From: Dennis Woods [headmaster@classicalfree.org]
Sent:
Monday, February 07, 2005 9:18 AM
To: James
Bartlett
Subject: Classicalfree Reflections: 2005 Vol
1
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CLASSICAL
REFLECTIONS
2005 Vol 1
The official newsletter of ClassicalFree
Virtual Academy
http://www.ClassicalFree.org
Feb 6th,
2005
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Dear
James,
I'm not sure exactly what got into our new list server last
month, but some of you didn't receive this newsletter.
Others received
it in garbled form. Thus, I'm sending it
again with apologies to those of
you who may already have
received it. The links should be clickable.
However, if they're
not, please copy them and paste into the address bar of
your
browser.
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I.
IN THIS ISSUE: FOCUS ON
MATHEMATICS
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Mathematics
doesn't come easy at the Woods' house. For example,
my daughter was cruising
along just fine and without warning hit
the Algebra 'brick wall'.
Comprehension suddenly dried up. I
could hear the panic in her voice. The
'startled deer' look in
her eyes. Last Sunday somebody providentially left a
'Consumer
Math' book as a free item on the 'Miscellaneous' table at church.
Catherine snatched it up. So far she loves the variety this new
approach
offers and after two chapters seems to be doing well.
It has been a nice
break from the Saxon routine. She can go back
to Saxon next term after her
mind matures a little bit.
My son is another story altogether. While he
excels at Great
Books, suffice it to say he's 'numerically challenged'. We
were
encouraged and relieved by his Friday School teacher last week,
who
noted that 'Boys are sometimes late-bloomers when it comes
to math -- just
keep pluggin' and don't worry too much about it.
He'll get it.' That helped
me relax a little bit, get my eyes
off the 'small stuff' and onto the big
picture.
Just what is the mathematical 'big picture'? Most of us are so
used to the sterile, secularized approach
to math that we wonder what
else there could be. Beyond
the mechanics, the study of mathematics should
stimulate our
appreciation for the glory of God in creation. Dr. Jim
Bartlett, head of the math department at ClassicalFree,
is a specialist
at helping you do just that. Don't miss
his feature article in this
newsletter.
Our second article, 'Talkin' Mathematics' features the work
of
one of Dr. Bartlett's students. If you like what you see
It's not too
late to enroll in any of Dr. Bartlett's Winter
term math classes.
II.
FEATURE ARTICLE: Intro to Christian Mathematics
III. READER RESPONSE
IV.
PROGENY WORLDVIEW BOARD GAME
V. STUDENT ARTICLE: Talkin' Mathematics
VI.
REDISTRIBUTION POLICY
VII. SPECIAL REPORTS CATALOG
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II.
FEATURE ARTICLE:
An Introduction to Christian Mathematics
Dr James
Bartlett, PhD, PE ret, December 24,
2004
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Christian
mathematics involves both the acknowledging of God
in the little things and
discerning of the cultural times.
Our culture has been seriously secularized
into thinking
that subjects can exist apart from God. Therefore, when
connecting faith and God's creation to a subject, such as
Christian
mathematics, many minds begin spinning.
[See Section VII. SPECIAL
REPORTS
CATALOG:
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_CHRCON
Special
Report #4 -- Did Jesus Study Algebra?]
How can mathematics possibly be
Christian or unchristian,
redeemed or unredeemed? This is a great place to
start the
discussion of Christian mathematics. In more formal terms,
the
question could be phrased, 'Is mathematics neutral?'
Most people have
assumed mathematics is neutral for so long
that the question is usually
phrased as a wavering
statement such as, 'Mathematics is neutral, right?'
Neutrality implies that the knowledge and structure of
mathematics
is not influenced by religious belief, or that
it should not be. Another way
to state neutrality is to
say that mathematics would be the same whether God
existed
or not. The claim that mathematics would be the same with
or
without the existence of God is an antichristian
statement, because the
Scriptures declare that God created
and holds all things -- which includes
mathematics -- together.
...God, who created all things by Jesus Christ
Ephesians 3:9
And he is before all things, and by him all things consist.
Colossians 1:17
Neutrality also denies that God can reveal truth
about
mathematics, where the Scriptures never represent the world
as
operating by laws independent of the Creator. Also,
since there is one
Creator, we look for and can expect to
find unity and harmony between
spiritual life, creation,
history, philosophy, and mathematical knowledge.
The
Scriptures even inform us about what kind of mathematics
is
legitimate, the kind with the source of truth as
revelation, verses any
secularized version of revelation.
Since mathematics in general and
Christian mathematics in
particular is still under development, it is
important for
Christians to include mathematics in their view of the
Christian dominion mandate. Just as reading, writing, and
arithmetic
permeate and influence a person's life and
every field of endeavor, so the
impact of distinctly
Christian mathematical thought has the potential to
transform the student into the image of Christ for a
greater influence
in the Christian family, church, and
society. Since most Christians desire a
Biblical worldview
in every other area of life, why not include
mathematics?
A student fully trained in Christian mathematics has their
inward thoughts and attitudes consistent with God's Word.
The student
will boldly express his or her faith in their
work, words, and writings;
even the elusive areas where
mathematics comes to bear, as in engineering
and science.
In other words, the student won't be a secret believer when
doing mathematics (Matthew 12:34b-37). Some say that the
student who
ignores God as he does mathematical tasks is not
neutral, but even
rebellious and ungrateful toward the Giver
of all his knowledge (Proverbs
3:6;Hosea 4:6). It doesn't
take long in the Scriptures to see that God
doesn't promote
neutrality in any subject (Revelations 3:15-16;
Matthew
12:30; 1 Kings 18:21; Joshua 24:15).
The Christian math student is
encouraged to discover and use
God's logic, attributes, power, nature, and
glory
(Romans 1:20; Psalm 111:10), while keeping logic and science
subservient to revelation (Romans 5:18-19; Romans 7:17-21;
Romans 8:20).
Mathematics demonstrates the truth that every
idea has an opposite (e.g.,
addition /subtraction,
right/wrong) which has parallel ideas in theology
(e.g.,
narrow way /broad way, righteousness /wickedness), which
can
declare the glory and attributes of God (Romans 1:20).
Absolute truth and
many other important philosophical
concepts are further seen when one
recognizes that
mathematics reveals God's nature through His creation.
Disconnected secular math is often the cause for the dislike
and even
fear of math.
Christian mathematics seeks to keep mathematics connected
to creation and daily reality while encouraging the student
in their
knowledge of God, experience in being led by His
spirit (Romans 8:14), and
discerning the times through
illustrations of philosophy and truth in
mathematics. This
also inspires the student and properly motivates
mathematical study, improve diligence, and leads to the
lifelong
acknowledgement of God in the details.
By the deliberate omission of
creation and philosophical
contexts, most mathematics teaching today denies
the reality
of the Creator God, where the wonder of creation and
cultural implications reveal the fact that real life
mathematics is not
boring but exciting. Christian
Mathematics at Classical Free implements the
Biblical view
of mathematics through special readings, real life projects,
discussions, sharing of specific daily uses of mathematics,
and helping
students see the corresponding theological,
personal, and cultural
implications of Christian
thinking.
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III.
READER
RESPONSE:
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I
want to take this opportunity to
thank you for the extra assignments
[ed.note: Supplements
to Saxon]. Though they were difficult I am convinced
Vincent has and will continue to benefit greatly from
learning how
mathematics reveals the glory and majesty of
God. (Greg & Lynda Ashley,
Homeschool Parents)
Editor's Note: Readers are encouraged to submit
letters
to the editor, articles, or hints related to implementing
the
classical Christian approach to
headmaster@classicalfree.org
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IV.
PROGENY WORLDVIEW BOARD GAME NOW
AVAILABLE
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I
bought the new world view board game, 'Progeny!' for my
son this Christmas,
and ended up playing it myself around
the kitchen table on Christmas day. I
have seen nothing
better for helping the whole family think through the
application of the Bible to culture (Dennis Woods, Editor).
This
game, only recently released, is designed to help
Christian families begin
discussing their personal outlook
on life and culture around the table or in
Sunday school
classes. Based on the PEERS worldview test, this game helps
Christians develop a biblical worldview in Politics,
Economics,
Education, Religion and Social issues. Players
use their personal worldview
to gain an inheritance which
they visibly and physically pass on to their
'children and
grandchildren.'
Studies show that only five percent of
Christians have an
accurate, biblical worldview. Progeny encourages families
to increase their biblical inheritance (1 Corinthians
3:11-13) simply by
becoming aware of their worldview, which
leads to transformed
lives.
Progeny sells for $29.95 plus tax and $8 shipping & handling.
To order Progeny, send $37.95 to:
The Bartletts,
1854 107th
Street NE,
Bottineau, ND 58318.
http://bartlettuniversity.com/progenyad.php
Credit card payment
is accommodated
North Dakota residents add local sales tax.
If not
completely satisfied, simply return the game in
reusable condition and we
will refund the entire purchase
price.
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V.
TALKIN'
MATHEMATICS
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Just
thought I would pass this along as an
example of one student's response to a
math assignment. The
assignment was to write such an article for the Dakota
Times.
Jim. (Dr. Jim Bartlett (Head of Mathematics Department at
ClassicalFree and Founder of Family University Network)
Talkin'
Mathematics
By Vincent Ashley
Classical Free Math Student
Hi, my name
is Vincent Ashley. I am enrolled in a
Classical Free math course, algebra
1a. Dr. James
Bartlett is my mentor. Dr. Bartlett assigned me the
task
of coming up with a difficult math problem to
solve with a family member.
The tricky part is the
problem must first be solved using the method of
false position. This requires lots of verbal
communication. I am then to
solve the same problem
using algebraic equations. As if that's not enough I
must come up with another problem and solve it using
the same methods
with a Christian person at my church.
I came up with the following problem
and chose to
solve it with my Father:
There are 2 train stations 150
miles apart. One train
leaves each station at the same time heading in
opposite directions. The first train is traveling
twice as fast as the
second train. The trains meet
after 10 hours. How fast was each train
traveling?
At first I thought it didn't matter how fast the
trains were
going as long as one was going twice as
fast as the other. That didn't work
because they
would not have necessarily met after 10 hours. I
then
divided 150 miles by 10 hours and came up with
15 miles an hour. If they
were going 15 miles an
hour they would have gone 150 miles each, and would
not have met after 10 hours, but before. I then
divided 15 in half and
came up with 7.5 miles per
hour. This would work if each train was traveling
the same speed. Since one train was going twice as
fast as the other, I
knew one train had to be going
more than 7.5 miles pre hour and one train
less
than 7.5 miles per hour. I therefore guessed the
speeds to be 5 and
10 miles per hour. That was
correct.
My father didn't think my answer
was correct though
I explained it to him repeatedly. He is used to
solving problems with algebra, and wouldn't accept
my answer until we
had done so. We solved the
problem using this algebraic formula.
(X
+ 2X)10 = 150
3X x 10 = 150
30X = 150
X = 5
(5 + 10)10 = 150
50 +
100 = 150
Ha, ha I was right and he didn't believe me! It took
a lot
of verbal communication to solve the problem
with the method of false
position. The virtue of
comforting and encouraging one another is
encouraged in 1 Thessalonians 5:11 'Therefore comfort
each other and
edify one another, just as you also
are doing.' We can do this through
developing good
verbal communication skills.
Convincing my Father
that I had solved the problem
using the method of false position took
patience,
perseverance, and diligence. These virtues are
encouraged in 2
Peter 1:6 'to knowledge self-control,
to self-control perseverance, to
perseverance
godliness,' Romans 12:8 'he who exhorts, in
exhortation; he
who gives, with liberality; he who
leads, with diligence; he who shows
mercy, with
cheerfulness.', and Hebrews 6:11 'And we desire that
each
one of you show the same diligence to the full
assurance of hope until the
end,'.
For the second part of the assignment I spoke with
a gentleman
named Mr. Edwards. Mr. Edwards
currently attends Ashland University in Ohio
studying to become a mathematics teacher. He
currently teaches
mathematics 'Algebra' at one of
the local Christian High schools.
I
presented the following problem to Mr. Edwards:
If I had a certain number
of skateboards, and I
bought 1/3 the number of skateboards I had, so
that I now had 96 skateboards, how many skateboards
did I
buy?
Mr. Edwards was very familiar with the method of
false position.
He told me that the method of
false position is basically guessing the
numbers
until you find the right number. He informed me
that if the
number you guess is to low, you guess
a higher number, and if the number is
to high, you
guess a lower number until you come to the correct
answer
by the process of elimination. It took
approx. 10-15 minutes to solve the
problem. Had
we used algebra, it would have taken less time.
This
demonstrated to both of us the positive
aspects of using the method of false
position:
diligence, patience, and perseverance. These
virtues can be
found in the following Scriptures:
2 Peter 1:6, Romans 12:8; Hebrews 6:11,
1 Thessalonians 5:11, and Acts
21:24.
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GET
A $20 COMMISSION FOR EVERY STUDENT
YOU REFER TO A FEE-BASED COURSE AT
CLASSICALFREE VIRTUAL ACADEMY
A potential $720 per student.
Call (503)
658-1755 for details,
Or send e-mail to:
headmaster@classicalfree.org
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VI.
REDISTRIBUTION
POLICY
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You
may reproduce and redistribute this newsletter in its
entirety in either
electronic (all links intact) or hardcopy
format and add news or information
pertinent to your local
community. You may insert your own name or
organization under
the words ClassicalFree Virtual Academy in the masthead
at
the top of this newsletter. Other changes may be made with
permission:
503-658-1755.
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VII.
SPECIAL REPORTS CATALOG
MANDATE FOR EXCELLENCE IN
EDUCATION
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With
this issue, I'd like to introduce you to our growing
catalog of Special
Reports, focusing on Excellence In
Education. This is a collection of
reports on recent
trends and issues in homeschool and Christian education,
by some of the leading names in the field. That includes
educators like
Dr. Jay Wile, Christine Field, and Doug
Jones, among others. A listing of
Catalog titles appears
below. You may click on any of the titles for a more
complete description of report contents and order
information. Here's an
example, of a report focusing on
the subject matter of this
newsletter:
Special Report #4: Did Jesus Study Algebra?
By Dr. James
Bartlett, Founder of Family University Network
You will
learn:
>> How to dispel the fear and dislike of studying
mathematics
>> How Jesus studied Algebra
>> How to overcome
the sterility of secularized mathematics
>> How Jesus applied the
principles of Algebra to the workplace
>> Three keys that unlock the
mysteries of Christian mathematics
>> The 10 mysteries of Christian
mathematics
For all too many mathematics is sterile and dry because
God and the Revelation of His Word have been stripped
from the subject.
Doesn't it sound strange when you think
about it -- God expelled from
school. Dr. James Bartlett
is developing a series of lessons for the
ClassicalFree
Virtual Academy Math Department that restores the Divine
perspective to the Saxon curriculum.
Dr. Bartlett is uniquely
qualified to write on this subject.
In addition to his post at
ClassicalFree, he is President of
Bartlett University, a school that
represents a unique
development in American higher education. Bartlett
University and the Family University Network are extending
the concept
of homeschooling into the post-secondary years.
Dr. Bartlett taught
electronics manufacturing engineering
for 15 years at North Dakota State
University. In
addition, he has 10 years of industry experience with
General Motors, Northwest Airlines, and his currently
active consulting
business. From this unusual insider's
view, God led him to depart the
secular university to
spearhead a unique Christian alternative.
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SPECIAL
REPORTS
False Starts Can Cost You Thousands Of Dollars And Put
Your
Children At Risk
Get Off On The Right Foot With These Special Reports On
Excellence In Education From Some Of North America's
Leading Authorities
On Home
Education.
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Click
On The Titles Below For More Details
About Each Special Report.
1.
Everything You Always Wanted to Know About Homeschool Science,
But Were
Afraid to
Ask
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_SCI
2.
Three Ways the Public Schools Are Warping Your Child's
Mind
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_WARP
3.
'Once Upon A Time': -- Words That Will Make or Break Your Child's
Character
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_CHAR
4.
Did Jesus Study
Algebra
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_ALG
5.
Six No-Fail Strategies for Homeschool
Succcess
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_SUCC
6.
Shoot to Kill -- Would You
Ever?
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_KILL
7.
The Family University Network: Pulling the Plug on Institutional
Higher
Education
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_FUN
8.
Christ and the
Constitution
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_CHRCON
9.
Classical Music Appreciation -- A Three-Hour Crash
Course
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_MUS
10.
Jefferson Revisited: The Declaration of Dependence on
God
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_DECDEP
11.
America's Academic Civil War -- How Classical Christian
Education Lost to
the
Technocrats
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_CIVIL
12.
Logic: Rhyme &
Reason
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_RAR
13.
MELCHIZEDEK ! The Cultural Implications of the Kingship of
Christ
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_KING
14.
Abraham Kuyper's Holland: An Experiment in Christian Cultural
Renewal
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_KUYPER
15.
Rhetoric: The Power of
Persuasion
http://www.classicalfree.org/cf_cart/index.asp?from=B&feature=SR_POP
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ClassicalFree
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Christian Academy for grades 7-12.
40% of ClassicalFree
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------------------------------------------------------------
Copyright
2005 ClassicalFree Virtual Academy. All rights
reserved. You MAY GIVE AWAY
this newsletter in accordance
with the Redistribution Policy, as long as all
content and
links remain intact EXACTLY as they
appear.
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http://www.ClassicalFree.org
-- ClassicalFree Virtual Academy
P.O. Box 497, Clackamas, OR
97015
tel:(503) 658-1755 fax:(503)
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Reproduction
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