Category Philosophy

How often it is that we go through life missing the simple pleasures. Our focus is on ourselves; our thoughts, our plans and our concerns–failing to hear the joy around us. Charlotte Mason reminds us to be fully present and to listen. Miss Mason’s idyllic picture of being “in the fields on a spring day” is far from the reality of most 21st century lives. Although being in the fields on a spring day, or most days for that matter, would do us all good.
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How often it is that we go through life missing the simple pleasures. Our focus is on ourselves; our thoughts, our plans and our concerns–failing to hear the joy around us. Charlotte Mason reminds us to be fully present and to listen. Miss Mason’s idyllic picture of being “in the fields on a spring day” is far from the reality of most 21st century lives. Although being in the fields on a spring day, or most days for that matter, would do us all good.
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How often it is that we go through life missing the simple pleasures. Our focus is on ourselves; our thoughts, our plans and our concerns–failing to hear the joy around us. Charlotte Mason reminds us to be fully present and to listen. Miss Mason’s idyllic picture of being “in the fields on a spring day” is far from the reality of most 21st century lives. Although being in the fields on a spring day, or most days for that matter, would do us all good.
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We often talk of ideas in the classrooms at Ambleside, but what about the ideas in our homes? We want our children to love learning, but does our home life foster this love? Charlotte Mason says that every parent holds their breath when they hear that their children take direction and inspiration from all the casual life about them, and that even the parents’ words and ways form the starting point from which he develops.
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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.
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Most of us tend to think in terms of the primacy of individual choice in selecting the ideas which are held and those which are rejected. In fact, the dominant ideas which have the greatest impact upon us are caught not taught. They are “in the air” and breathed in, either from the society at large or particularly significant individuals.
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Here is an astounding possibility, if we would believe it, the awakening not just of one soul but of an entire class, not a class of the gifted (socially, financially, intellectually) but rather a class of those who lacked the usual “advantages.”
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