Logic & Rhetoric...
developing mature, logical
and biblical thinking
.jpg)
LOGIC
Logic School (grades 6-8) at Heritage is that pivotal and transitional time between childhood thoughts and beginning to see God’s world in a different light - more maturely, more thoughtfully. Developmentally, most students have, or will, enter what some classical educators would call the “pert” stage, questioning how and why things are the way that they are. The natural approach here is to focus on the logic (how’s and why’s) of their subjects and studies – including the teaching of both informal and formal logic classes. Also during these years, the basic math of Grammar School yields to algebraic principles, the stories of history come together for an over-arching story of mankind, novels help us understand some of the nuances of life, and true science enhances our understanding of God’s creation. These years are one of the most important times in the lives of our students, as they attempt not only to figure out how their academic subjects are coming together, but also where they themselves fit in to God’s plan.
RHETORIC
Rhetoric School (grades 9-12) takes the foundation provided by the Grammar education, the structure put in place by the Logic School years, and builds out the remainder of the students’ Heritage education during what may be referred to as the “poetic” stage of the student. This is the stage at which students truly begin to express ideas that they have made their own. In these years, students engage in high level Socratic discussions in history, Bible, and English classes. They explore and apply scientific principles in advanced science courses and math courses. They produce original artworks. Writing articulately and speaking effectively, the seniors write a persuasive 4000 - 6000 word thesis and defend their paper before a panel of faculty and community professionals. With the Rhetoric stage behind them, graduates are prepared well for their next step.
THE HERITAGE HOUSE SYSTEM
Originating in England hundreds of years ago, the House system fosters a strong sense of school community as well as pride. House compete in doing good, celebrating the accomplishments of students, cultivate relationships across the upper school grade levels, provide opportunities for servant leadership and service, provide opportunities for mentorship and positive peer pressure, build upon our relationship-focused learning environment, strengthen relationships between students and faculty, and have fun!
Our house names were chosen to celebrate real, diverse people who have made invaluable contributions to not simply our society but to all of humanity. House Spurgeon, honors preacher, author, and theologian Charles Spurgeon. House of Augustine celebrates Saint Augustine of Hippo, a theologian and philosopher. House Bonhoeffer, honors the incredible vision of pastor, theologian and anti-Nazi dissident Dietrich Bonhoeffer. And finally, House of Lewis pays homage to one of the great theologians of Christendom and a man whose works are thoroughly explored in a student’s time at Heritage School, C.S. Lewis.
The Houses enjoy ongoing, friendly competition and each quarter one house earns the distinction of “House of the Quarter,” an honor that is accompanied by privileges (such as a hamburger cookout on the patio!). Points are earned (or lost) for GPA, participation in extracurricular activities, community service, merits and demerits, as well as success in a wide range of fun-spirited competitions that students are given freedom to organize.
THESIS
The thesis represents a senior student’s collective understanding of his or her topic of interest, selected at the start of their senior year. Seniors research their topic, and, along with mentorship from community experts and leaders, form their position on the topic, and write a 4000-6000 word thesis paper. At the conclusion of the year, the students must defend their position stated in their thesis paper. Thesis panelists join the defending seniors, along with Thesis Director David Turpin, and proceed to propose questions or alternate viewpoints, challenging the seniors in a stimulating examination and discussion.
This tradition prepares students for any social or professional situation that would necessitate them to provide a clear, specific argument that serves to educate their audience or defend a position.
After 12 years of deliberate Christ-centered education, a rigorous academic curriculum, and dynamic teachers, our two graduates were more than ready for college. The investment we made in this process
is well worth it, particularly when weighed against what is at stake.