The “3 R’s” of Learning

When you hear the phrase “the 3 R’s,” does this message of this image come to mind?

Are you young enough that this is not the first thought to cross your mind? If so, how about this one?

Still no? How about these?

Still not reflecting your first thought? Perhaps that is because our world has decided that the Rule of 3 is antiquated and needs to be brought up to date in one of these two manners:

Take another look at each of the above images. Look at the message each one is conveying beneath the surface of what the most important things to embrace and focus on are. Some are talking about necessary education content each person needs to master in order to be successful while others are focusing on traits necessary in order to be a successful person. The recycling one even implies that if you do not do these three things, success might just elude you because you are ultimately a destroyer of our planet.

Now brace yourself, because I am about to seriously rock the boat:

Every one of these lists misses the three very foundational skills necessary for a literate, highly-successful life.

Do you remember your lessons in science about simple machines: lever, pulley, wheel and axle, inclined plane, screw, and wedge? Do you remember that they told you any machine that does not fall in this list, no matter how simple or complex, was built upon one or more of these? Well, this same “simple” to “complex” relationship is exactly the same relationship with the “Real 3 R’s.” Everything else you learn and do, every other skill, every subject, every course is built upon the learning of these 3 R’s. These are:

Reading, Reckoning, Rhetoric

Before you start telling me that these are simply “old-fashioned” names for “Reading, Writing, and ‘Rithmetic” let’s look at each one and see why your three R’s and my three R’s do not actually mesh on the same plane nor are our lists interchangeable.

Reading

Think you know what “reading” is? Really, didn’t you have to study reading in your elementary schools and didn’t you learn that reading was part of your English (and/or other language) classes? It is even considered such a given that this is the extent of the skill, that there are huge debates over how to teach reading as a language skill (see “Early Reading Methods,” “Teaching reading: whole language and phonics,”and “The Reading Debate: Which Method Works Best?”).

Truthfully, language usage is a part of the definition. However, it is a very superficial and limited use of the actual skill of reading. In order to see this, let’s look at the dictionary definition of “reading”:

1.  to look at carefully so as to understand the meaning of (something written, printed, etc.): to read a book; to read music.
2.  to utter aloud or render in speech (something written, printed, etc.): reading a story to his children; The actor read his lines in a booming voice.
3.  to have such knowledge of (a language) as to be able to understand things written in it: to be able to read French.
4.  to apprehend the meaning of (signs, characters, etc.) otherwise than with the eyes, as by means of the fingers: to read Braille.
5.  to apprehend or interpret the meaning of (gestures, movements, signals, or the like): to read a semaphore; to read sign language.
6.  to make out the significance of by scrutiny or observation: to read the cloudy sky as the threat of a storm; a fisherman skilled in reading a stream for potential pools.
7.  to anticipate, expect, or calculate by observation: At the line of scrimmage, the quarterback read a blitz and called an audible.

Did you notice in these definitions that, while language is an area where of the skill of reading is utilized, it is not the only one? Look at how many different things we read (as mentioned in the definitions above): signs, characters, gestures, movements, signals, significance. Look at the fact that we can read things with more than just our eyes (e.g. Braille).

Let’s look more closely at the definitions and see what the actual skill is that we call “reading.” Key words in the definition above are “to look at carefully,” “to understand the meaning of,” “to apprehend the meaning of,” “to interpret the meaning of,” “to make out the significance,” and “to anticipate, expect, or calculate.” When we combine these descriptions together they paint a much more detailed, yet simplified description of the skill of reading. We could even define reading as:

Anticipating, examining, calculating, and apprehending anything in order to make out the significance and understand the meaning.

Now that we have a functional definition of the skill, what does this look like in any learning situation? Let’s skip the language settings, since we already have a decent idea of the application of this definition, no matter where we stand in the phonics/whole word debate. Instead, let’s look at the skill in some of the other common school subjects:

• Mathematics:
  • A student is presented with a problem. The student must anticipate that the outcome will be conclusive. The student must then examine the problem to begin the calculations—not just to solve the problem, but also to determine the correct strategy (proof) to use for the problem. In this examination the student will apprehend anything significant, determining what is vital to the equation and what is extraneous. As a result of the combination of these steps, the student will reach the correct answer and will understand the meanings of the problem, the solution, and the process.
• Science:
  • A student is presented with a situation which requires scientific analysis or exploration. This situation arises in the form of a question, for example, “Why do we need gravity?” The student must anticipate that there will be multiple opinions on this topic and several possible answers to the question. The student must examine the evidence, both observed and reported. The student must then calculate, through well-researched evidence, the outcomes of the various opinions. During this examination, the student must apprehend as many different variables as possible in order to gain the deepest understanding of the issue and the effects of different combinations of those variables. Finally, the student will look at all of the results in order to understand the meaning of the results and interpret their significance in relation to the original question.
• Social Studies:
  • A student is presented with a current social issue. The student must anticipate both the many facets of the issue and the reactions the various demographics will have to each facet. The student must then examine the current situation in light of what is and is not reported. This process will require calculating the magnitude of the issue and of the effects of any changes which might be pursued. The student will apprehend the hidden stumbling blocks and the potential responses to future changes. As a result the student will determine the real significance of the issue to understand the true meaning of the issue as reported.
• Music:
  • A student is handed a new piece of music. The student must anticipate the purpose of this selection, whether it is for personal growth, performance or both. The student must carefully examine the piece to identify the difficult parts, new concepts or techniques, and deceptively simple parts. The student must calculate how much time must be allotted to each of these areas within the allotted time to learn the piece. The student must apprehend the purpose of the composition in the composer’s life and any other significant cultural or historical influences which would impact the student’s interpretation of the piece. As a result, the student will have a much greater understanding of the meaning and significance of the piece historically and in the student’s life through the learning process.
• Art:
  • A student is assigned an art project to complete. The student must anticipate the teacher’s expectations within the parameters given for the project. The student must examine the materials to be used and other similar projects, both provided as examples by the teacher and those created by masters throughout history. The student must calculate the scale of the projects and the materials necessary to complete the project. The student must apprehend the smallest details which will take the project from being mediocre to being astounding. All of this is done in order for the student to understand the significance and meaning of the process and project itself.
• PE:
  • A student is faced with an obstacle course. The student must anticipate the areas of coordination and skill being assessed by the teacher in this course. The student then examines the tasks and their order, as presented, to ensure an understanding of the flow of the course. The student calculates the best timing for transitions between the skills in order to minimize the time it will take to complete the course. The student must apprehend where other classmates are in the course in relative position to himself as well as any potential problems which could delay his progress (e.g. balls rolling out of bounds, students running into personal task space). All of these steps are taken to make out the significance of each skill individually and in combination which will enable the student to understand the meaning of the course as a whole.

Yes, reading is a skill to use with written language. However, we can clearly see that it is more than just looking at words alone and in combination to glean a meaning. When we take reading back to its skill level, we actually empower our students in every aspect of their lives! This is because reading is taking in the whole picture, looking at the details that make up the big picture and then putting those details in correct alignment and proportion within the big picture. Reading is not just gleaning comprehension of intent from words—it is gaining deeper understanding of the issues at hand and the lives behind them and/or involved in them to prepare for the next two steps.

 

Reckoning

Have you ever heard the phrase, “Well, I reckon so”? Yes, the term “reckon” is used correctly in the phrase! Let’s see why with the definition:

verb (used with object)
1.  to count, compute, or calculate, as in number or amount.
2.  to esteem or consider; regard as: to be reckoned an authority in the field.
Chiefly Midland and Southern U.S. to think or suppose.

verb (used without object)
4.  to count; make a computation or calculation.
5.  to settle accounts, as with a person (often followed by up).
6.  to count, depend, or rely, as in expectation (often followed by on).
7.  Chiefly Midland and Southern U.S. to think or suppose.

When we quickly breeze through this definition, we see why “reckoning” became “’rithmetic,” but a much closer look shows us that the skill of reckoning cannot be limited to mathematics any more than reading can be limited to language. Why? Because, reckoning could be best summed up as:

Calculating and computing the esteem and regard of the person or thing with which we are settling accounts or relying upon.

With this definition, we can see that mathematics is a tool used by reckoning, not a skill that uses reckoning as a tool. We are constantly reckoning in our lives—from the first time our parents tell us “no” through our education and work all the way to the day we die. Since it is a skill we use every single waking moment (and many times while we are asleep), we need to ensure that we teach our students and ourselves how to effectively, efficiently, and respectfully use this skill. Without that training, we will be rude, brusque, or aloof. Without the proper training we will also reject things and people we need too quickly and accept things that are detrimental to our lives and our hearts.

Why would something so vital to our daily living be something we have come to regard as “antiquated” or merely as a tool in our toolbox? The answer is pretty straightforward: when a person can truly and accurately reckon, that person does not rely on any other entity (person, government, media, etc.) to provide judgment on people, things, and situations for them. In other words, the person who can reckon is self-sufficient and empowered in the area of making personal judgments. That kind of power truly scares many people—because it cannot be controlled. Yet, that is exactly the kind of power God wants you to have (Deuteronomy 30:19; Joshua 24:15; Psalm 119:106). Why? Because once you have accurately read the situation or issue you are facing, you are able to begin to calculate the proper response to it.

 

Rhetoric

Yes, this is the skill used when you are posed with a “rhetorical” question. Yes, it is a skill so maligned that we do not want to come within its orbit. Yet, just as with reckoning, this skill is not archaic or antiquated. This skill is as vital in this trivium skill set as it is critical in our lives. Let’s start by looking at what rhetoric really is:

1.  the study of the technique of using language effectively
2.  the art of using speech to persuade, influence, or please; oratory
3.  excessive use of ornamentation and contrivance in spoken or written discourse; bombast
4.  speech or discourse that pretends to significance but lacks true meaning: all the politician says is mere rhetoric

When put side by side, we have found that the two readings are paired, reckoning is paired with ‘rithmetic, which leaves rhetoric to be paired with writing. Look again at the above definition. Just how limited do we make “rhetoric” in our lives when we simply focus on writing? The answer: more limited than most of us can imagine. An interesting fact is that you cannot teach students to effectively communicate if you are merely focused on writing and speaking. You absolutely must teach them to use the skill of rhetoric:

The art and technique of using discourse to persuade, influence, or please others.

Again, we severely limit the teaching of this skill because it is a key to empowerment. If we are able to use discourse—written or verbal—to persuade, influence, or please others as we determine is necessary, we reject notions of reliance upon others. We no longer look at people in authority (alive or dead) as demi-gods, deserving of worship, adoration, or unswerving loyalty and devotion. We begin to see that we do indeed have everything necessary for an amazing life within ourselves (Psalm 84:11; 85:12; Proverbs 2:7; Ephesians 1:19-21; 2 Peter 1:3) and we begin to share this skill with those in our lives so that they can have the same freedom and power we are experiencing.

Yes, rhetoric can be abused and misused. Look at how many people use this same skill to manipulate and control—and I’m not just talking about those in government. Yet, do we automatically reject everything in the world that has been used for evil? Water has been used for horrific forms of torture, yet when was the last time you have seen a call for a ban on water? Knives have been used to kill people for millennia, yet you still find them in kitchens. Planes have been used to bring down entire buildings, yet people still fly on planes every single day.

Therefore, banning or strictly regulating just how much of this skill is to be embraced by the “average” person is a violation of personal freedom and empowerment. Yet, we allow our education systems and society to do this to us every single day. Instead, we should be encouraging every person to become a skilled user of rhetoric—which also requires us to accept the fact that other people will disagree with us and that we do not all have to believe or think exactly the same way in order to live in harmony.

In other words, when we correctly read a situation or issue facing us and we correctly reckon the proper response, we use rhetoric to articulately communicate our decision or choice of action.

Tying It All Together

Skills-based learning is a huge thing right now in the education arena. (Don’t believe me? Go do an online search and you’ll see just how big it really is!) Yet, we are not teaching our students the most foundational skills necessary to live in our world—and sadly we haven’t been teaching them these things for the better part of a century. We have forgotten the words of Einstein, a man reputed as one of the greatest minds ever:

This trivium of Reading, Reckoning, and Rhetoric applies in any sphere in life. It applies to any person at any level in any institution or organization. Yes, guidelines need to be established to ensure that we are not misusing this trivium, but those guidelines need to be much less restricting than they currently are. When we teach our students “Reading, Writing, and ‘Rithmetic,” we are teaching them facts, content, and subjects and are stripping them of their personal identity, unique thoughts, and their empowerment. When we teach our students “Reading, Reckoning, and Rhetoric,” we teach them skills that train their minds to think creatively, reinforce their personal identity, and empower them. Without the “Real 3 R’s,” our students become lemmings who can never learn to go beyond what others are doing—only to follow and fall. However, when we teach our students these foundational skills, we empower them to become self-sufficient, articulate, independent, and creative thinkers who live literate, highly-successful lives.