Become a Student of Honor

Self-Learning Method

For Rivendell’s IN-COMM apprenticeship model to be successful, it must be supported by a new method of education. It is often asked how four faculty can teach all subjects. We answer this question several ways, with more detail provided in the tabs below.

At Rivendell, faculty do not provide the formal, specialized instruction. Instead, they are hired to:

  • Guide students in the discovery of truth and ultimately make sure that truth prevails
  • Coach, encourage and drill students on the fundamentals of sound thinking
  • Improve student reading, writing, listening and speaking skills through daily assignments and activities
  • Hold students accountable to high intellectual standards and correct them when they become unreasonable, sloppy or dishonest
  • Lead, guide and mediate classroom conversation as students discuss, question and challenge the ideas of authors, lectures and classmates
  • Love and encourage students in their daily walk with Christ
  • Hold students accountable to biblical principles in all that they do and say

At Rivendell, courses are method-driven rather than lecture-driven.

We have all heard the old adage, “Give a man a fish and he will eat for a day. Teach a man how to fish and he will eat for a lifetime.” Dorothy Sayers, in her profound essay titled The Lost Tools of Learning, applies the same principle to education when she writes,

“Is not the great defect of our education today… that although we often succeed in teaching pupils ‘subjects,’ we fail lamentably on the whole in teaching them how to think: they learn everything, except the art of learning.”

She goes on to write,

“The sole true end of education is simply this—to teach men how to learn for themselves; and whatever instruction fails to do this is effort spent in vain.”

Rivendell Sanctuary’s entire academic program is structured around this very principle—teaching students “how to learn” in order that they may become life-long students.

At the beginning of our 18 month program students participate in an extensive seminar where they are taught The Rivendell Critical Thinking Method. Here, students learn how to study and think for themselves and express their thoughts critically through writing and public speaking assignments. The method moves students through a series of 9 comprehensive questions where they learn to:
  • Identify an argument, plot, theme or point of view
  • Follow the logic of an argument or plot
  • Clarify the questions to be answered and the problems to be solved
  • Distinguish main ideas from subordinate ideas
  • Identify assumptions
  • Consider implications and consequences
  • Examine ideas from multiple points of view
  • Test for accuracy
  • Express ideas clearly, precisely and logically
  • Examine their own biases and prejudices
  • Evaluate according to biblical standards
The Rivendell Critical Thinking Method exhorts freshman to perform graduate level work. But don’t worry, we start slowly and simply and then gradually proceed to more and more difficult texts. Over the course of 18 months, students become very proficient as they apply the method every day, in every class and to every assignment. This is why we claim that we can take virtually any student – achiever as well as underachiever – and in 18 months have them thinking and producing at a graduate level.
At Rivendell, students receive 3 levels and modes of expert instruction for every subject. Students learn from:

  1. Leading historical and contemporary scholars through classical texts
  2. Leading Christian scholars through live monthly seminars
  3. Leading secular scholars through video instruction
Students are required to apply The Rivendell Critical Thinking Method to all 3 modes of instruction. Below is a detailed explanation of each one.

Leading historical & contemporary scholars through classical texts.

In order to become the best students possible they must study the best works available. For this reason, Rivendell Sanctuary utilizes a contemporary and historical “Great Books” curriculum rather than the standard textbook-based curriculum. While textbooks come and go, the “Great Books” are the literary, scientific, political and social classics that have stood the test of time and are proven to have had the greatest impact on civilization and our understanding of human nature and the meaning of life. For example, while studying political science, students may read such books as The Republic (Plato), The Prince (Machiavelli), and The Federalist Papers (Hamilton, Madison, and Jay) among other great works. When studying Economics, students may dive into such classic authors as Adam Smith (The Wealth of Nations), David Ricardo (Principles of Political Economy and Taxation) or John Stuart Mill (On Liberty).

However, what makes Rivendell’s “Great Books” curriculum truly exceptional is the amount of time and emphasis placed on studying “The Greatest Book”, The Holy Scriptures. The Bible is the blueprint for reality and is therefore considered the ultimate authoritative source. It is and has been the single most influential book in the formation of Western Civilization and is ultimately the source and means by which we shall remain a free and civil society. Having a biblical foundation is essential when studying any literary text. Just because a book is considered a “Classic” does not mean its message and content is beneficial, wise or infallible. Without an objective standard by which to judge a book, all conflicting arguments and messages are considered equal and are consequently rendered meaningless. Our comprehensive study of the Bible provides students the criteria by which to judge the content of ALL literary texts.

Rivendell views writers of the Bible—inspired by God—and the authors of the “Great Books” as the authorities in their respected fields, and we look to their literary works to provide the lecture material. When students, for example, read a book by C.S. Lewis, he is providing the formal, specialized instruction, not the Rivendell faculty. We consider Dr. Lewis the expert. Therefore, when students come to class having read an assigned text, they in essence already participated in a lecture. This approach liberates the classroom to be a place for discussion, part of the self-learning method described later.

Leading Christian scholars through monthly seminars.

In addition to our reliance on classical works, Rivendell Sanctuary offers its students a wide variety of in-context seminars for every subject. In the course of 18 months, Rivendell participants are privileged to sit under the tutelage of 11 of the top Christian scholars in their respected fields. Each seminar includes 12-15 hours of specialized instruction which is equivalent to 4-5 weeks in a conventional college system. As a result, participants benefit by having every subject taught by a premiere scholar.

These expert presentations are extremely valuable for the following reasons:
  • Seminars allow for privileged, close-up interaction with leading contemporary thinkers and authorities working in various arenas of life.
  • Seminars greatly enhance student learning by supplying expert knowledge and content, as well as relevant information, proficiency and insight on a particular subject.
  • Seminars aid our faculty in the teaching process by supplying invaluable instruction and insight into difficult subject matter.
  • Seminars provide a fuller, richer and healthier education by allowing students the opportunity to hear multiple points of view. A single professor, offering a single point of view, many times can hinder true education and begin to slant towards indoctrination.
Students are instructed to approach each seminar similar to the way they approach a book by applying The Rivendell Critical Thinking Method. Instead of following the argument of a book, they are expected to identify, analyze and assess the argument of a lecture. Likewise, students come to class prepared to discuss and affirm or challenge the content of what they hear.

Leading secular scholars through video instruction.

Rivendell believes in preparing Christian students to engage with secular ideas. Therefore, In addition to learning from historical and contemporary Christian figures, Rivendell students receive expert instruction from the leading secular scholars in their respected fields in the form of video instruction from The Teaching Company. The Teaching Company is the nation’s leading publisher of university-level courses crafting over 250 courses dealing in the Humanities and Sciences. The company has selected the top 1% of professors from around the country based on teaching awards, published evaluations of professors, newspaper write-ups of the best teachers on campus, and other sources.

We believe this is important for several reasons. First and foremost, these collections of scholars have contributed greatly to their respected fields and have much to offer. Second, students are taught to engage with secular ideas critically by applying The Rivendell Critical Thinking Method. As a result, students learn in a safe environment. Often parents send their sons and daughters to college with the inability to critique what they read and hear. This is a primary reason why 75% of all Christians abandon their faith while in college.

At Rivendell, small discussion groups replace lectures.

Rivendell takes an unconventional approach with regard to the classroom. Traditionally, the classroom has been reserved for lectures. At Rivendell Sanctuary, lectures take place outside of the classroom in the form of assigned readings. Therefore, when students come to class having read an assigned text, they have in essence already participated in a lecture. This approach liberates the classroom to be a place for discussion.
Upon entering the classroom, students are placed in small discussion groups led by well-qualified faculty who teach by means of asking questions in relation to an assigned reading. This form of teaching is commonly referred to as Socratic Dialogue, and it is one of the oldest and most powerful teaching tactics used for fostering critical thinking. “Socratic classes are conversational and often lively as both students and professors come together to struggle over the issues of life.” Faculty are instructed not to spoon-feed information to students, nor freely hand out answers and conclusions. Students are taught to arrive at conclusions through probing questions posed by faculty and peers. This is an extremely important principle in teaching students how to learn. Jeff Baldwin, in his article entitled Iron Sharpens Iron: Why the Socratic Method Matters So Much, writes,

“As long as faculty freely volunteer answers when the going gets tough, students will learn that they don’t really need to buckle down. But if they find that you really do expect them to self-learn, then they will gradually face up to the fact that they must roll up their sleeves and think hard. When this happens, it becomes the turning point in their education! Students need to own their faith, and they can’t do that as long as someone else rushes in to help them apply that faith.”

This classical style of teaching has also proven to increase long-term understanding for several reasons. First, it forces students to interact with the information they are studying. A person does not really know or retain information unless that person is able to explain it to others in his or her own words. By putting information into one’s own words, a person realizes what he or she does not understand or may have misinterpreted. “It forces a person to connect the dots and build conceptual bridges. By doing so, it hooks information into a person’s long-term memory bank. Second, a Socratic format requires constant mental engagement, both in and out of the classroom. Students, knowing they will be challenged with questions in class, must take a more focused and active approach to their studies. They know they cannot hide in class and understand that they will be asked to explain, support and defend a particular position in relation to their studies. Poor arguments as a result of shoddy reasoning or failure to do the readings will not go unnoticed and will be contested.” In other words, students must come to class prepared or risk being exposed. This level of accountability demands that students take ownership of their education and become active self-learners. At the same time, the students who have completed their reading assignments and have tried to reason, yet do not comprehend, will have opportunities in class discussion to work out an understanding with classmates and faculty.

What makes Rivendell’s Socratic style of teaching work is its firm foundation on God’s Holy Scriptures. Jeff Baldwin, again, writes in his essay,

“People may have opinions about various issues, but if discussion is nothing more than an airing of opinions, there is no good reason for any person to change his/her mind. The only hope for fruitful discussion rests squarely on the fact that there is a fixed standard by which to judge opinions. Students from time to time will take un-Biblical positions and must be given the freedom to do so, but in the end, all such stances shall be measured according to God’s eternal standards.”

“Virtues are habits, and are acquired, like other habits, by doing certain acts. A man becomes just by doing just acts, temperate by being temperate, and brave by acting bravely. One cannot become good merely by listening to lectures on moral philosophy any more than one can become a famous violin player or tennis champion by reading textbooks. … The students must act [practice], and act [practice] in such a way as to strengthen their virtues and weaken their vices.”

- Commonweal magazine, April 22nd, 1938

What makes Rivendell truly exceptional is our daily application that permeates the entire IN-COMM program. For any apprenticeship to be authentic, the apprentice must be given numerous opportunities to practice his or her trade. This is the most important component of education, yet it is sadly absent today. Change cannot come through lecture alone and when education is reduced to sitting five days a week in a four-walled classroom, then knowledge remains strictly in the theoretical realm. Sadly, this form of education has influenced biblical education as well, and this is a primary reason why the Kingdom of God remains theoretical.

The Rivendell program does impart the biblical worldview, and it is central to everything we do. However, we teach it only as a means to an end. “Go and do likewise” is our end goal. Therefore, students in our program practice daily living in the Kingdom of God. By doing so, new habits are formed. Students come to know through experience what a “crucified life”, “loving my enemies” and “going the second mile” feel like. When a classmate is sick, for example, our curriculum calls for students to not only pray, but also prepare their meals, do their laundry, clean their room and read them their assignments. On a regular basis, it calls for students to reach into the local community to care for the poor, the widowed, the orphaned, the elderly and the handicapped. It calls students to restore beauty by planting gardens, mending fences and painting houses. For what good is it to cognitively know the principle of self-sacrifice, if we never become actual living sacrifices?