~ to grow up with an intimate, friendly, communicative and reverent relationship with God~ "Of the three sorts of knowledge proper to a child, - the knowledge of God, of man, and of the universe, - the knowledge of God ranks first in importance, is indispensable, and most happy-making." Volume 6: A Philosophy of Education - Curiosity, the pathway to creative learning, page 158 God is the creator and sustainer of life, of humanity, of our world, and the universe. Human beings are not alive to develop their mental and physical capabilities, acquire knowledge, or earn a living. We are here for relationship. Relationships which broaden our experience and fullness of life. We live in relationship to the physical world and to humanity. We learn in relationship to the physical world and humanity. Once more relationship unifies and completes all others. Our relationship with God. We live and learn in relationship with God. To bring the knowledge of God into the realm of education can often become a path that leads only to head knowledge and moral teaching. Yet these are simple trimmings of the real knowledge of God and if information and morality is all we teach, we chase after the wind on a dead-end path. However, as education is something that results from and rests on our relationship to God we are firmly committed to the idea that all education is divine, as every good gift of knowledge and insight comes from God. Ultimately God the Spirit is the one who educates humankind. As a classroom teacher, and a home-educating parent, I have often found myself looking over the faces of students and children in my educational care. Often I see disinterest, negative attitudes, pride, mental and physical health challenges, blocking the path to learning. Often I need to fight the impulse to add bells-and-whistles to the lesson or bribe learning with competition, prizes, and the threat of bad grades. But then I remember. God the Spirit is the One who educates these students and children in front of me. My job is to present the ideas of the lesson at hand and allow the students' and children's hearts and minds to engage as they are able, with those ideas. To step aside for God to teach. In these moments I am taught as well. How do we, as teachers and parents, allow God to teach? How do we teach our students and children the knowledge of God in a way that encourages our young people to grow up with an intimate, friendly, communicative and reverent relationship with God? My first consideration is that God is a very real part of my everyday life. When I work and when I rest. In my joy and in my sorrow. When I am sick and when I am healthy. When I am at peace and when I am in conflict. God is in my living and breathing, the mundane and small as well as in the profound and big. I invite my students and children to walk with awhile as I simply live life with God. They need to know they can live their everyday life with God. I talk with God. I wrestle with God. I spend time in Scripture to continue growing in understanding of God and how He works with humanity. I worship and spend time in community and fellowship with others who also live their everydays with Him. My second consideration is what I teach and do to actively open the door to the knowledge of God. I share the view through the open door and it is between the young person and God as to how and when they enter that large, pleasant room. The Bible is the first source. A treasure house filled with beauty and delight. Its poetry has vision and rhythm that soothes our broken hearts and disillusioned minds. Historical narratives show God patiently yet surely dealing with nations fairly and justly. Biographical narratives show God personally at work in someone's life - working for them and through them. The Bible is our primary source for knowledge of God and it is important that students and children develop the life giving habit of relating to it directly for themselves. We begin with creation stories, biographies of Ruth, Jonah, Esther, the gospels of Jesus, the psalms and the proverbs. We grow into more challenging narratives and letters with the maturity and readiness of the person. Biographies and music are our second source. The ideas of God presented through the stories of people throughout history and various cultures and expressed in praise and worship through music show us that God is here today. Not just a God of the Bible. Not just a God of people in ancient times. A God for today and tomorrow. God is alive. God is here with us. God is always present. Biographies and music help us remember that and encourage us in our own challenges. Theology and doctrine provide our third source of the knowledge of God and develops closely within a person's historical, cultural and familial context. It is connected to how we each view and understand the world and is cultivated by the church/community we are each a part of. It considers first principles, the existence and attributes of God, Christology, doctrine of humankind, justification and sanctification, doctrine of the Holy Spirit, doctrine of the church, and the afterlife. During a trip to Florence, Charlotte Mason visited the Spanish Chapel at Santa Maria Novella where she viewed its illustrated walls. She was particularly captivated with the fresco painted by Andrea di Bonaiuto da Firenze. This fresco shows the Holy Spirit above the apostles, and under them, covered by the illuminating rays of the Holy Spirit are the seven figures representing the seven liberal arts. A vivid portrayal of the medieval concept of education, Charlotte Mason found a resonance with her own great recognition of education. All good thoughts first belonged to God. The Holy Spirit is our teacher of these first thoughts. We live and learn in relationship to God. Knowledge of God matters. As a person, a teacher, and a parent, my teaching is transformed in the light of this truth. And I am transformed by it. © Amy George, May 2020 Please seek permission to link or reference this post.
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"...child has powers of mind which fit him to deal with all knowledge proper to him, give him a full and generous curriculum; taking care only that all knowledge offered him is vital, that is, that facts are not presented without their informing ideas... ~ Charlotte Mason ~ As a teacher in a Queensland classroom I work closely with the requirements of the Australian Curriculum (AC) as I work to present the curriculum using CM teaching practices and resources. Running into roadblocks is a common occurrence and I teach within the tension of balancing a happy middle road or a compromise between AC and CM. This tension is created by a mismatch of aims. The About the Australian Curriculum page says something of the role of education - in shaping the lives of young Australians and contributing to a democratic, equitable and just society that is prosperous, cohesive and culturally diverse - and the quality of education - setting out the knowledge, understanding and skills needed for life and work in the 21st century. It appears the AC's educational aims are to shape the lives of our young people and set them up for good jobs in our current societal landscape. These are not unworthy goals but they are not the end of the matter. Life is more than being able to contribute to society and building a career and with these as our aims we fall short. The aim of education, as Mason views it, is to give a full life. A full life encompasses much of what the AC is about, and yet it is so much more. How can education give a full life? Through opening students to an immense range of interests; to opening the door to great ideas, great truths, and great art; to model how to be in touch wherever we go and whatever we see, hear, feel, with some degree of keen interest. Here we look on education as something between the student's soul and God, whereas with the AC goal we are in danger of looking at education as something between the student's brain and the standardised test. When we head into the area of what to teach our students we bump into specialised and disconnected subjects, standardisation, testing, data, and checklists. If our aim in education is give a full life then what we teach matters and what we teach cannot be disconnected subjects tucked into neat little boxes. It's not Science vs Art. Technology vs Nature. Sport vs Literature. We need a full and living curriculum that as accessible to all students. With a bit of thought and care the Australian Curriculum can be transformed into something that can open the door to a full life and a pleasant place for the mind to roam. Not just a job. © Amy George, May 2020
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AuthorI teach with the Charlotte Mason method in home education, tutoring and P-12 Christian school contexts in Australia. Archives
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