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What makes a physics course uniquely “Classical” in the context of the growing Classical Education movement? From high school physics to liberal arts college core physics, are there particular topics, components, or pedagogies, that must be present in a physics classroom to make it uniquely “Classical”? Does physics in Classical Education require teaching from a particular view of science? Does the “Classical” aspect of the course come in the structure (Trivium cycles, classical Quadrivium framework) or is it simply “traditional” physics with classical pedagogy and classical touchstones incorporated? If so, what are the important classical touchstones? We explore and summarize what authors speaking about physics from within the Classical Education movement say concerning what might make a physics course uniquely “Classical”.

AAPT WM 21

Classical Education Touchstones for the Physics Classroom

quadrivium

liberal arts

classical

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Design tactics for adapting the ring cycle in secondary implementations

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A Sensemaking Foundation for Paradigms in Physics at OSU

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Board Game to Facilitate Discussions on Systemic Bias

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Classical Education Touchstones for the Physics Classroom

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Design tactics for adapting the ring cycle in secondary implementations

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