Aristotle to Sizer to Brimmer to You

Joe Iuliano, Assistant Head of Academic Affairs
“All demonstration comes from pre-existing knowledge, knowledge of principles. How do we know these? They are neither innate nor are they acquired from nothing. They must be acquired through a distinctive potentiality we have. This potentiality is sense-perception. The chain goes like this: Perception --leads to-- Memory --leads to-- Experience --leads to--Understanding.
 
From experience derives "understanding" of principles (of crafts or of sciences).”— from Freeland, C, “Aristotle’s Theory of Knowledge and Demonstration, Posterior Analytics: Highlights Book I,” 
 
Brimmer students demonstrate mastery.
 
Mastery demonstrates learning.
 
Brimmer students demonstrate mastery of learning.
 
If he were still with us today, Aristotle would undoubtedly be mortified with the logic of this argument and my reference to his thinking here, but he would, I believe, be pleased with the demonstrated mastery of Brimmer students at the conclusion of each school year. In addition to being a philosopher (most notably of science and politics), Aristotle was a teacher who started his own school, the Lyceum, in Athens.
 
Without a doubt, Ted Sizer, whose sixth principle among the 10 Common Principles of the Coalition of Essential Schools (CES) established 35 years ago, directly instructs schools to implement and use demonstrations of mastery: “Teaching and learning should be documented and assessed with tools based on student performance of real tasks…Multiple forms of evidence, ranging from ongoing observation of the learner to completion of specific projects, should be used to better understand the learner's strengths and needs, and to plan for further assistance. Students should have opportunities to exhibit their expertise before family and community. (emphasis added) The diploma should be awarded upon a successful final demonstration of mastery for graduation: an “Exhibition." (from http://essentialschools.org/common-principles/)
 
Sizer developed the 10 Common Principles and established the CES with the aim of promoting student learning and achievement and in pursuit of school change. An educational reformer, Sizer sought to put his ideas into practical application when he created the CES. This organization, which remained on the educational landscape for more than 30 years, promoted practices that have been absorbed into other movements (personalized learning, performance tasks and project-based learning, mastery transcript) and CRISPR-SKIP-ped into the DNA of Brimmer’s pedagogical philosophy. Though Sizer applied the bulk of his thinking to high school education in America, his ideation of best practices to promote learning included concepts that were effectively transferrable to earlier schooling years, such as those in Brimmer’s Lower and Middle Schools. Three decades later, demonstrations of knowledge and exhibitions of mastery are a fundamental part of the School’s educational approach in all divisions.
 
Even when necessarily re-directed to the current remote learning track, Brimmer students at all levels continue to demonstrate their mastery of knowledge and skills at this time of year. We have already enjoyed instrumental performances during music recitals and witnessed the combined and assimilated world language speaking and acting skills on display in the Grade 3 students’ presentations of the French plays. These exhibitions were even more impressive as both were presented with the students’ individual living room as their stage. The Grade 5 students unveiled their Capstone Projects (in its 27th year!) that incorporate several skills developed throughout the year including research, writing, and speaking, as well as creative thinking and design for the written, technological (video), and visual arts elements of this project. The Grade 3 Egypt Exhibition followed not long after the Capstone Project, and was equally impressive to watch.
 
This week, the Middle School brought us a host of demonstrations of knowledge and mastery including in Grade 6 the Language Exhibition and the Humanities/Drama Exhibition; in Grade 7 the Virtual Science Fair and the Humanities Exhibition; and in Grade 8 the Virtual Science Fair and the Humanities Social Ambassadors for Change Exhibition, to name a few.
 
In the Upper School, we have already been able to observe the demonstrations of mastery evident in the AP Art, CAP, Coffeehouse, Global Studies Program presentations, and the Senior Thesis Defenses (of the Major Author Study). Upper School students have demonstrated their mastery of numerous skills and thinking routines in the presentation of their portfolios and analytical and reflective essays, in the delivery of remarks and analysis, and in their responses to questions from faculty and peers. Soon the sophomores will debate one another about education and demonstrate their acquired skills as well. In these exhibitions, our students have demonstrated knowledge and skill at every level of Bloom’s Taxonomy (https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/): they’ve defined, described, demonstrated, differentiated, distinguished, defended, developed, and designed, among a host of other competencies.

What I enjoy most, however, during these events are the demonstrations of thinking and habits of mind that our students possess or have gained, used, and honed. These are on display in the work completed—written pieces, visual representations, slide shows and videos, etc.—and in the live presentations and performances. Were they able to attend from their own living rooms, I think Aristotle and Sizer would be impressed audience members, too.
As an inclusive private school community, Brimmer welcomes students who will increase the diversity of our school. We do not discriminate on the basis of race, religion, sex, gender, gender identity and expression, disability, sexual orientation, national origin, ancestry, or any other characteristic protected from discrimination under state or federal law, in the administration of our educational policies, admissions practices, financial aid decisions, and athletic and other school-administered programs.