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kweitz

Do You Suffer from Scholé Guilt?

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Thank you for pointing me toward this post. It is a great reminder that active learning of skills is essential to our educational endeavors. I think I have to work at assessing what might be the contributing factors to my child's difficulty with a lesson. Are we getting up at weird times/going to sleep at a good time? Are we eating things that contribute to low or high blood sugar? Is the lesson coming at a time of day that either or both of those other factors affect my child's ability to concentrate? Have my child moved enough before the lesson? Is the lesson itself just hard? Is my child ready for this lesson, do we need to review some things, or take a break from this material for a day or a week? Is there a character issue at work? If so, what other area could I use to orchestrate a "lesson" that will cause the character problem to come to light? Or am I not engaging in enough schole` moments to justify the labor of this material. I tend to have schole` guilt over not engaging in schole` enough because we "don't have time"!! When I don't maintain a good schedule, and purposefully included schole` moments, they get lost because I worry over the "active learning". 

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I was reading something this week that reminded me of this discussion, so I dredged it up to add a quote from Charlotte Mason. :)

She is talking about the burden of responsibility we feel when know something. Now that we know, there is a certain pressure to act upon what we know, and it can be a bit overwhelming. So she wrote:
 

Quote

 

Let us not put this sort of knowledge away from us as too troublesome and as making us too responsible. We have simply to know in the first place; and are not bound to be labouring all the time to feed imagination, exercise reason, instruct conscience, and the rest. In this sphere of self-knowledge, as in so much else, set things going, and they go

          "Begin it, and the thing will be completed." (Ourselves, p. 108)

 

 

The context is a little different, but I think it applies here. First, you learn and know as much as you can about the way education and the mind works, and the things that the mind needs, etc...but simply to know is a good beginning, and out of that knowledge we will act without constant effort and labor.

Set things going, and they go...which is rather encouraging.

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Thank you Karen, this is really good too. It makes me think of a post on Andrew Kern's facebook page where he was asking about truth and practicality. People were debating whether every truth has a corresponding action or practicality to it. Something about what you have shared resonated with me and this idea too. 

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