OrdinaryTime
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Posts posted by OrdinaryTime
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I put in a $1000 for my Northern VA location. In Seattle, it would cost $817. Plus my housing would be 46% less! Groceries, housing, and utilities would all be cheaper for me. Transportation and healthcare a bit more.
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Praying he is found soon. :grouphug:
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A good example of what I'm trying to comminicate, poorly I'm sure, is Catholic spirituality. A Franciscan and Jesuit can look very different in "method" but have the exact same "philosophy." Or conversely you can have a Carmelite and Eastern monk who live similiar lives of solitude and ascetic disciple, but with different fondational beliefs.
(Sorry for typos. I'm on my phone. I wish I had a disclaimer every time I type on this thing.)
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Eleanor - I guess I'm lumping most of the questions about education you list into educational methodology or theory, primarily because I think there can be several "correct", for lack of a better term, ways to answer them. The underlying philosophy doesn't allow for a such plurality of correct responses; reality is knowable or not, man is capable of some communication of truth or not, etc.
I guess I'm not so much frustrated by educational philosophy as a discipline itself (I don't read enough to deserve an opinion!), but in the way we use the term in conversation. Generally, when homeschooling moms are talking educational philosophy, we're actually talking method. I think it can lead to disagreements that are superficial, i.e., folks could disagree about method but actually share an underlying philosophy, while conversely folks can be attracted by a certain method, blinding them to a diametrically opposed philosophy using it.
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I personally dislike the term "educational philosophy." It confuses means and ends by mixing philosophy with technique into one term. IMHO, you have a philosophy, which gives you a theory of knowledge (What is truth? Is it knowable? Is it permanent? How do we know truth?) and an anthropology of man (What is man? What is his end? What are his faculties?). How you answer these questions is unquestionably going to then affect how you approach education at the most fundamental level, establishing the ends you seek. But how you accomplish these ends can vary greatly. I think different methodologies can often serve the same philosophy. Or conversely, the same methodology can be used to serve different philosophies.
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Thanks for sharing, 8!
I think methodology w/o a philosophy is essence of modern educational "philosophy."
I think this is because the actual philosophy behind modern education is one of utilitarianism and materialistic determinism. It outright rejects any notion of abiding truth or the permanent nature of things that have ultimate ends. You are left with only method. No wonder so many confuse methodology with an actual philosophy.
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The author of the Use and Abuse of the Textbook article has a wicked sense of humor. Enjoyed it.
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We're cross-posting, Lutherngirl, and it is cracking me up. You're saying just what I'm thinking!
Yes, I think the idea of finding other events happening during the same time is perfect. Often that provides fertile ground for connevtions to be made. Not that chronological work isn't important, but it shouldn't be the sole focus.
I'm with you on feeling nervous about ancient history and littles. I actually started with two years American history with my kiddos. I want them to understand their own immediate roots before we go farther afield.
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I do focus on helping my kids (who are young) put events in historical perspective, just not generally during history studies. Lol. Our history time, at this point, is spent on building inspiration/interest from learning of interesting people and events of the past. Then in our other studies, I'll often point out the historical context. For example, we've been looking at the Impressionists for art study. As the kids look at a Monet, I'll ask them to guess when Monet painted it. Then we'll talk about how Monet was painting this painting right before the Civil War started in America. Or in science, we'll be talking about the Periodic Table and how the first table was created at the time of the Civil War. This helps them create context for what we are studying in history (people and ideas of the Civil War.)
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I agree with 8 on focusing on context, varied perspectives, and understanding of events/people vs. a date/fact/linear approach. When it comes to memorizing timelines/dates, I think knowing a few key events to provide touchstones is important, but generally this comes naturally with a good study of history. It is much more important to know where events and people are in relation to each other, than just memorizing specific dates. Knowing when certain events occured in relation to others allows connections to be made, understanding built, the tapestry to be woven. I find a visual timeline to be a helpful tool to this end, but would not spend time memorizing one. (And I have a degree in history!)
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Thanks for sharing the app, Hollybee. I love it!
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Godspeed! I love praying the Office. At one point (before kids!) I had the four volume set, but now days I mainly just use the shortened versions of morning and evening prayer in the Magnificat. I miss the longer versions, though. Good luck diving in!
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I read them to myself if I'm praying the Office by myself. If I'm praying with my husband or others, we'll pray aloud. Sometimes, if I have the time, I'll softly chant the Psalms to myself. Iove to hear the Psalms sung. But it is really just up to you.
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That is so wonderful, justamouse! I'm so happy for your family!!
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:grouphug:
I think there is a difference between, as you say, "feeling in your heart it is wrong" and being repentent for a sin. I often may not FEEL repentent, but I AM repentent because I will myself to be so. Just like we can't make moral decisions on emotion alone, I don't think we should judge our worthiness for forgiveness on feelings alone either. You must will to change, but you needn't emotionally feel that differently about it for quite a while. Emotions often lag behind the will. Just a thought.
I agree with others. I personally would go to confession and talk to the priest about the sin and all the feelings/thoughts you have surrounding the situation forthwrightly, and then let him judge if you should recieve absolution. In anycase, I'll be praying for you. Life's tough.
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I wanted to share this chapter from John Lukacs' Historical Consciousness. It happens to be the one you can read for free in the ebook preview and has crossed my mind many times since "the thread." It is a fascinating discussion on historical thinking, the idea of "facts" versus events/ideas/truths, and the role of the novel in historical thinking and the historicity of the novel.
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One final thought: it is important to remember that Adam went through the process of naming before the Fall. Human intellect became clouded afterwards, which profoundly affected our intellect and senses. Though we are given a guide by Adam, our ability to experience truths and name is distorted. It takes struggle. So even though the process I think Mr. Kern outlined is natural for us, it is not easy. I think this is vital to remember. I know I often think if I could just create the perfect enviroment to allow my kids to encounter truths at the right time and in the right way, learning will always flow joyfully and easily. If the kids don't find it a joyful or exciting, well, I did something wrong. I think that thinking is dangerous. It will not be easy to break through the darkness of ignorance. However, it will lead to joy and understanding if you actually do encounter the truths themselves eventually. But I don't think the process always looks so pretty.
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A few other thoughts on the blog post...
Have you read John Lukacs Historical Consciousness? He has a fabulous chapter in it about the notion of Facts and how we've slowly, especially in America, created this absurd cult of Fact which views facts as more real than ideas or truths. The idea that one can even truly know a fact, isolated, outside of its relations to other facts, is meaningless. And then the way in which we express a "fact" is almost as important as the fact, because there is no actual fact there, just a statement of fact which points to some deeper truth. I'm explaining it badly, but reading your post strongly reminded me of it. The whole chapter is worth a read. If anyone is interested you can find it here.
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Thanks for the post, Mr. Kern. I enjoyed it very much. Your description of the teaching the distributive property, and allowing children to encounter it concretely and personally, and then naming it, is exactly the experience we are having with Miquon in our family. My kids are loving math by learning via this guided discovery of truths, which are then named, and finally applied. Just spot on.
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My favorite moment was at Good Friday's Liturgy. My 7 year old was very excited for the Venerstion of the Cross and gave considerable consideration to exactly where he was going to kiss Jesus. Once veneration began, he turned to me with a very worried expression, "Why is the server wiping the cross with that white cloth?"
"They are just wiping the germs off," I reassured him.
"Oh, just the germs, not the kisses," he sighed with relief.
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My own mother was laughing so hard on the phone when I told her that she couldn't even talk. One of my brothers commented that he always knew I was hot-headed. Well, it was pretty funny...
That is so beautiful, Robyn. So glad you are "home." This year was my first teaching RCIA, and it was so, so powerful to see these amazing, often very courageous, souls entering the Church. PTL!
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CleoQc, that line went through my mind as I put myself out. Somehow it sounds so much than it really is! It gave me a good chuckle, though.
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Art book
in K-8 Curriculum Board
Posted
Love the cards! Thanks for sharing.