Tag: retrieval practice
-
3 Leadership Books for Teachers
Teachers are the leaders of their classrooms. Now, this may seem obvious (who else would be in charge?), so let me explain. Teachers are responsible for the execution of classroom objectives and the development of their students. In a healthy school, they are given the freedom and responsibility, within a broader structure of administrative oversight,…
-
Finding Flow through Effort: Intensity as the Key to Academic Success
At the intersection of challenge and skill, the state of flow emerges: a state of total immersion and enjoyment. Jason Barney’s book on flow, entitled The Joy of Learning: Finding Flow through Classical Education connects Mihaly Csikszentmihalyi’s study of flow with the classical Christian classroom. In this article I plan to build on Jason’s work…
-
Expanding Narration’s History in the late Middle Ages: Bernard of Chartres from John of Salisbury’s Metalogicon
This is the third blog article expanding the short history of narration I laid out a year ago. In the last two I expanded my treatment of John Amos Comenius to engage in detail with the passages from The Great Didactic and the Analytical Didactic that recommend activities that Charlotte Mason would have called narration.…
-
Expanding Narration’s History with Comenius: Narration’s Rebirth, Stage 2 – The Analytical Didactic
In my last article I expanded my treatment of the history of narration through delving into a passage from John Amos Comenius’ The Great Didactic. I began reading The Great Didactic last year while writing the history of narration series and determined that there was more to say about the rebirth of narration during the…
-
Expanding Narration’s History with Comenius: Narration’s Rebirth, Stage 2 – The Great Didactic
If you’ve been following Educational Renaissance for some time, you might remember my history of narration series from last year. During the third article of the series I had a short section on narration in John Amos Comenius’ work, relying primarily on Karen Glass’s brief quotations in Know and Tell. At the time I was…
-
Why the History of Narration Matters, Part 4: Charlotte Mason’s Practice of Narration in Historical Perspective
In this series I have contended that the history of narration should bring Charlotte Mason educators and classical Christian educators together. That is because narration’s use as a pedagogical practice in the classical tradition illustrates vividly the connection between the two. When we know this history and turn to Charlotte Mason’s advocacy for the practice…
-
Why the History of Narration Matters, Part 3: Narration’s Rebirth
In my previous two articles I framed my discussion of the history of narration with the controversy between Charlotte Mason and classical Christian education advocates. I suggested that narration’s history may be a fact that puts to rest the false dichotomies of either side. While Charlotte Mason did claim discovery of certain principles related to…
-
Why the History of Narration Matters, Part 2: Classical Roots
In my last article I shared the first piece of why the history of narration matters: it has the potential to break down the barrier between the Charlotte Mason community and classical educators. There are some notable exceptions who have tried to cross the aisle, but for the most part these two groups have kept…
-
The Flow of Thought, Part 2: The Joy of Memory
In my last article “The Flow of Thought, Part 1: Training the Attention for Happiness’ Sake” I drew a connection between Aristotle’s view that happiness is the chief goal of education and the findings of modern positive psychology. In Mihaly Csikszentmihalyi’s Flow: The Psychology of Optimal Experience, he reports his findings that people report being most…