“The Philosophy of Classical Education in the KRG Region” By Rozhan Mhamed Raouf Saeed MBA., The American University Of Iraq, Sulaimani, 2012 MASTER OF BUSINESS AND ADMINISTRATION IN INTERNATIONAL MANAGEMENT AND LEADERSHIP. Rozhan Mhamed Raouf Saeed, 2012. All rights reserved. The author hereby grants permission to reproduce and to distribute publicly paper and electronic copies of this thesis document in whole or in part. Signature of Author ………………………………………………………………………………………………………………… November 2012 Certified and Accepted by …………………………………………………………………………………………………………. Prof. Dr. Thomas Marx Vice Dean Faculty Business Information Systems Program director MSc in Business Consulting Furtwangen University of Applied Science Thesis Supervisor 1 “I hereby solemnly declare on my oath that the work presented has been carried out by me alone without any form of illicit assistance. All sources used have been fully quoted.” Signature ( ) 2 Contents: 1. Introduction .......................................................................................................................................... 6 1.1 General Introduction: ......................................................................................................................... 6 1.2 Purpose of the study: .......................................................................................................................... 7 1.3 Research questions: ............................................................................................................................ 8 1.4 Limitations: ......................................................................................................................................... 9 2. Review of Literature:............................................................................................................................... 10 2.1 Introduction: ..................................................................................................................................... 10 2.2 Definition of terms: ........................................................................................................................... 10 2.2.1 Grammar stage: ......................................................................................................................... 11 2.2.2 Logic stage:................................................................................................................................. 11 2.2.3 Rhetorical stage: ........................................................................................................................ 11 2.3 The Origins and Development of the Classical education from the ................................................. 11 Hellenistic Age to the Middle Ages ......................................................................................................... 11 2.3.1 The Life of Socrates: ................................................................................................................... 11 2.3.2 Socrates impact on Classical education ..................................................................................... 12 2.3.3 The life of Plato .......................................................................................................................... 12 2.3.4 The Life of Aristotle .................................................................................................................... 13 2.3.5 Life of Isocrates .......................................................................................................................... 13 2.3.6 The Life of Saint Augustine ........................................................................................................ 14 2.3.7 Life of Cassiodorus ..................................................................................................................... 15 2.4 The Rise of Universities: .................................................................................................................... 15 2.4.1 University of Paris ...................................................................................................................... 15 3 2.5 The Decline of Classical Education: ................................................................................................... 17 2.5.1 The Enlightenment: .................................................................................................................... 17 2.6 The renaissance of Classical Education ............................................................................................. 18 2.6.1 Alder’s Life:................................................................................................................................. 18 2.7 The paideia Proposal: ........................................................................................................................ 18 2.7.1 Curriculum:................................................................................................................................. 19 2.7.2 Instruction: ................................................................................................................................. 20 2.7.3 The role of the teacher: ............................................................................................................. 20 2.7.4 Role of student: .......................................................................................................................... 21 2.7.5 Implementation of the Paideia program: .................................................................................. 21 2.8 Dorothy L. Sayers and “The Lost Tools of Learning”: ........................................................................ 22 2.8.1 “The Lost Tools of Learning”; what are they? And why are they so essential? ......................... 22 2.9 Implementation of the model and concluding remarks: .................................................................. 22 2.9.1 The challenge of teaching in a Classical School: ........................................................................ 22 3. Methods 24 3.1 Introduction: ..................................................................................................................................... 24 3.1.1 Setting: ....................................................................................................................................... 24 3.1.2 Sample/Participants: .................................................................................................................. 25 3.1.3 Measurement instruments: ....................................................................................................... 25 3.1.4 Data Collection/ Procedures: ..................................................................................................... 25 3.1.5 Data Analysis: ............................................................................................................................. 25 4. Results: 47 5. Discussion 49 5.1. Introduction ..................................................................................................................................... 49 5.2 Discussion 49 4 5.3 Limitation 50 5.4. Recommendation............................................................................................................................. 50 5.5 Conclusion51 6. Reference: 53 5 1. Introduction 1.1 General Introduction: The classical education known today has extended its roots from the times of the Greeks and Romans and has faced many challenges and difficulties until it could be formally taught at academic institutions. From then until now reforms towards classical education is being called worldwide and especially in the American schools. In 1983, the National Commission on Excellence put out a report under the title “A Nation at Risk”, which encouraged strong reforms in the American nation’s schools. In the two previous decades since this report, lots of state, and local-level working parties and study groups were shaped. Since then three waves of reform were formed. The “first wave” reform worked on developing academic standards throughout new academic requirements for students and improved teachers regulations. Together with the further requirements, taxes went up, school expenditure rose and a big deal of academic related legislation was approved. The reform movements of the previous decade are called as “second wave” reforms. States continue to have more control over the education system, as measured by achievement testing. School choice, as well as voucher systems and charter schools, is left to be a focus for political debate. Today comes the “third wave” reforms which contains a practical combination of features of both previous reform movements. nevertheless, today there is an stress on “whole-school” reform models which is supported by the federal government in the No Child Left Behind( NCLB) legislation. This study offers a general idea of a “whole-school” reform model called as the “Trivium of Classical Education.” The “Trivium of Classical Education” which is consisted of the educational skills of grammar, dialectic, and rhetoric was improved by the ancient Greek philosophers. The content and the philosophy of the Trivium was the mandatory requirement for acceptance into a European medieval university. The opening part of this thesis looks for sharing with teachers the importance of looking for an understanding of fundamental philosophies which impact education. If there is no such a background and knowledge, it might be badly equipped to make essential educational decisions. The study of idealism and realism, that generates classical education, will be put next to practicality, the method behind Dewey’s progressive education in which has deeply affected American educational system. 6 Opening with well-known Greek philosophers, the progress of the tools of the Trivium will be analyzed. Also, a short history of the preface and development of medieval universities is investigated; later on an analysis would follow of the classical education gravely decline during the second half of the 19th and the 20th centuries. This thesis also provides study of two models of classical education which have had an important effect on the recurrence of classical schools through America. “Classical” education as advocated by Mortimer Adler (1982) in his book The Paideia Proposal is evaluated. Adler was a prolific writer, philosopher, and advocate of the “Great Book” approach. In addition, the “Classical Christian” approach to education based on the essay written by Dorothy L. Sayers entitled The Lost Tools of Learning is studied. Sayers, who is well known as a mystery writer and a translator of Dante’s Divine Comedy, presented this essay as a speech at Oxford University in 1947. This essay of Sayers is indirectly in charge for the improvement of about 200 schools and the creation of the “Association of Classical and Christian Schools” (ACCS). In the essay, Sayers pleaded the educational community to go back to a classical pedagogy that she stated was efficiently used in schools throughout the middle ages. What she described for is a return to using the Trivium—the tools of grammar, dialectic, and rhetoric which successfully prepared students to attend university for the past several hundreds of years. Statement of the Problem: Our goal is to study the classical educations in the KRG region and analyze their function and their system in the region as long as their system is very new to the region. This is done through distributing surveys. 1.2 Purpose of the study: The primary intention of this investigation is to offer an analysis of two models of classical education that have had an important effect on the return of classical schools. “Classical” education as supported by Mortimer Adler (1982) in his book The Paideia Proposal will be evaluated. Adler was a creative writer, philosopher, and supporter of the “Great Book” approach. The Paideia Group is an educational organization that offers training and courses for the achievement of Adler’s approach to classical education. On top, the “Classical Christian” approach to education is based on the essay written by Dorothy L. Sayers under the title of “The Lost Tools of Learning”. Sayers, who is well known as a mystery writer and a translator of Dante’s Divine Comedy, her essay is indirectly responsible for the development of about 200 schools and the growth of the “Association of Classical and Christian Schools” (ACCS). In 7 her essay, Sayers pleaded the educational district to go back to a classical pedagogy and philosophy that she stated was successfully practiced in schools throughout the middle ages. What Sayer meant is a return to using the Trivium—the tools of grammar, dialectic, and rhetoric which efficiently prepared students to join university for the earlier period of several hundreds of years. She grieved over that throughout the past century schools in Europe and America have deserted this system to education. On the other hand, this study will discover the origins and current improvement of the Trivium that Sayers supported. While she tolerably illustrated the Trivium and its advantages to its students, she was unsuccessful to offer information concerning the historical progress of these “lost tools of learning.” Sayers wished to go back to the educational system of the middle ages time for its implementation of the Trivium, except she failed to enlighten us in her essay about where and how it started off. Tthat is why this research challenges to initiate closing this “gap” in the literature. Starting with well-known Greek philosophers, the growth of the tools of the Trivium will be studied. Later, this work attempts to report to teachers and laypersons the value of consideration of basic philosophies that effect education. If there is no such a background and understanding one is just unprepared to formulate significant educational conclusion. 1.3 Research questions: This study seeks s to answer the following questions: 1. What is a classical education? 2. The history of the tools of the Trivium and how, when, and where did they derived? 3. What is the intention of classical education? 4. What kind of curricula has to be practiced in classical schools? 5. What kind of instruction should be offered by teachers in classical education? 6. What is the task of the teacher in a classical school? 7. What is the task of the student in classical education? 8. What are the educational philosophies of classical education? 9. What task did classical education take part in in the growth of the medieval university system? 11. How did the Paideia Group and the Association of Classical and Schools expand? 8 12. What quality does the CSM provide in the region? 13. To what extent does the CSM provide efficient curriculum and staff? 14. To what extent did the CSM reach its agenda by using resources available to it? 15. To what extent does the government engage supportively with the CSM? 1.4 Limitations: 1. Historical studies include intrinsic limitations such as incapability to straightforwardly view the trials, the human error in rebuilding, and the impartiality and the talent of the historian. 2. This writer passes the viewpoint of a teacher from having been in the field for 2 years. 3. This writer grants a bias regarding the understanding and implementation of the classical model. 4. There are limits to the total of data which can be read, recorded, and studied by the researcher given the time limits. 5. This author is not an intellectual in the spots of ancient and medieval languages. 6. every historical studies are limited because of the incapability to straightforwardly view the trials studies. 9 2. Review of Literature: 2.1 Introduction: This project study tries to emphasize on the ideology and philosophy of the Classical education schooling in general. Later on come into a point to analyze how is the classical education doing in the KRG region in specific. It is important to mention that there some different between the Classical education practiced in America and in the KRG region. This difference is integrated with the difference of religion and traditions in the KRG. For example Classical schools students have to practice biblical activities and study Latin Language in America as part of their education system. However, in the KRG region this is mostly impossible because there exists a different religion with completely different ideology and traditions. Therefore, the classical education has to face a number of challenges regarding its education system and curriculum in order to be adapted in the region. 2.2 Definition of terms: The basic philosophy of Classical Education is to teach children the way they want to be taught in nature. Furthermore, the Classical Educators teach the children what they want to know when they want to know. When children are amazed and overwhelmed with the human tongue, teach them language and grammar by the classical educators. When children are challenging theories they are taught logic. The term “Classical” or “Classical Education” needs some definition. If we go back to the history, then the term “Classical period” are the times of the Romans and the Greeks (600 B.C – 476 A.D) who have left us classical myths, art and the classical languages of Greek and Latin. Accordingly, the education practiced by the Romans and the Greeks can be called as “Classical Education”. However this term is not only been used for the classical period but also used for things that are traditional. Classical literature for example can be any work, (not only the Roman or Greek literature) of lasting excellence. Hence, we can use the term “Classical Education” not only for the Roman or Greek education but also for a traditional and excellent education. For that reason the term “Classical Education” is not only used for the Roman or Greek education it is also used for a traditional and excellent education as well. The term “Classical Education” is so old that it appears new or today. The Classical education was new before two thousand years ago at the times the Roman originated its foundation where their philosophy of education emphasized on grammar, literature, logic and rhetoric. ( Christopher A. Perrin, 2004) 10 During the last ten years the classical schools has grown significantly. Nowadays there are hundreds of ACCS and Paideia schools and still continuing to grow. (Veith & Kern, 1997). 2.2.1 Grammar stage: During the childrens’ early stage (kindergarten 5 th or 6th grades), students study the Grammar stage of Trivium. Each specific subject includes its own Grammar skill (basic skills of study). We are only familiar with English grammar and we do not really realize that each subject has its own grammar stage as well. Students memorize multiplication table; learn plants and animals classification and anything else that lends itself to easy repetition. 2.2.2 Logic stage: In the seventh grade of classical school the student enters the logic stage when the students are no more willing to just learn; now they want more. They want to analyze the subjects, the what , the who, the why , the where of a subject. 2.2.3 Rhetorical stage: In this stage students continue to obtain content and dialect skills, persuasive writing together with speech and writing. Furthermore they learn to express themselves well in a persuasive and pleasing form. This study is an analysis of the ideology of two selected reformers Mortimer Alder and Dorothy Sayers. These two reformers with their models have had a great effect on the reemergence of the classical schools in America. 2.3 The Origins and Development of the Classical education from the Hellenistic Age to the Middle Ages 2.3.1 The Life of Socrates: Socrates was born in Athens circa in 469 B.C. Although Socrates lived in poverty he was considered to be one of the most leading sophists of his time. Although Socrates offered no courses and took no fees, he had a displeasing effect on many people. Most of the fathers were unhappy about their sons, the way they were listening to Socrates to Socrates techniques in questioning in pursuit of truth on their parents. 11 This excused Socrates to undermine the stability of the traditional family relationship. (Even today parents may be displeased by the way their teenagers trained in logic and dialect skills) (Hart, 2006) This action of Socrates had both religious and moral factors. The religiously factor of Socrates is that he believed in none of the city-state gods and introduced new theologies. Morally, the society has charged him that he has led the teenagers of Athens away from the Athenian tradition and ideology. As Plato mentions in Apology, Socrates was not trying to curry favor or beg for sympathy, however he was trying to help his student a life full of moral and logic. Moreover, they should care not about their material tenure but about making their true selves and their souls. Athens decided to stop Socrates actions by setting a court for him and chose to end his life by poisoning him; however Socrates was very standing, gave a speech that defeated his actions bravely in front of the juries that made them cry. (Plato, 2006) 2.3.2 Socrates impact on Classical education Sophists were a small group of teachers who disagreed on philosophical states and they never established school models in a traditional way. Socrates passion was to discover guidelines for leading a just life and he made ethics and morality his main anxiety. If Socrates has recorded his writing, then unfortunately none of them has survived. Anything we know about Socrates comes from his pupil like Plato. (Hart, 2006) 2.3.3 The life of Plato Plato was born in 427 or 428 B.C. and died at the age of eighty. Plato came from a wealthy, famous family in Athens. Plato was a young man when his father died and his mother remarried. Later on Charmides, the brother of Plato’s mother has introduced Plato to Socrates and he became his pupil. (Copleston, 1993) 2.3.3.1 Plato’s impact on Classical education Plato was also one of those who contributed to logic and legal philosophy, including rhetoric. In Plato’s world formal education would start at the age of seven, with students studying music, mathematics, and gymnastics until the age of eighteen. 12 Plato believed that music is a form of enjoyment and it is very in providing a form of helping students to learn math, history and science. (Durant, 1933) This model of Plato effected today’s classical school, that even until now classical schools are using musical chants and jingles. (Randall D. H , 2006) 2.3.4 The Life of Aristotle Aristotle was born in 384 B.C. in a small town Greek town of Stagira in Macedonia. It is obvious that both Plato and Aristotle had a great respect for each other. There is a great chance that Aristotle has received an invitation from Phillip to come to Pella, the capital city of Macedonia, in order to teach Philip’s son, known as Alexander the Great, the future conquer of the then known world.(Ross, 1923) 2.3.4.1 Aristotle impact on Classical Education According to Cicero’s word, Aristotle has the most Rhetorical brilliant and literally excellent writing in his then world, that his writings have even competed even Plato’s dialogues. However, unfortunately most of Aristotle’s writings have been lost. (Veatch, 1974) Logic and Rhetoric: When we hear about “Aristotle” the first thing comes into our mind is the “Aristotelian Logic”. Aristotle was the one who laid Logic, and then any other developed logic was developed since Aristotle’s time. He was the one who influenced many philosophers and Roman teachers as Circero and Quintilian. Later on Scholastics such as Thomas Aquinas developed intellectual relational for Christian theology based on the foundation of the Aristotelian philosophy. Later on, Aristotle’s philosophy became one of the basic studies in the medieval universities. Aristotle’s logic became a major part of catholic Christianity’s rationale, and others have made his realism their main path of their philosophy of education. (Randall D. Hart, 2004) 2.3.5 Life of Isocrates Isocrates was born in 436 B.C. he is known to be a famous Rhetoritician, he came from a middle class family but still his father provided a very well education for his son Isocrates. (Larue V. Hook, 1944). 2.3.5.1 Isocrates Impact on Classical Education Then, Isocrates became one of the wealthiest men in Athens and could open his own school in which it could have an enrollment of approximately 100 students. However, Isocrates was always engaging with 13 only five or six of his students in a serious study and through genuine teaching as they thought themselves to be his followers. (Marrou, 1956) Isocrates would advise his students to spend some times with mathematical subjects as it exercises and sharpens the mind. “Eristic”, the art of debate, was another subject that was added by Isocrates, the subject was generally regarded to be dialects and in a more broad term considered to be philosophy. Furthermore, he made rhetoric as a main subject to be studied in his school. The honor belongs to Isocrates in who inspired the western tradition education. (Larue V. Hook, 1944). 2.3.6 The Life of Saint Augustine Augustine was born in Thagste in what is known as Algeria now in 354. He came from a middle class family, his mother devout Christian and his father pagan. However, one year before his death his father became Christian. Augustine went to Rome, he made his home as a rhetoric school where he had very behaved students and his reputation began to develop. (Dong Young K., 2011) 2.3.6.1 Saint Augustine Impact on Classical education Augustine did not fear of sharing classical education. He took sources from classical literature together with Christian sources and developed what is considered to be the first Christian or classical education. (Hart R.D., 2006) According to Howie, Augustine’s union of the philosophy of classical education can be classified in three headings: 1. Learning motivation. 2. The communication between teacher and student. 3. Christian curriculum content. 14 According to Augutine, a teacher must love the subject he is teaching and he must be sensitive and caring in order to reflect the love of God in his teaching. Above all the teacher must be aware that God is the source of all the truth. Augustine rejected the idea that the teacher is the cause of learning; instead he insisted that the student is the one who has the free will to learn and that the student is his own teacher. The teacher is only the one helping in the learning process. Augustine called the classroom as the internal teacher and the word of God as the interior teacher which shows the eternal truth. Saint Augustine was a pastor so he brought all what he has learned as a student and a teacher such as the classical liberal art curriculum and applied them in the classical theory of knowledge as he thought them to be the food of soul. (Hart R. D., 2004) 2.3.7 Life of Cassiodorus Cassiodorus was born in 480 Scyllacium in southern Italy. Cassiodorus writings prove that he received the usual education in philosophy and rhetoric. (John Edwin Sandy , 2010) 2.3.7.1 Cassiodorus Impact on Classical education The main goal of Cassiodorus is to establish a school based on theology and Classical literature. He made his monastery a theological school and a place for making scripture copies and writings of the early church fathers. Cassiodorus was the one who helped to make a liberal art education a standardized part of education. Cassiodorus categorized education around the seven pillars from a Christian perspective. As he might have embraced the biblical metaphor in proverbs 9:1 (Wisdom hath built herself a house: she hath hewn her out of seven pillars.”). (Hart R. D., 2004) 2.4 The Rise of Universities: The medieval universities have seen a vast development over the ast 1500 years ago through receiving the classical theology and literature. (Graves, 1910) 2.4.1 University of Paris In 1117, Abelard could succeed to draw thousands of students to Paris from all nations, where it is considered to have one the major medieval universities in. There is an estimation that a pope, nineteen 15 cardinals, and more than fifty bishops and archbishops were among those students. He lectured them in the areas of dialect and theology and encouraged them for free discussion and the use of reason. (William W., 2010) 2.4.1.1 Curriculum The foundation that drew the philosophy of classical education rises from the early Middle Ages which includes the Aristotelian idea of a critical person in knowledge. (Robert Littlejohn & Charles T. Evans , 2006) The instruction of the education in the universities was based in seven liberal arts. Grammer, rhetoric and logic were in the group of trivium, on the other hand arithmetic; geometry, astronomy and music were in the group of quadrivium. In the earlier time the text-books provided in the cathedral schools were few and simple they were mostly Latin Grammar, some Logical manuals, arithmetic, music and rhetoric manuals with some outlines of astronomy and elementary geometry. Later on this slim curriculum was enlarged and improved in the twelfth century by adding some western knowledge to the Aristotelian logic. At the same time great importance was still given to Latin classic. The earliest universalities are those in Paris in 1215, required the whole Aristotle’s work. Logic was not the only subject of study itself, it spread through every other subject as a method and gave character to the medieval minds. The art of argument became an intellectual habit among the areas of law, medicine, philosophy and theology. Later, the study of classical literature was designed to illustrate the rules of grammar. (Haskins, 1923) The Eleventh century came with a serious discussion about the philosophical problems about the Christian theology. This resulted in the development of scholasticism mainly in the field of classical education. In general the term scholasticism is related to the scholar who works in the study of Logic and metaphysics conducting that the knowledge of those subjects would help his study in Christian theology. Therefore scholasticism can be defined as the thought system that controlled the education curriculum of the Middle Ages schools education from the eleventh century to the fifteenth century. In which its goal was to clarify the Christian faith in their education with providing reason. (Dahmus, 1995) 16 2.5 The Decline of Classical Education: 2.5.1 The Enlightenment: The age of enlightenment is the period between the English revolution in 1680 and the French Revolution in 1790. During this period of time the classical education was attacked by many of the Scholasticism of that time. Many of the Enlightenment thinkers criticized the philosophy of the classical education integrated with religion that was popular just then. They stated that knowledge comes from, experiences, reason, and feelings rather than biblical influence or history. The enlightenment thinkers were trying to undermine the philosophy of classical education. (Hart R. D., 2004) Those thinkers went towards the new science that initiated with the work of Francis Bacon (1561-1626). Especially Isaac Newton (1642- 1727), he also stated that the ideas come from sense knowledge and that knowledge comes from designed experiments. Newton’s theology gave rise to the scientific philosophy. Newton did give some place in the universe and named him as the clockmaker of the well designed universe. There were two different ideologies about education philosophy, while the religious reformers wanted the classical education to serve the church and the society, Bacon wanted scientific education to serve. An undergraduate, Bacon had studied the Aristotelian philosophy in which he found it to be lifeless and not very inspiring. Bacon was sickened that two thousand years of Aristotelian philosophy have not succeeded to reinstate humanity’s power over God’s creation. Bacon believed the call of God to Adam is to precede the source of science for the improvement of society. Bacon demonstrated the link between science and Christianity within two books- the book of God’s work and the book of God’s word. He stated that the two books have to be studied independently, so that the readers will not be confused. Bacon supposed that Faith and learning can no longer be incorporated as they used to be in the medieval university, in other words he was trying to state the religion cannot be applicable in doing science. Enlightenment philosophy and ideology, started with Locke and Rousseau very much affected education and became even more leading the liberal approach to education that emerged in the nineteenth and twentieth century. Academically, Locke stressed out the value of Literacy, history and science but he was not a supporter of the emphasis of classical education on studying Latin. Latin is absolutely important and valuable; however Bacon was distressing about the several precious hours that kids were spending on learning it 17 uneasily. Once they are departed from school they have nothing to do with Latin in their lives. He advised that children must learn from life experience rather than religion. (Francis Bacon, 2001) 2.6 The renaissance of Classical Education 2.6.1 Alder’s Life: Mortimer Alder was born in 1902. He authored many books from scientific to religious studies. (Claudiu Cimpean, 2009). 2.6.1.1 Alder’s educational philosophy: Alder was very interested in the Aristotelian philosophy as it is clear in his books. Alder believed that truth is found in great books, especially in western classic literature and that truth is the same everywhere. That is why all students should study the same curriculum which the classical education in which he believed in. (Claudiu Cimpean, 2009). In the United States, parent complained about in the quality decline of public schools that is why elected Public officials always tried to find a way to improve the education quality without increasing the taxpayers. On the other hand, employees concerned about the productivity of workforce while there is a lack of skills like computing, reading, writing, speaking and writing. All of those concerns addressed the need for a reform in the public school sectors in America. The reform goal is to design and improve the opportunity for young people, improve the economy and establish democratic institutions. (Alder, 1982) 2.7 The paideia Proposal: The word “paideia” comes from the Greek word pais or paidos which means education of a child. It was a system of education in Classical Athens that students were given a well-formed cultural education. Subjects included rhetoric, grammar, philosophy, mathematics, music, geography, natural history, and gymnastics. Paedeia was the process of educating humans into their true form, the real and genuine human nature Alder criticized democracy in the United States in his book “In Democracy, and Education” written in 1916. The paideia Proposal stated that a quality education should be provided to all for a right working politician institutions, for an efficient business and industry, for economy improvement, for a strong culture and for a good future for the citizens and the children. Alder proposed a one track system instead of a two track system in the school systems in order to achieve a quality education. In a one 18 track system, during the twelve year of school students of public schools must achieve three main goals. The first one is called self-improvement; mentally, morally and spiritually. The second goal is to prepare students to become b enfranchised citizens. To practice democracy one should have universal public schools The third goal is to consider that adults must be able to work and earn a living. School education should not only train them for a specific job; it must give them the fundamental skills that are familiar in all jobs in the society. (Alder, 1982) 2.7.1 Curriculum: According to Alder there should be no specialized or elective courses. He stated that those kinds of courses are appropriate for colleges or technical schools and should never be educated in high schools. Instead, they should be required from all students by the twelve years period of basic schooling, except students can study foreign language if they so desired. Alder believed that mind can be enhanced by three different methods: 1. By the achievement of organized knowledge; 2. By the improvement of intellectual skills. 3. By the enlargement of understanding and insight. Three areas to consider in important in basic schooling: 1. Language, literature and fine arts. 2. Mathematics and natural science 3. History, geography and social studies. Those three methods are rising gradually in the means of complexity and difficulty from the first year to the twelfth year during the high school education and they are all important to the classical education curriculum. (Alder, 1982) 19 2.7.2 Instruction: 1. First method: “achievement of organized knowledge”; this method states that education is practiced through “teaching be telling”, while textbooks and other materials should be used along with laboratory experiments. 2. Instruction in Mathematics for example should start with easy arithmetic and rise to calculus in a gradual manner. Calculators and computers should be used in addition with the mathematical program. The instructions of physics, chemistry, and biology must be given to the students at the secondary level. The science subject must be presented in a less complex way and with more attractive ways during the elementary level of the student. Educating geography and history to the students must include the knowledge of human and social affairs and must extend to the boundaries of the whole world. History subject must start with storytelling at the early grades. However, when the formal study of history starts it must be systematic, combining the historical events with the social, political, economical information. (Alder, 1982) 3. Second method: “improvement of intellectual skills”; Alder stated that this second method is the backbone of basic education. Alder assured the importance of linguistic, mathematical and scientific skills; such as reading, writing, speaking, listening, observing, measuring and calculating. Those are the main essential skills that everyone has to know in school or elsewhere. In these subjects we cannot use an instructive style for teaching the students, because what is learned is skill in performance, not knowledge of facts. The teacher must act like a coach; help the student to do, to correct and to organize the act. The teacher must like a coach must be willing to correct the student again and again until the student can at least achieve his goal; this is the only way the student can think critically. (Alder, 1982) 4. Third method: “enlargement of understanding and insight”; Alder stated that the third method is rarely been practiced in the public schools. This method requires the engagement of mind with the books “not the textbooks”. The books that can help here are; fiction, poetry, history, essay and philosophy books. The instruction used in this method can neither be instructive and systematic nor coaching. This method requires a Socratic style where it helps the students to bring new ideas in mind by asking questions and getting through dissection in order to bring the student to a new level of understanding. (Alder, 1982) 2.7.3 The role of the teacher: Achieving the common objectives of study are the important factors of basic education for all. However these common objectives are only considered to be external fundamentals. They are the external structure, not the heart of the subject. The heart of the subject is the quality of the learning that 20 continues for hours of time inside the classroom and during the time the students do their required homework. According to Alder, the quality of learning is largely integrated with the quality of teaching, a teaching that can guide to learning. This is basically related with the use of mind, not only the memory. It is the progression of discovery, in which the student is the foremost agent, not the teacher. The teacher can help the students’ discovery by helping him to ask questions. In this way the teachers should only encourage their students to ask the questions, not put their knowledge into the students’ minds. This is because nothing can be stuffed into anyone’s mind except by brainwashing. (Alder, 1982) 2.7.4 Role of student: Alder stated that the student must be willing to practice the exercise of learning such as doing his homework after school. Without the students passion about the subjects the teacher cannot achieve the goal because it is a two way process. (Alder, 1982) 2.7.5 Implementation of the Paideia program: Alder served at the university of Carolina t Chapel Hill, during his time there, Alder was invited to be the guest lecturer for UNC’s principle’s executive program. There, he was able to present his Paideia idea to all of the principles around the country of the United States. He showed the principles how to use his six steps in his then well-known analytical thinking through his book that he published named “How to read a book”. In 1988, after helping and supporting many schools in the implementation of Paideia, finally the university of Carolina t Chapel Hill followed his Paideia system as well. In following the university hundreds of other schools in the fifteen states were already effected by the Paideia reform as well. The “National Center for the Paideia Program” was set in order to preserve and complete the program, and to assist in training the teachers to carry out and handle the important philosophy of the program. In 1989, a group of 150 parents and sponsors of public educations lobbied Chattanooga’s board of education to create K-8 magnet school that would implement schools established on Paideia curriculum . By time the Paideia School had opened in 1986, parents of about 800 students or even more applied for it. Later on, in 1988, the parents and citizens requested a permission from the Board of Education to 21 open the second Paideia School. In return, in 1991, the district opened the Chattanooga School for the Liberal Arts. Nowadays, these Paideia schools are the most wanted schools in Chattanooga area. Grettys and Wheelock were satisfied that the most original thing about hose schools is their weekly seminars that the teachers lead a heterogeneous group of students and bring them into discussit.on about an important assigned textbook. During the discussion Socratic and challenging question are brought up to prepare the students to consider difficult question and to answer them based on evidences drawn from the textbook. By 1992, the Paideia schools were so valued that local newspapers were taking picture of parents lining up outside waiting to register their children in these schools. As a result of this success, the Board of Education decided to increase the number of the Paideia Schools. That is why it decided to close one of its poorest performing elementary, middle and high schools with a greater part of African-American enrollment, and re-opened them as Paideia Schools. (Hart, R. D, 2004) 2.8 Dorothy L. Sayers and “The Lost Tools of Learning”: In 1947, Dorothy L. Sayers made a speech at Vacation Class at Oxford that was to become a main channel for the renaissance of the Classical education in America. She is now indirectly responsible for establishing hundreds of schools in the United States in which most of them operate from a clearly Christian perception. (Hart, R. D, 2004) 2.8.1 “The Lost Tools of Learning”; what are they? And why are they so essential? As Sayers states; succeeded in teaching our students subjects but we have failed in teaching them how to think. In order to correct that we have to go back five hundred years in time, to the time when the medieval schools existed and were practicing the tools of classical education which are grammar, logic and rhetoric. 2.9 Implementation of the model and concluding remarks: 2.9.1 The challenge of teaching in a Classical School: The questions been raised by most of the classical school staff members is the implementation of the classical philosophy inside the classrooms. In order to state this correctly, educators of the classical school are wondering if they are doing this and if they are on the right track. Teachers of the classical schools are badly looking for a way to ease the difficulty and stress of this intimidating task. The truth 22 here is that the teachers should not wait for the easy way to present them the way of implementation the classical education. Educators must become active seekers of the truth wherever it is found. Classical educators must use their inside spiritual abilities to motivate them with passion within the students so as to become lifelong learners to save the humanity. This goal must be by accomplished through whatever means that are essential – by supplying these means then classical education philosophy will be settled. (Randall D. Hart, 2004) 23 3. Methods 3.1 Introduction: The other sections of this thesis provide a theoretical side of the thesis, but the results of the thesis are greatly engaged with the practical steps that the researcher takes in place. And the success or the failure of the thesis depends on this section and it is where the researcher is moving from the theoretical side to the practical side. This stage is important because it provides the research with more scientific and social results where the researcher can rely on them to analyze the problems and suggest solutions for them. In this chapter the researcher will provide the reader with setting, Sample/Participant, Measurement Instruments, Intervention and Materials, Data Collection/ Procedures and Data Analysis. 3.1.1 Setting: The research was conducted in the Classical School of the Medes in Suleymaniah province, KRG region of Iraq. This school of the Medes is the only school found in the country that provides classical education. It is a private, English-based network of schools working in the Kurdistan region of Iraq under the name of the "Classical Schools of the Medes." The aim of CSM is to provide students to completely form the future of the Kurdistan Region. CSM started its work in response to the wishes from local church and government authorities to found a school with English-based curriculum and international training support in order to bless and improve their societies. The first CSM was opened in Sulaymaniyah in January 2001 and at present enrolls around 1000 students in kindergarten through 12th grade. A second CSM was opened in Duhok in the fall of 2002 and currently enrolls more than 200 students (K-4). Later on in September 2003, a third CSM campus was opened in Erbil which enrolls more than 700 students from (K-2-G9). More than 95 percent of the students come from Kurdish Muslim families, with the rest from, Evangelical Christian, and other backgrounds as well. Several students are children of local government officials and community leaders. CSM families understand the require for and value an education that is both precise and encouraging, as CSM team and faculty are pleased to assist prepare the new generation of Iraq. 24 3.1.2 Sample/Participants: The questionnaire sample contained questions which were mainly about the “Classical school of the Medes” system. The questions we distributed among the students parents of the CSM randomly without any knowledge about the participants description like their age, gender etc. the total number of the participants was hundred all from the 4 th, 5th , 6th and 7th graders. 3.1.3 Measurement instruments: The only tools used in the questionnaires were the questionnaires distributed among the participants. The questionnaire consisted of seventeen questions, each question with five checklists. On average, the questions were all questioning the quality of education and the overall system in the Classical School of the Medes. 3.1.4 Data Collection/ Procedures: The questionnaires were distributed during the school days of the students and they were asked to give the questionnaires to their parents and bring it back by the following two days. Overall, a hundred and seventy- five questionnaires were distributed and only hundred of them were returned back. 3.1.5 Data Analysis: The procedure of Data Analysis and entering them in the SPS Statistics program took about more than one week in time. 3.1.5.1 Reliability Analysis: The increase of the Cronbach’s Alpha factor means a more reliable data on the study ground. It is also possible to measure the validity factors by the “Truth factor” which is which can be applied by the “Analysis factor”. The reliability Analysis confirms that the data was accurate and it did not contradict with its self this can easily be done by repeating the survey on the same sample again. 25 Reliability (Table 1): Reliability Statistics Reliability Statistics Cronbach's Alpha N of Items .848 17 The table shows that the value of Cronbach's Alpha factor is equal to (0.848) which relatively high and the number of the elements are seventeen elements that should always be positive. However, if the elements are negative then the data should be reviewed again. (Table 2): Item-Total Statistics Item-Total Statistics Scale Mean if Item Scale Variance if Item Corrected Item-Total Cronbach's Alpha if Item Deleted Deleted Correlation Deleted Q1 38.88 74.814 .615 .835 Q2 38.50 74.576 .523 .838 Q3 38.76 73.174 .600 .834 Q4 38.55 72.836 .581 .834 Q5 38.72 77.961 .239 .851 Q6 38.84 75.813 .427 .842 Q7 38.79 75.420 .528 .838 26 Q8 38.06 69.794 .643 .830 Q9 38.20 73.677 .524 .837 Q10 38.09 71.759 .631 .832 Q11 38.40 74.061 .491 .839 Q12 38.81 73.307 .530 .837 Q13 38.03 71.242 .529 .837 Q14 38.05 69.765 .612 .832 Q15 37.78 77.385 .276 .849 Q16 37.40 79.838 .123 .858 Q17 37.66 81.398 .051 .860 The Items in grey state that their value are more than the value of Cronbach's Alpha factor which is equal to (0.848) which is shown in the table above it. By removing those values more reliability will be offered to the table. 3.1.5.2 Chi-Square Test (Table 3): Test Statistics Test Statistics Questions DF Chi-Square Asymp. Sign Q1 3 56.400a .000 Q2 4 70.500b .000 Q3 4 72.500b .000 Q4 4 55.900b .000 27 Q5 4 80.200b .000 Q6 3 31.760a .000 Q7 3 51.920a .000 Q8 4 20.900b .000 Q9 4 47.300b .000 Q10 4 39.500b .000 Q11 4 43.400b .000 Q12 4 64.700b .000 Q13 4 13.700b .008 Q14 4 15.300b .004 Q15 4 41.900b .000 Q16 4 34.800b .000 Q17 4 41.700b .000 a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 25.0. b. 0 cells (.0%) have expected frequencies less than 5. The minimum expected cell frequency is 20.0. 28 3.1.5.3 Frequency Table (Table 4): Q1 Frequency Q1: Children get a quality education in CSM. Level Frequency Percent Strongly Agree 34 34.0 Agree 51 51.0 Neutral 12 12.0 3 3.0 10 10.0 100 100.0 Disagree Strongly Disagree Total Q1: In Q1, the choice “Agree” has the highest frequency. (Table 5): Q1 Percentage 29 (Table 6): Q2 Frequency Q2: CSM teaches the children ethics and morals about life. Level Frequency Percent Strongly Agree 19 19.0 Agree 50 50.0 Neutral 22 22.0 Disagree 8 8.0 Strongly Disagree 1 1.0 100 100.0 Total Q2: In Q2, the choice “Agree” has the highest frequency. (Table 7): Q2 Percentage 30 (Table 8): Q3 Frequency Q3: CSM teaches the children to become logical thinkers. Level Frequency Percent Strongly Agree 33 33.0 Agree 46 46.0 Neutral 15 15.0 Disagree 4 4.0 Strongly Disagree 2 2.0 100 100.0 Total Q3: In Q3, the choice” Agree” has the highest frequency. (Table 9): Q3 Percentage 31 (Table 10): Q4 Frequency Q4: CSM forms a well trained mind, and a talented and more behaved child. Level Frequency Percent Strongly Agree 25 25.0 Agree 45 45.0 Neutral 20 20.0 Disagree 8 8.0 Strongly Disagree 2 2.0 100 100.0 Total Q4: In Q4, the choice “Agree” has the highest frequency. (Table 11): Q4 Percentage 32 (Table 12) Q5 Frequency Q5: Children in CSM can learn more than two languages other than their mother tongue. Level Frequency Percent Strongly Agree 33 33.0 Agree 49 49.0 Neutral 7 7.0 Disagree 7 7.0 Strongly Disagree 4 4.0 100 100.0 Total Q5: In Q5, the choice “Agree” has the highest frequency. (Table 13): Q5 Percentage 33 (Table 14): Q6 Frequency Q6: CSM provides a lot of reading resources to its students in comparison to the other schools in the region. Level Frequency Percent Strongly Agree 43 43.0 Agree 30 30.0 Neutral 23 23.0 4 4.0 10 10.0 100 100.0 Disagree Strongly Disagree Total Q6: In Q6, the choice “Strongly Agree” has the highest frequency. (Table 15): Q6 Percentage 34 (Table 16): Q7 Frequency Q7: CSM curriculum is so efficient that any one graduating from the school can be considered a bright and knowledgeable student. Level Frequency Percent Strongly Agree 30 30.0 Agree 52 52.0 Neutral 13 13.0 5 5.0 100 100.0 Disagree Total Q7: In Q7, the choice “Agree” has the highest frequency. (Table 17): Q7 Percentage 35 (Table 18): Q8 Frequency Q8: The teaching staff found in CSM is efficient and the teachers are good communicators with the students. Level Frequency Percent Strongly Agree 16 16.0 Agree 33 33.0 Neutral 26 26.0 Disagree 19 19.0 6 6.0 100 100.0 Strongly Disagree Total Q8: In Q1, the choice “Agree” has the highest frequency. (Table 19): Q8 Percentage 36 (Table 20): Q9 Frequency Q9: CSM provides a rich and up to date curriculum. Level Frequency Percent Strongly Agree 13 13.0 Agree 40 40.0 Neutral 32 32.0 Disagree 12 12.0 3 3.0 100 100.0 Strongly Disagree Total Q9: In Q9, the choice “Agree” has the highest frequency. (Table 21): Q9 Percentage 37 (Table 22): Q10 Frequency Q10: CSM has reached its agenda by using resources available to it. Level Frequency Percent Strongly Agree 12 12.0 Agree 35 35.0 Neutral 34 34.0 Disagree 16 16.0 3 3.0 100 100.0 Strongly Disagree Total Q10: In Q10, the choice “Agree” has the highest frequency. (Table 23): Q10 Percentage 38 (Table 24): Q11 Frequency Q11: There is a balanced distribution of studies that are scientific and humanitarian. Level Frequency Percent Strongly Agree 21 21.0 Agree 41 41.0 Neutral 24 24.0 Disagree 13 13.0 1 1.0 100 100.0 Strongly Disagree Total Q11: In Q11, the choice “Strongly Agree” has the highest frequency. (Table 25): Q11 Percentage 39 (Table 26): Q12 Frequency Q12: CSM students are distinct in their language skills and scientific knowledge when compared to other schools’. Level Frequency Percent Strongly Agree 46 46.0 Agree 24 24.0 Neutral 24 24.0 Disagree 5 5.0 Strongly Disagree 1 1.0 100 100.0 Total Q12: In Q12, the choice “Strongly Agree” has the highest frequency. (Table 27): Q12 Percentage 40 (Table 28): Q13 Frequency Q13: CSM provides its students with enough lessons of Art, PE and music. Level Frequency Percent Strongly agree 20 20.0 Agree 25 25.0 Neutral 27 27.0 Disagree 22 22.0 Strongly Disagree 6 6.0 100 100.0 Total Q13: In Q13, the choice “Neutral” gets the highest frequency. (Table 29): Q13 Percentage 41 (Table 30): Q14 Frequency Q14: CSM provides an encouraging study environment. Level Frequency Percent Strongly Agree 18 18.0 Agree 30 30.0 Neutral 27 27.0 Disagree 17 17.0 8 8.0 100 100.0 Strongly Disagree Total Q14: In Q14, the choice “Agree” has the highest frequency. (Table 31): Q14 Percentage 42 (Table 32): Q15 Frequency Q15: The CSM yearly tuition is low in comparison to other private schools’ in the region. Level Frequency Percent Strongly Agree 11 11.0 Agree 18 18.0 Neutral 40 40.0 Disagree 28 28.0 3 3.0 100 100.0 Strongly Disagree Total Q15: In Q15, the choice “Neutral” has the highest frequency. (Table 33): Q15 Percentage 43 (Table 34): Q16 Frequency Q16: There exists a supportive government engagement with the CSM School. Level Frequency Strongly Agree Percent 6 6.0 Agree 17 17.0 Neutral 27 27.0 Disagree 39 39.0 Strongly Disagree 11 11.0 100 100.0 Total Q16: In Q16, the choice “Disagree” has the highest frequency. (Table 35): Q16 Percentage 44 (Table 36): Q17 Frequency Q17: The parents find the SAT and GPA scoring system practical and applicable. Level Frequency Strongly Agree Percent 6 6.0 Agree 21 21.0 Neutral 42 42.0 Disagree 23 23.0 8 8.0 100 100.0 Strongly Disagree Total Q17: In Q17, the choice “Neutral” has the highest frequency. (Table 37): Q17 Percentage 45 (Table 38): Mean- Standard Deviation- Coefficient of Variation 46 4. Results: As shown previously we have five levels which are: 1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree So we would have to know the “Range” number so as to see the results of each question. Range=Max-Min =5-1 =4 Class Length or Width, R= 4/5= 0.8 So, we will basically start from 1st level until we reach to the 5th each time by adding 0.8 1+0.8= 1.8 Strongly Disagree 1.8+0.8= 2.6 Disagree 2.6+0.8= 3.4 Neutral 3.4+0.8= 4.2 Agree 4.2+0.8= 5 Strongly Agree The next step will be comparing these ranges of numbers with the” Mean” of each question. This is to know the level where each question belongs to. Q1: Mean Value is “4.26” so it belongs to the Strongly Agree level Q2: Mean Value is “3.78” so it belongs to the Agree level Q3: Mean Value is “4.04” so it belongs to the Agree level Q4: Mean Value is “3.83” so it belongs to the Agree level Q5: Mean Value is “4” so it belongs to the Agree level 47 Q6: Mean Value is “4.22” so it belongs to the Strongly Agree level Q7: Mean Value is “4.12” so it belongs to the Strongly Agree level Q8: Mean Value is “3.34” so it belongs to the Neutral level Q9: Mean Value is “3.48” so it belongs to the Agree level Q10: Mean Value is “3.37” so it belongs to the Neutral level Q11: Mean Value is “3.68” so it belongs to the Agree level Q12: Mean Value is “4.09” so it belongs to the Agree level Q13: Mean Value is “3.31” so it belongs to the Neutral level Q14: Mean Value is “3.33” so it belongs to the Neutral level Q15: Mean Value is “3.06” so it belongs to the Neutral level Q16: Mean Value is “2.68” so it belongs to the Neutral level Q17: Mean Value is “2.94” so it belongs to the Neutral level So as to know the highest and the lowest variation, we would have to look at the “Coefficient of Variation”. The higher the Coefficient of Variation the higher the variation is and the lower it is the lower the variation is. So based on that, Q6 includes the highest variation 83.07398127 and Q16 includes the lowest variation 56.90427904. 48 5. Discussion 5.1. Introduction As mentioned previously the researcher conducted this research by doing a survey on the Classical Education in the KRG region of Iraq and this was by distributing questionnaires on hundreds of participant who included the parents of the Classical School of the Medes known as CSM in the Province of Suleymania. The sample of the questionnaire included seventeen questions, in which each had five choices; starting from Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree. 5.2 Discussion Below is basically showing the level that each question belongs to. This was previously done in Chapter 4 (Results) by comparing the ranges of numbers with the” Mean” of each question 1. Children get a quality education in CSM. “Strongly Agree” 2. CSM teaches the children ethics and morals about life. “Agree” 3. CSM teaches the children to become logical thinkers. “Agree” 4. CSM forms a well trained mind, and a talented and more behaved child. “Agree” 5. Children in CSM can learn more than two languages other than their mother tongue. “Agree” 6. CSM provides a lot of reading resources to its students in comparison to the other schools in the region. “Strongly Agree” 7. CSM curriculum is so efficient that any one graduating from the school can be considered a bright and knowledgeable student. “Neutral” 8. The teaching staff found in CSM is efficient and the teachers are good communicators with the students. “Neutral 49 9. CSM provides a rich and up to date curriculum. “Agree” 10. CSM has reached its agenda by using resources available to it. “Neutral” 11. There is a balanced distribution of studies that are scientific and humanitarian. “Agree” 12. CSM students are distinct in their language skills and scientific knowledge when compared to other schools’. “Agree” 13. CSM provides its students with enough lessons of Art, PE and music. “Neutral” 14. CSM provides an encouraging study environment. “Neutral” 15. The CSM yearly tuition is low in comparison to other private schools’ in the region. “Neutral” 16. There exists a supportive government engagement with the CSM school. “Neutral” 17. The parents find the SAT and GPA scoring system practical and applicable. “Neutral” 5.3 Limitation The main weakness might be the number of participants, as the survey could have been able to include a larger number of participants. However because of the time limit the researcher had, this was nearly not possible. 5.4. Recommendation Overall, the philosophy and goals of the CSM could be more likely achievable by offering a greater supportive government engagement with the CSM School. 50 5.5 Conclusion Based on (Table 38) we can show that the less variation is the more homogeneous, according to the given table Q16 has the least Coefficient of Variation of (32.28915663) which means it has the higher homogenous. While Q12 with the highest Coefficient of Variation (52.146659686) has the lowest homogeneous. In general, the results of the survey can be counted as positive results according to the Classical School of the Medes. However there will always exist some weaknesses in each area, and we can see that in a number of the survey questions. Based on the results we got regarding each question we can see that question number seven” CSM curriculum is so efficient that any one graduating from the school can be considered a bright and knowledgeable student” goes under the level of “Neutral” which can slightly mean that people are not really sure about the efficiency of the provided curriculum or that not necessarily all of the graduating students become bright and knowledgeable students. This might mean that the CSM School has to double check its curriculum and provide a stronger motivation for the students found in the school in order to activate them in the learning process. Question number eight “The teaching staff found in CSM is efficient and the teachers are good communicators with the students.” goes under the level “Neutral”. As we see most of the participant answered with “Neutral”. This might go back to the reason that the majority of the CSM teachers got their education in the Kurdistan region in which their education is completely different from an American Classical school, and only few of the teachers are American Classical educators. However it is good to mention that summer courses are set where American teachers come from abroad and train the Kurdish to be good communicators with the students. Question thirteen “CSM provides its students with enough lessons of Art, PE and music.” and question fourteen, “CSM provides an encouraging study environment.” Both goes under the level “Neutral”. In the case of these two points the CSM School should pay more importance and value the mentioned lessons above and the school environments. That is because for a healthy mind a healthy body is needed indeed. Question number fifteen, “The CSM yearly tuition is low in comparison to other private schools’ in the region.” under the level “Neutral”. Because of that the CSM provide a good quality of education so it is normal that the CSM yearly tuition is not low in comparison to the other private schools in the region. 51 Question sixteen, “There exists a supportive government engagement with the CSM school.” goes under the level “Neutral”. Basically in the Kurdistan region there does not exists a supportive government engagement with the private schools in general where the CSM is one of them. So for the school to reach its agendas in general and serve the students of the KRG region, the government should engage even more with the private schools attempting to provide a quality of education in the region. Question number seventeen, “The parents find the SAT and GPA scoring system practical and applicable.” goes under the level “Neutral”. The SAT and GPA scoring system are very different from each others, as the SAT is an American scoring system and the GPA an Iraqi scoring system. 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