In my previous two articles I discussed narration as a tool of learning and as embodying the classical principle of self-education. I bemoaned the departure from this principle in much of modern education. At the same time, it’s worth recognizing the value of modern research in neuroscience and cognitive psychology, especially where it is confirming […]
In my last article, I submitted Charlotte Mason’s practice of narration for consideration as another lost tool of learning. My main contention in its favor followed Charlotte Mason’s claim that narration is a natural gift of children as persons made in the image of our storytelling God. For those coming late to the party, narration
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The concept of a tool of learning will be familiar to many from Dorothy Sayers’ famous essay “The Lost Tools of Learning.” The underlying idea is derived from the medieval conception of the liberal arts as rational skills or practices that enable a person to fashion knowledge. Just as a skillful carpenter can use the
In my previous post I noted some of the problems with technicism in conventional educaiton. In this post I’d like to touch on some of the problems with scientism in conventional education. Scientism is precisely not a focus on the importance of learning all that we can about the natural world in school. This we
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Technicism is not simply an over-fascination with technology as a means of stimulating learning out of students, though that problem plagues conventional education as well. Instead, technicism refers to a broader ideological approach to education that has become captivated by quantitative measurements and the economic evaluation of success. In technicism education has been reduced to
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