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Even though they might appear contradictory on the surface, I don't think the two ideas have to be. I think most people would agree that behaviorism and mere outward conformity to rules is not the goal of education. But, at the same time, lawlessness is no object, either. Charlotte Mason's ideas about habits sometimes seem to me to lean closer to behaviorism than I'm comfortable with, but at the same time, she is aware of their limitations. I encountered the exact same idea in Comenius's Great Didactic--the idea that until a child has both the desire and the strength of will to choose to do good, habits are the means of keeping on the desired path, even if you haven't "arrived" yet. It's not so much that the ideas are contradictory, I don't think, as that the speakers were discussing/emphasizing one part of a greater whole.

We all understand and experience it daily on all social platforms. I look up old things I wrote years ago - years and years ago! I'll open them up and edit them every once in a while, and I STILL find typos! So a few hours or days is completely understandable. .... and sometimes... I swear... it's my COMPUTER or the PHONE. I swear I've seen the keys CHANGE before my EYES into something I did NOT hit... or words that I wrote disappear! They're watching us, trying to make us think we're crazy! And terrible with grammar!

Our school has also used bother of these resources for teacher development. It has been a few years since we did so, so I'm relying upon recollection more than recent review. I do think that Tripp puts a heavy emphasis upon "getting to the heart" and in ways that don't always work well with younger children, who remain largely unaware of their motives. To be honest, some of his introspective focus doesn't fit with adults, as our own motivations remain unknown to us in many cases (and are often habitual). At the same time, I don't think that Rallens emphasis upon liturgy excludes "getting to the heart." Smith, in his book, says that he assumes the necessity of internal conviction, but sees liturgy as an "outside" way of affecting the "inside". In short, I think there are ways of reading both sources that can allow them to be harmonized, even if Tripp or Rallens found reason to dispute each other's particular claims. Does that make sense?

I think several schools offer a PhD in Humanities or Liberal Studies. Non-tertiary educators should probably ask their administrators about career advancement requirements for their schools.

I am interested in this question as well! I am a homeschool mom emerita currently pursuing a M.A. in Christian and Classical Studies at Knox Seminary. My daughter and I are working to establish a university model classical school in our area, and I am wondering if I should consider a further program when this one is done. I am interested in literature, English, or classics as opposed to and Ed.D.