Category Archives: education

A scheme for my springtime.

alphaomegaEarly on in our 21 years of homeschooling I found that my style of learning and teaching was suited to doing unit studies. Someone has explained the concept like this: “Unit studies are collections of learning activities tied to a theme. They are popular with many homeschooling families because they provide a hands-on approach to learning that incorporates subjects such as math, science, language arts, and the social sciences.”

I think the first such curriculum we used was Konos, which centered the lessons on character qualities, starting with the quality of Attentiveness. The reasoning was that in order to learn anything, we must pay attention. One part of the nature/science study for this unit was Birds, because to notice them requires associated powers of patience and concentration. Pathfinder built a bird feeder on a post outside the dining room window and ever aftegl P1030454r, as long as we lived in that house, while we ate our meals we could watch the house finches enjoying theirs at the same time.

I thought of the word attentiveness when I was developing my idea for a series of blog posts to write over the next month or so. I wish I had some simple unifying theme that would tie together the recent myriad events and thoughts that seem to demand my reflective documentation. Ah, but I do – because my theology is also suited to Life as a big unit study, with one theme: Everything is a gift from God.

That still doesn’t help me to separate my material into short blog posts, especially at this season when I have less time to sit around thinking and writing. So I am going to use a kind of easy-reader (easy-writer!) system of The Alphabet. Every day or two I will try to write, going through the 26 letters in sequence. This post is my first, using the letter A, which does stand for Attentiveness.

And also for the Alpha and Omega, which is one of the names of God. He is the Beginning and the End, as those Greek letters are the first and last of that alphabet. He and his creation comprise the totalitygl candle from DH of what there is to study and know. All the rest has no substance.

Just last week we remembered the one-year anniversary of my husband’s falling asleep in the Lord. A dear friend gave me this candle as a memorial present, with the letters Alpha and Omega pressed into it.

I’ve still been thinking about kairos a lot. It is described as that time when everything happens at once, or as eternal time, when God gathers all time together. It’s the kind of time we experience in Divine Liturgy, and I think it is the reason for the idea that “Nothing is ever lost.”

I think that is a good beginning to my springtime storytelling. And with all of that material available, who can tell what each day, or post, might bring?

How we do faith.

https://blogs.ancientfaith.com/glory2godforallthings/wp-content/uploads/sites/15/2013/12/desert-monk1-266x300.jpgHow we pray, how we think, how we play and learn, even how we greet strangers — many topics come together in this article by Father Stephen, which provides needed good reminders for me. I’m just going to put the whole article here, but if you’d rather read it on his site, it comes from this post: Do Faith to Have Faith

There is an adage, “Do faith until you have faith.” It is often attributed to John Wesley, who said something like it. I’ve generally ignored such slogans – bumper-sticker Christianity troubles me. But there is something worth considering beneath this nostrum.

St. Paul says, “Do not be conformed to this world, but be transformed by the renewing of your mind…” (Rom 12:2). But how is the mind renewed?

There is a very mistaken approach to spiritual matters on the part of many. The assumption is that spiritual things must happen “spiritually.” And by this people mean, “Mental things must happen mentally.” There is an almost gnostic view within contemporary Christianity that equates spiritual with mental.

The mind is not changed by trying to think new thoughts.

Anyone who has ever tried to stop thinking about something, or who is dogged by obsessions knows how impossible it is to control thoughts. It is certainly more effective to try to replace a thought than to change it. But the very nature of thoughts make them easy to become repetitive and obsessive.

How do we come to think? How do we come to know?

There are many popular ideas about thoughts that are simply wrong. We rarely choose our thoughts. When we intentionally think about something, there is a decisional aspect involved. But thoughts arise by association, by suggestion, by habit, by fears, anxieties, desires, etc. Thoughts are only occasionally the result of a rational process. We are human beings – thinking bodies – our minds are not the “ghost in the machine.”

The great learning theorist, Jean Piaget, wrote about the part that “play” has in the learning of children. In many respects, play is a ritualized activity. Children “playing house,” go through rituals of housekeeping. I have sat at “tea” before at the table of a young daughter, sharing the meal with stuffed animals and dolls. The activity might have been “play,” but it was quite serious and important.

Children do not learn in a manner that differs from adults – they just do so much more of it! Adults learn by ritualized behaviors as well. Even learning to be a sales person is an effort to learn the “ritual” of selling things to people. I bought a car recently with one of my adult children. The “ritual” at the dealership was comical when it was not insulting. The salesman had to excuse himself to discuss a “deal” he offered me. I know that he will return with the sad news that his manager thinks it should be a little more than we agreed. I’ve been around long enough to know that there was very likely no conversation with the manager. I challenged the man (and the ritual) and we settled on a “deal” that was mutually satisfactory.

Very few human activities have no ritual component. It is both how we learn, and often how we act. When we meet strangers we usually greet them in one of several ritual manners, with words that are known to be well-accepted. If we had to think of new greetings for every stranger, human contact would be tedious, difficult, and even dangerous.

The Protestant theologian, Stanley Hauerwas, has written repeatedly and convincingly about the nature of the virtues. Things such as courage, patience, kindness, generosity, etc., are almost never spontaneous actions. They belong to what he terms a “set of practices.” His favorite example is his father’s profession: bricklaying. To lay brick, one works with a master brickmason. The apprentice learns the “practice” of laying brick. He does not think his way through the process – he learns to lay brick by repeating the rituals of the trade – its practices.

Hauerwas says that the Christian faith is a set of practices. Virtues are the habits acquired through the repeated work of the Christian life. If you have to think about being courageous, you will most likely fail.

Hauerwas’ thought, like most that is good in contemporary theology, is just a restatement of what the fathers have always taught. Christ states the nature of our faith quite clearly:

Then Jesus said to those Jews who believed Him, “If you abide in My word, you are My disciples indeed. And you shall know the truth, and the truth shall make you free.” (John 8:31-32)

We imagine this process to be in reverse. Our modern misunderstanding tells us that first, we will know the truth, then on the basis of that knowledge, we will abide in Christ’s word. But it is the “abiding,” the repeated doing of Christ’s commandments, that yields knowledge of the truth. Thus it is generally useless to argue about the truth of the faith. Until someone lives it, they will often not see its truth. We come to the faith, not because we see everything – its fullness. We come because, by grace, we have been allowed to see something. But we will only know the truth of that something if we ourselves do it.

Much of the Orthodox life is marked by ritual. There is a way of praying. There is a way of fasting. There is a way that we engage in worship. There is a way that we honor the saints and the icons. This life is called the “Orthodox Way.” It is indeed a set of practices. There are no ideas that are not also embodied in the way of life. It is said, “Lex orandi, lex credendi”: The “law of praying is the law of believing.” And in Orthodoxy, “praying,” is a practice, not just an expression of ideas. It is the reason that Orthodox liturgy rarely changes, and then only in a modest, incremental manner. To engage in liturgical reform is to risk the way of life. The danger of wholesale reform has been tried repeatedly in various Christian groups, generally with disastrous results.

If you want to be a saint, pray like one. Do faith until you have faith.

          — Fr. Stephen Freeman – Glory to God for All Things

defeat of the bogey

Fairy tales do not give the child his first idea of bogey. What fairy tales give the child is his first clear idea of the possible defeat of bogey. The baby has known the dragon intimately ever since he had an imagination. What the fairy tale provides for him is a St. George to kill the dragon.

― G.K. Chesterton, Tremendous Trifles

 Linking up to Weekends With Chesterton

Let them believe.

It is assumed that the skeptic has no bias; whereas he has an obvious bias in favor of skepticism.

That is the one eternal education:
to be sure enough that something is true
that you dare to tell it to a child.

— G.K. Chesterton

These quotes having to do with teaching and learning remind me of something I read years ago when we were in the middle of our 25 years of homeschooling. It was in John Senior’s book The Restoration of Christian Culture, which I had borrowed and still don’t own, so it may be that I am not remembering it exactly right. I’d love it if any of you know enough to correct me or just articulate more clearly what I am trying to get at.

Dr. Senior warned parents against teaching children what modern educators call “critical thinking,” because it would turn them into skeptics and take away the simplicity of their childhood. They need to be taught to believe, rather than to doubt, and to have their joy and love for the world nurtured. If we teach them to be skeptics we are guilty of stunting their souls.

I thought about these things when I read an article by Ken Myers that was published last summer in Touchstone, titled “Trinity & Modernity” (unfortunately not available online). In it he introduces us to the book The One, the Three and the Many: God, Creation and the Culture of Modernity by Colin Gunton, and Myers discusses the fragmentation of current culture and thought, and the necessity of Trinitarian faith and the Body of Christ if we are to be saved from “modernity’s fatal confusion.”

His introductory paragraphs are what I want to share here, about our universal Christian story:

“We have been told that to be postmodern is to approach metanarratives — the Big Stories that explain Life, the Universe, and Everything — with incredulity. Of course, this raises the question of whether or not this definition of the postmodern temperament is itself a metanarrative…”

“…I do detect among most younger people a yawning indifference to efforts to explain history or theology or ethics or art in terms of grand and arching chronologies or chronicles. I suspect their minds and hearts have been colonized by thousands of what [Jean-François] Lyotard called petit récits, small amounts of highly particular and often idiosyncratic episodes, all blithely disconnected from any framework, all resistant to organization in any structure of meaning. Perpetual exposure to a numbing torrent of bewildering bursts of narrativish fragments — increasingly in fewer than 140 characters — leaves little time or mental space for attending to connections and causality.

“I remain unrepentantly pre-modern in my love of metanarratives. If the gospel has any power, it is only because it tells a great story that explains all things. It is a very particular story and it makes universal claims, which make both card-carrying moderns and postmoderns nervous. It was foolishness to the Greeks as well.

“This fragmentation and lack of understanding was a problem even in Chesterton’s day, but certainly it’s worse in more recent decades, with the giving over of education to a woefully pragmatic vision (Perhaps we do have a metanarrative: Do Whatever You Have To, To Get a Good Job.) and the gazillion bits of information and “communication” of the computer age.”

In my case, I always had Truth to tell to my children, because I knew at heart that Christ was the “yea and amen to all the promises of God,” and God was the Creator and upholder of everything. But in my experience the Protestant Evangelical world lacked cohesion, and certainly the continuity with the historic faith that would make it a true metanarrative.

It was incomplete, fragments that could not explain Everything, and I am sorry that I couldn’t tell my young children the Big Story that I am learning now, now that I am coming to know Christ and His Church. In The Church we have Christ the Head of the body. They go together, and can’t really convey the faith any other way. Christ comes to us in His Church, “the fullness of Him that filleth all in all.”

The intellectual focus of the West — which even we in the Eastern Orthodox Church breathe in the air of the modern world — seems to make it hard for me to avoid skepticism in myself. I can’t see that anything but prayer and sacrament can keep my heart tender and trusting. Let’s pray for the children, too, that they might be saved from the spirit of the age.

Linking up to Weekends with Chesterton