“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
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“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 (
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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
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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
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5.3 Limitation 50
5.4. Recommendation............................................................................................................................. 50
5.5 Conclusion51
6.
Reference: 53
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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.
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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
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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?
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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.
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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)
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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.
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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.
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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
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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.
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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
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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)
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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
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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
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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)
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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.
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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. The CSM has
a complicated scoring system as all of its students have to go through both of the mentioned systems in
order to join the university. Students differ, where some of them can do well in the SAT scoring system
and not in the GPA and the others vise versa.
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