10/23/09
Real interest in reading!
Livy is finally really truly interested in words and in learning to read. She is spelling out every sign we see on the road and asking what it says. She is asking me to show her how to spell new words. It just rocks. I know it is absolutely neurotic that I was worried because my just now turned 6 year old child wasn't interested in reading, but I was worried. Even though I knew my worry was ridiculous, I just couldn't get rid of it. But I am proud that I didn't push her. I sat on my hands, bit my tongue, and accepted her interests. I didn't try sneaky ways to manipulate her into reading, and I didn't show her my irrational feelings of disappointment or frustration. And now she wants to read, and I know it is all her own interest. So glad I respected her timeline. Joy, joy.
10/7/09
Classical Education: An Optional Value
Tonight, in one of graduate classes, I encountered an attitude about education that I have run into before in conversations with Objectivists, so after thinking about it a bit, I decided a post about it might be helpful to the mostly Objectivist readers of my blog.
I questioned, in a discussion about Aristotle's Rhetoric, whether it would really be valuable to teach a text this difficult to undergraduates in introductory kinds of rhetoric or literary studies classes. I was surprised by the vehemence of the disagreement. Basically, most of the other students thought that the difficult work of slogging through Aristotle (and it is incredibly difficult, if you've never done it) teaches critical thinking skills and to teach the principles in a more user friendly way is dumbing down the curriculum. Now, I am very devoted to my literary studies, and I see great value in a close reading of Aristotle, but I question whether that close reading (or something similar) is necessary for all students in order for them to be good thinkers. I think that critical thinking should be a part of every kind of class, English, business, math, engineering, forestry; heck, even my "how to teach gymnastics" class has critical thinking skills built in.
But the argument is broader than that. There is a popular idea in Objectivism and in other circles (English grad students, apparently) that a classical education is essential. I do believe that there are essential skills like logic (critical thinking), reading, writing, and arithmetic. But I don't believe that there are essential disciplines. I don't think that the essential basic skills are exclusive to any discipline; they are a part of every discipline, and that is why they are essential.
There is an almost magical awe around the elements of a classical education: literature, history, mathematics, a classical language. People view the possessors of this kind of education as truly educated.
I see strong benefits for a classical education. I myself chose one and continue to. I mean, I am that girl who studies Ancient Greek on the train, and when asked by the people, has to confess it is just for fun. I am devoting my life to a close reading of British literature written sometime before 1800. I REALLY love classical education. In my spare time, I read novels, listen to Scott Powell lectures on ancient history, and I practice ancient languages. I am the poster child for a lifelong classical education. I think a classical education provides an amazing context for living in our world.
But, there are lots of values. These just happen to be mine. None of them seem to be cardinal values to me (the kind that everyone must share). Though I love them dearly, I think they are optional. I don't think it necessarily leads to a less happy life if a person is almost exclusively interested in some kind of technical learning (like some computer thing or learning a sport). As long as a person has the necessary skills to pursue his values competently (logic, reading, writing, arithmetic, etc), he can be happy. It doesn't take Aristotle, or an aorist verb, or a deep understanding of the Second Punic War. It make take those things if you choose to be an English prof or a translator of ancient texts or a Roman historian, but those are all optional values.
I am arguing that a classical education is wonderful. But only as it furthers the goals of the person getting it. Other kinds of educations are wonderful too, for exactly the same reason.
I questioned, in a discussion about Aristotle's Rhetoric, whether it would really be valuable to teach a text this difficult to undergraduates in introductory kinds of rhetoric or literary studies classes. I was surprised by the vehemence of the disagreement. Basically, most of the other students thought that the difficult work of slogging through Aristotle (and it is incredibly difficult, if you've never done it) teaches critical thinking skills and to teach the principles in a more user friendly way is dumbing down the curriculum. Now, I am very devoted to my literary studies, and I see great value in a close reading of Aristotle, but I question whether that close reading (or something similar) is necessary for all students in order for them to be good thinkers. I think that critical thinking should be a part of every kind of class, English, business, math, engineering, forestry; heck, even my "how to teach gymnastics" class has critical thinking skills built in.
But the argument is broader than that. There is a popular idea in Objectivism and in other circles (English grad students, apparently) that a classical education is essential. I do believe that there are essential skills like logic (critical thinking), reading, writing, and arithmetic. But I don't believe that there are essential disciplines. I don't think that the essential basic skills are exclusive to any discipline; they are a part of every discipline, and that is why they are essential.
There is an almost magical awe around the elements of a classical education: literature, history, mathematics, a classical language. People view the possessors of this kind of education as truly educated.
I see strong benefits for a classical education. I myself chose one and continue to. I mean, I am that girl who studies Ancient Greek on the train, and when asked by the people, has to confess it is just for fun. I am devoting my life to a close reading of British literature written sometime before 1800. I REALLY love classical education. In my spare time, I read novels, listen to Scott Powell lectures on ancient history, and I practice ancient languages. I am the poster child for a lifelong classical education. I think a classical education provides an amazing context for living in our world.
But, there are lots of values. These just happen to be mine. None of them seem to be cardinal values to me (the kind that everyone must share). Though I love them dearly, I think they are optional. I don't think it necessarily leads to a less happy life if a person is almost exclusively interested in some kind of technical learning (like some computer thing or learning a sport). As long as a person has the necessary skills to pursue his values competently (logic, reading, writing, arithmetic, etc), he can be happy. It doesn't take Aristotle, or an aorist verb, or a deep understanding of the Second Punic War. It make take those things if you choose to be an English prof or a translator of ancient texts or a Roman historian, but those are all optional values.
I am arguing that a classical education is wonderful. But only as it furthers the goals of the person getting it. Other kinds of educations are wonderful too, for exactly the same reason.
10/5/09
Good things
Okay, so I will get on this bandwagon. It's a fun and inspiring kind of bandwagon, and so I want to ride with all the cool kids.
Good things for today:
1. a really good poem praising compost and the growing of cucumbers: The Task by William Cowper (that's not all it is about)
2. adding chocolate to my raw milk
3. seeing statues from the Baptistry at Florence up close
Good things for today:
1. a really good poem praising compost and the growing of cucumbers: The Task by William Cowper (that's not all it is about)
2. adding chocolate to my raw milk
3. seeing statues from the Baptistry at Florence up close
Non-Punitive Discipline Blog Carnival -- October 5
Welcome to the October 5, 2009 edition of non-punitive discipline carnival.
This carnival accepts original posts having to do with any aspect of non-punitive discipline from birth on up. We will not accept posts about punishing or rewarding in any way, no matter how "gentle." We would love to hear about attachment parenting, playful parenting, limit setting, and any other non-punitive ways of helping our children learn self-control. Book reviews would be great too!
Jenn Casey presents On Evasion and An Anti-Evasion Story posted at Rational Jenn.
Ansley presents Positive Discipline vs. Spanking posted at John and Ansley.
Ian Peatey presents When smacking seems the only option posted at Quantum Learning - nonviolent living.
00FF00 presents Parenting & Spirituality: Buddhism posted at ooffoo, saying, "A member of the ooffoo community presents this article looking at parenting through the eyes of Buddhist philosophy, exploring how we might support our children in developing compassion, strength, honesty and even an understanding of death, loss and grief."
Kevin Heath presents Ten Things your Teen would like to Hear you say to Them posted at More4kids, saying, "Parenting and discipline is all about communication. Have you ever thought about what you don't say to your teen? Good communication is the key to a good relationship with your child."
That concludes this edition. Submit your blog article to the next edition ofnon-punitive discipline carnival using our carnival submission form. Past posts and future hosts can be found on our blog carnival index page.
This carnival accepts original posts having to do with any aspect of non-punitive discipline from birth on up. We will not accept posts about punishing or rewarding in any way, no matter how "gentle." We would love to hear about attachment parenting, playful parenting, limit setting, and any other non-punitive ways of helping our children learn self-control. Book reviews would be great too!
Jenn Casey presents On Evasion and An Anti-Evasion Story posted at Rational Jenn.
Ansley presents Positive Discipline vs. Spanking posted at John and Ansley.
Ansley presents Positive Discipline for All! posted at John and Ansley, saying, "Thoughts on applying positive discipline techniques to all relationships."
Ian Peatey presents When smacking seems the only option posted at Quantum Learning - nonviolent living.
00FF00 presents Parenting & Spirituality: Buddhism posted at ooffoo, saying, "A member of the ooffoo community presents this article looking at parenting through the eyes of Buddhist philosophy, exploring how we might support our children in developing compassion, strength, honesty and even an understanding of death, loss and grief."
Kevin Heath presents Ten Things your Teen would like to Hear you say to Them posted at More4kids, saying, "Parenting and discipline is all about communication. Have you ever thought about what you don't say to your teen? Good communication is the key to a good relationship with your child."
That concludes this edition. Submit your blog article to the next edition ofnon-punitive discipline carnival using our carnival submission form. Past posts and future hosts can be found on our blog carnival index page.
Technorati tags:
non-punitive discipline carnival, blog carnival.
I Knew It Would Happen Eventually, But Not Yet, and What I Did About It
We had the conversation dreaded by homeschoolers. Livy's best friend at her dad's house started school this morning. He is going to a public pre-K program until 2:30, 5 days a week. Livy has been spending nearly every moment she is at her dad's house playing with this little boy, and she adores him and his family. She is heartbroken that he is starting school.
We were leaving the park after a great day, and out of the blue, she started crying and telling me how he was going to school and how she wanted to go to. I got the story out of her and tried to empathize with her feelings. I said things like, "Oh sweetie, I know you will miss him so much." "You want to be with your friend all the time, don't you?" "You really wish you could go with him wherever he goes, is that right?" She cried for a while, just being sad, and then asked me if she really could go to school with him.
Well, the short answer that I will give to you is: hell no. There is absolutely no way her father and I would send her to a public school. She is 6, anyway, and would have to go to real school, kindergarten, and not just pre-K. Also, we love how our homeschooling is working out for us. Livy loves it too, usually, and she tells me often that she is so glad she gets to stay home with mom and dad. We are very happy with how what we are doing is going (including her), and even if she wasn't, 6 is too young to decide to go to school. She couldn't possibly understand the problems we have with it, yet. So, I told her, "Daddy and I don't think that school is right for you. We think the way they do things there would be bad for you, and we want you to learn in a way that is good for you. So, you can't go to school."
Then, we started to problem solve. I helped her try to think of ways to see more of her friend, ways to be around more kids, and ways to be a part of classes that she might like. It really will work out well because her dad and I are switching our times next semester. I will have her Mon-Thurs, and she will be with him over the weekend when her friend will be home from school.
I felt like I handled it well, sympathetically and working on solutions. My plan is to gradually talk about things about school that I think are bad or that I think she wouldn't like, as well as talk about the things her friend likes about it and how she could have more of those kinds of things in our homeschooling life. Poor girl, I knew she would have to face this in the future, when friends went off to school. I just hate it happened so early.
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