Arts & Science Council of Charlotte-Mecklenburg’s Post

From the archives... Of course, what students (or adults for that matter) read is of paramount importance, because it is crucial to the basis of their worldview, against which everything else is evaluated. Hence, for those from Christian faith traditions, the Word of God must be the preeminent reading resource. Article link in comment #HomeEducation #homeschool #homeschooling #education #GetOutNow #PublicSchoolExit #ChristianEducation #EdcuationIsDiscipleship #ChristianHomeschoolRevolution @IntellectualTakeout https://lnkd.in/gx3uJ8Su

So many important ideas for education in this wonderful short piece.

I agree with this sentiment more than I once did, I think... Certainly, I'd teach a few of my classes differently today, moving more slowly through certain texts and trying to make clear the reasons they've endured. Applying your precious and limited attention to things that matter but that you don't immediately *like* is an indispensable skill that's becoming harder and harder to learn. But even so, I imagine we refuse students' "tastes" at our peril. I don't mean filling syllabi with things we think students will like and thus keep their attention; I mean taking it very seriously when something in the material we've presented appeals to their tastes—or, better yet, awakens a sense of taste that they weren't previously aware of. It's worth slowing down to ask, "Are you falling in love, and how, and why?" When's the last time someone asked *you* that question? How do you think it would've changed your learning if they did? Bernard Lonergan, *Method in Theology*, 32: "Feelings are enriched and refined by attentive study of the wealth and variety of the objects that arouse them, and no small part of education lies in fostering and developing a climate of discernment and taste...that will conspire with the students' own capacities and tendencies, enlarge and deepen their apprehension of values, and help them towards self-transcendence." #teachingandlearning #teachingenglish #education #humanities

For those interested, here is a comprehensive American education timeline: American Educational History: A Hypertext Timeline https://lnkd.in/eFcuy5hB

https://lnkd.in/dDuqHSW4 Fascinating read. The intricate layers of colonialism woven into our contemporary approaches to teaching and learning need lot of introspection. It is not merely the formerly colonized nations that must grapple with this; the entire educational paradigm must engage in deep introspection and critical reflexivity to identify and dismantle the colonial elements that impede true educational enrichment.

Some great reflections and insights on the benefits of a Dialogue@Schools approach! #flourishing #highperformanceschooks

From EMAL this week: Pariente Nirit and Tubin Dorit’s article, ‘Signature pedagogies and professionalism: An exploratory study on novice principal mentoring’, explores the imprints left by mentoring novice principals, and the messages they experience. https://lnkd.in/envvq25V

Catholic education speaks as much by the witness of its employees as by classroom instruction. This is why we devoted an entire issue of Our Catholic Mission magazine to teacher witness. Read more here: https://lnkd.in/eYDNrbR7

If you are looking for a reading list that doubles as professional development for a history teacher, check out my post recent blog post for Thinking Nation.

Excerpts from “Faithful parents faithful children: Why we homeschool.” (2006) by Dr. Don Schanzenbach “Home education is necessary to advance covenant faithfulness” (p. 91). “Numerous studies have already proven that home educated students far out-perform their peers in academics” (p. 94). “We do not need to bypass [the Holy Spirit’s] labors by handing over the privilege of teaching to an institution, however well-intentioned that school might be” (p. 94). “Schools are about mass production and conformity…the Biblical model for teaching is personalized tutoring by parents” (Emphasis in original - p. 95). “However well planned the school may be, it will still deliver mass produced education in violation of Biblical principle. Classical education can be good but taking the students out of the home for most of the day, five days a week, to receive that instruction still violates Biblical teaching” (p. 95).