More Trivium: An Introduction with Gene Odening


Welcome to your intellectual pilgrimage folks.

I’m honored to have had the pleasure of interviewing long time Trivium student, philosopher and advocate, Gene Odening, for a multi-part, exclusive Unplugged Mom Radio presentation on the Trivium.

Here you will find my brief explanation of the series immediately followed by The Introduction to the series.   Please listen to fully appreciate the most important significance in this pursuit of intellectual growth.


“The Trivium Improves thinking because it helps to awaken and connect dormant neurons.”

Studying the trivium brings us ‘knowing’ as opposed to the ‘illusion of knowing’.

 Why the emphasis on Trivium in UM?  Find out by clicking here

*Note: toward the end of this episode you will hear me announce that Part I – Grammar immediately follows.  However due to some personal unforeseen scheduling issues we were unable to mix the Grammar episode in time.   So I invite you to listen and reflect on the information presented in the Introduction and look forward to Grammar coming out very soon!


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avatar About the Author: Laurette Lynn is the Unplugged Mom© Founder of and Host and founder of Unplugged Mom Radio© Learn more about Laurette Lynn by clicking here.

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  1. avatar kd7one says:

    Learning the Trivium reminds me of what Ross Perot once said: Good, better, best. Never let it rest, till your good is better, and your better is best.

    Laurette, thank you so much for having Gene on your show.

  2. avatar marianovel says:

    Hello Laurette,

    My wife and I just started home educating recently, so, we are still figuring this thing out. We really appreciate your work to educate us parents.

    I just want to make a comment related to this issue of when and how to introduce logic to our children. We have a 7 year-old boy and a 4 year-old girl. Our boy is actively adding and subtracting money because he wants to buy all the Legos available. So the other day out of the blue he said “Dad, 16 + 16 = 22.” This is a typical error; he probably added 16 + 6.

    I thought about this for a moment before responding, and then asked him “How much is 16 + 10?” and he responded correctly 26. Then I asked again “What is bigger 10 or 16?”, and again he correctly responded 16. One more question “So, is 16+16 more than 16+10?” By then, he noticed his own error and then just said “Ah, 16+16=32!”

    After this, I realized that what I did is in a rather Socratic way I guided him through what is called Reduction Ad Absurdum. I happen to have a degree in mathematics, and this is a logical way of proving something by proving the opposite is incorrect.

    I share this because while I did not have to teach him formal logic, he did respond very well to a contradiction. So, now I am thinking of ways in which kids this young can actually experiece logic in an indirect way.

    Now I want to know more about Socrates and how he used dialogues to arrive at truth.

  3. Thanks Kd!

    Marinovel, thank you for sharing! That is awesome and another wonderful example that when kids have intellectual breathing room, nothing is ‘difficult’. :) Bravo!