We are shaped by the ideas that are seeded in us and the relational air that we breathe. And we are continuously exhaling ideas and relational air which those around us will inhale. The question is “What’s in the air?”
In education, as in every human endeavor, there exists the possibility of erring to the left and erring to the right. We live in an age in which the responsibility of adults to be intentional and diligent in the formation of children’s habits is largely forgotten.
For us and our students, the element of beauty, order, offering one’s best, the achievement of accuracy, respect for others as they view or use the work, perseverance, joy in accomplishing something of quality and durability, and other similar benefits are seen in doing quality work. To develop this habit, it is important that we hold high expectations for our children’s work.
The brain is plastic. It molds, changes as we learn. Though lacking the benefits of modern technology, one hundred years ahead of her time, Charlotte Mason recognized the importance of neuroplasticity.
As an Ambleside teacher, we often discuss our “paradigm shift’ – from textbooks, grades, and stickers to “living books,” “narrations,” and “habits.” It’s difficult, for many of us. We’re not just learning about a method of education; we’re learning again how to learn.
In 1978, my mother and father had started a Christian school in India called The Calcutta Emmanuel School. Originally, they had no intention to start a school. My father had a counseling center and there were always poor children playing outside on the street and making so much noise. It drew his attention, and the school became an answer to the needs of these children.
In the Gospels we find a code of education summed up in three commandments: take heed that ye offend not––despise not––hinder not––one of these little ones.
Why is a ‘method’ of education more important than utilizing a ‘system’? In “Home Education,” Charlotte Mason says our tendency in educating children is toward a system — which is ‘alluring’ because it is successful in achieving precise results. But we are educating children – and children are persons, individuals, image-bearers of God – who thrive on relationship. She proposes the idea of a method of education instead.
