30 + 90 min
Begin with a question
Thirty minutes of preparation, then ninety minutes of debate and analysis. State an idea, examine its premises and consider objections. At the end, look back at how the argument developed.
The Method
Consider the question.Examine the answer.
In the polymathic programme, the pupil puts an idea into words, gives reasons for it and considers objections. The tutor asks questions and explains what needs explaining. An answer may change as the discussion proceeds.
Two hours, twice a week.
Family teaching follows the same timetable for one subject or several: two two-hour sessions each week, making four teaching hours. The polymathic programme also includes a piece of independent written work each week.
30 + 90 min
Return to the question
Thirty minutes of preparation, then ninety minutes of debate and analysis. Recall an argument, try the opposing position or consider how an idea applies to another question.
The weekly written work
At home, the pupil develops an argument in writing. This is the weekly thesis: an opportunity to return to the ideas, check the relevant facts and reach a position of their own. It is additional to the four teaching hours.
The timetable and the thirty-minute preparation period are choices made by L’Étude. Research informs the activities; it does not establish one ideal duration for everyone. Session times take account of the pupil’s availability and alertness.
An idea, its reasons and its objections.
State the question
Define the terms and give an initial answer before receiving an explanation.
Consider the objection
Examine the assumptions and consequences. Try to defend the strongest opposing argument.
Check the facts
An argument may be coherent and still rest on a false premise. Identify the claims that need evidence.
Look back
Consider what changed, what was mistaken and how the reasoning might be used again.
How has the reasoning changed?
Progress is considered through the precision of definitions, the order of an argument, the quality of objections and the use of evidence. The ability to reconsider matters too. Agreement with the tutor is not a measure of progress.
The pupil does most of the thinking. The tutor asks questions and explains a concept when a gap in understanding prevents the discussion from proceeding. Etiquette and the other practical additions are taught as separate skills.