educators. So I\u2019m returning to the\u2026","rel":"","context":"In &quot;History of Education&quot;","block_context":{"text":"History of Education","link":"https:\/\/educationalrenaissance.com\/category\/history-of-education\/"},"img":{"alt_text":"an old and traditional school room","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2018\/12\/Canva-Brown-Wooden-Desks-With-Benches.jpg?fit=1200%2C795&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2018\/12\/Canva-Brown-Wooden-Desks-With-Benches.jpg?fit=1200%2C795&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2018\/12\/Canva-Brown-Wooden-Desks-With-Benches.jpg?fit=1200%2C795&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2018\/12\/Canva-Brown-Wooden-Desks-With-Benches.jpg?fit=1200%2C795&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2018\/12\/Canva-Brown-Wooden-Desks-With-Benches.jpg?fit=1200%2C795&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":3477,"url":"https:\/\/educationalrenaissance.com\/2023\/01\/14\/counsels-of-the-wise-part-3-the-practical-nature-of-prudence\/","url_meta":{"origin":509,"position":4},"title":"Counsels of the Wise, Part 3: The Practical Nature of Prudence","author":"Jason Barney","date":"January 14, 2023","format":false,"excerpt":"In this series we are recovering several lost goals of education by exploring Aristotle\u2019s intellectual virtues as replacement learning objectives for Bloom\u2019s taxonomy. Prudence or practical wisdom (phronesis) is one such lost goal, which is endorsed by the biblical book of Proverbs and the New Testament, even if Aristotle\u2019s exact\u2026","rel":"","context":"In &quot;Classical Tradition&quot;","block_context":{"text":"Classical Tradition","link":"https:\/\/educationalrenaissance.com\/category\/classical-tradition\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2023\/01\/St_Johns_College_Chapel_Court_Cambridge_UK_-_Diliff.jpg?fit=1200%2C803&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2023\/01\/St_Johns_College_Chapel_Court_Cambridge_UK_-_Diliff.jpg?fit=1200%2C803&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2023\/01\/St_Johns_College_Chapel_Court_Cambridge_UK_-_Diliff.jpg?fit=1200%2C803&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2023\/01\/St_Johns_College_Chapel_Court_Cambridge_UK_-_Diliff.jpg?fit=1200%2C803&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2023\/01\/St_Johns_College_Chapel_Court_Cambridge_UK_-_Diliff.jpg?fit=1200%2C803&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":2171,"url":"https:\/\/educationalrenaissance.com\/2021\/07\/10\/apprenticeship-in-the-arts-traditions-and-divisions\/","url_meta":{"origin":509,"position":5},"title":"Apprenticeship in the Arts, Part 1: Traditions and Divisions","author":"Jason Barney","date":"July 10, 2021","format":false,"excerpt":"The previous two articles have paved the way both for our discussion of Aristotle\u2019s intellectual virtue of techne, artistry or craftsmanship, as well as the intellectual virtue of phronesis, practical wisdom or prudence. In a strict sense, the analogy between artistry and morality is aside from our central argument, which\u2026","rel":"","context":"In &quot;Classical Tradition&quot;","block_context":{"text":"Classical Tradition","link":"https:\/\/educationalrenaissance.com\/category\/classical-tradition\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/07\/Apprenticeship.jpg?fit=537%2C358&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/07\/Apprenticeship.jpg?fit=537%2C358&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2021\/07\/Apprenticeship.jpg?fit=537%2C358&ssl=1&resize=525%2C300 1.5x"},"classes":[]}],"_links":{"self":[{"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/posts\/509","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/comments?post=509"}],"version-history":[{"count":6,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/posts\/509\/revisions"}],"predecessor-version":[{"id":2632,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/posts\/509\/revisions\/2632"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/media\/513"}],"wp:attachment":[{"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/media?parent=509"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/categories?post=509"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/tags?post=509"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}