1. Grammar Chartres
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2. Rhetoric
Borgia’sapartment
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3. Socrates
Dialectic
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4. The Trivium
Grammar
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5. Francis Bacon’s Trivium (tradition):
Grammar = Organ: speech, gesture, words.
Dialectic = Method: Empirical logic, argument to secure
reason (avoid abstractions. inductive).
Rhetoric = Illustration: Filling imagination with reason,
adapting communication for the audience.
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6. Dorothy L Sayer’s Trivium:
Grammar = Poll Parrot (KS2) Learn Latin, English verse
& prose, Facts of history, geography, science, maths,
theology.
Dialectic = Pert (KS3) Debate, drama, syllogisms,
algebra, geometry, ethics, imagination
Rhetoric = Poetic (KS4) Interrelatedness of knowledge.
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7. CS Peirce’s Trivium:
Grammar = Speculative Grammar:
Dialectic = Logical Critic: further divided into ‘scientific
thinking’: abduction, induction, deduction.
(relationship between grammar & critic = creativity where
tradition meets modernity)
Rhetoric = Speculative Rhetoric: The master art.
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8. Karl Popper’s ‘Trivium’ Fallibilism:
Grammar = Conjecture
Dialectic = Critique
Rhetoric = Conjecture
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9. Marshall McLuhan’s Trivium:
Grammar = ‘Art of interpreting all phenomena’:
Connectivity, investigating ideas, principles, nature,
conduct.
Dialectic = Testing evidence, study of proofs of
argument, dialogue, logic.
Rhetoric = Communicating, building myths for our ‘zeit’,
building the zeitgeist connecting in the global village
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10. The Trivium is an Art in itself:
The Trivium, being the basis of the liberal arts,
is open ended.
You start with the rules, precepts and
foundational knowledge.
Grammar
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11. The Trivium is an Art in itself:
You then develop your own thinking and ideas
in collusion, collaboration, or conflict with the
knowledge you are exploring.
Dialectic.
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12. The Trivium is an Art in itself:
You then learn to express your ideas in a variety
of ways.
Rhetoric.
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13. The Trivium
Grammar
DialecticRhetoric
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14. Those to whom the trivium has disclosed the
significance of all words…
do not need the help of a teacher
in order to understand the meaning of books and
to find the solutions of questions.
John of Salisbury 1120-1180
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15. Our Framework for Teaching
and Learning
Tom Sherrington
Headteacher Highbury Grove School
@headguruteacher

17. ‘Philosopher Kids’ from Martin Robinson, author Trivium 21st C.
“Plato talked about the need for Philosopher Kings and Queens; at Highbury Grove
we wish to enable our pupils to become ‘Philosopher Kids’.
Philosopher Kids are curious to know, question, and they can lead as well as
follow. Philosopher Kids like to feel, to think, and are notable for their eloquence
and ability to take part in the ‘great conversation’ through which they make a
contribution to our common life.
Philosopher Kids engage thoughtfully in dialogue and argument, they appreciate
and make beautiful things, they are confident when grappling with difficult ideas,
they love music and also seek out space for quiet reflection and contemplation.
We challenge all our pupils to become cultural polymaths, true ‘renaissance
people,' able to flourish both as individuals as well as realise that they have an
important role to play in enabling their family, friends and community to flourish
as well.”
Philosopher Kids: know; explore; communicate.

18. Grammar = Knowledge
 The direct transmission of knowledge and explicit
teacher instruction.
 Retention and recall: teaching for memory; learning
by heart; low stakes testing; knowledge for its own
sake; repetition and practice.
 Explicit teaching to build cultural capital; explicit
teaching of subject-specific terminology and the skill
of reading different texts.

19. Dialectic = Exploration
 Opportunities to debate, question and
challenge
 Opportunities for hands-on authentic
experience and experimentation
 Opportunities for enquiry, analysis, critical
evaluation and problem solving

20. Rhetoric = Communication
 A strong emphasis on structured speech
events to share and debate ideas with
others.
 Opportunities to perform, to make things
and to showcase the products of learning
 Opportunities to contribute to the discourse
about the values shared in the school and
the wider community.

21. Teaching and Learning Priorities for 2015/6
• Behaviour for Learning
• Speaking: structured speech events and routines
• Literacy: explicit teaching of reading, writing and subject
specific language
• Feedback policy and practice; making feedback count,
closing the gap
• Explicit knowledge: what should be known; how it should
be learned
• Assignments

23. Martin Robinson
23
Author: Trivium 21c
Twitter: @SurrealAnarchy
Facebook: Trivium21c
Website: martinrobinson.net
6/20/2015 A Trivium for the 21st Century