Classical Education
Background
At Saint Mary's Academy we are not trying to do something new or innovative with the Curriculum. In fact quite the opposite we are doing something old, or to put it another way something Classical. Every young person has a desire to be great, and often this is either subdued or misdirected in the modern world. However, what would this desire look like if it where nurtured into the greatness that God has planned for us, to live a life for others, a life of sacrifice for something greater than our own desires. Well, we have to look no further than the Saints to see what true greatness looks like. So by classical education we mean an education fitting for saints in the making. In doing so we are standing on the shoulders of giants like St Irenaeus, St Augustine and St Thomas Aquinas.
I have taught in OFSTED judged 'Good' or 'outstanding' state schools for over 20 years and could honestly say that good or outstanding are certainly not words that I would use to describe them, despite some of their good exam results. Soon into my teaching career I began to notice something was fundamentally wrong with modern schools. I am not saying the teachers were not good, in fact some of them were outstanding, virtuous and inspirational. It was not for lack of effort, often we would work 70 hour weeks and still take work home.
In my opinion the reason modern schools have lost their way is because they have lost sight of what education is for. So it has become for whatever the most dominant force decides it is for, and today that is Modernism in its many guises ie; cultural marxism, moral relativism, and materialism. It is as if the value of the student is only recognised through what they achieve or how productive they will be for the economy of the country. This is not what the Classical thinkers taught us.
Education and Human Flourishing
According to Aristotle the aim of all education is Eudaimonia which is human happiness or human flourishing through mastering of the virtues. As the Angelic doctor, St Thomas Aquinas reminds us, True education not only works towards what we must know and do in this life, but always keeps in view man’s ultimate end in God. Hence, Pope Pius XI stated: ‘Since God has revealed Himself to us in the Person of His Only Begotten Son, who alone is "the way, the truth and the life," there can be no ideally perfect education which is not Christian education’ (Divini Illius Magistri, 7). Our Academy recognises both the natural and supernatural end of man, thus seeking not only excellence in learning but also an orthodox Christian formation.
This is achieved primarily through regular exposure to grace in the sacraments and through developing an interior life, even from a young age. It may surprise some that small children like to be still as everything in the modern world seems designed to grab their attention and scream at their senses. Teaching a child to enjoy quiet time and stillness is maybe one of the most important things educators can teach. This is the first step to learning to be at rest and hear the still small voice of God 'Be still and know that I am God.' Psalm 46. In my experinece children of all ages have really appreciated being led in Lectio Divina and many have requested we do it regularly.This not only helps them to pray but also to focus on the task at hand.
Also meditating on Scripture, tradition, myths and legend help to inspire virtue and make bad habits or vice unattractive. Thus the primary end of growing in grace and developing virtues (good habits) start to form and build character that leads to the secondary end academic excellence. Our students are encouraged to examine their consciences, to reflect on their natural tendencies towards mediocrity, such as laziness, half heartedness, and distraction and overcome them the with good habits of temperance, diligence and perseverance. As all parents know too well a child does not have the strength of will or consistent desire to learn or to live virtuously. The parents as primary educators therefore encourage the virtues through nurturing, discipline, routine and accountability. Simply put by loving the child in justice and truth.
Classical Education
The teachers job then is to assist the parents in this the most noble of tasks not to undo the good work that has been done at home, but to create an environment that leads to human flourishing.
To educate, in Latin educare, means 'to draw out.' Rather than depositing facts and information to memorise, the effective teacher draws out from the student knowledge leading to understanding. The pupil is the primary agent of learning, so without their 'willing' to learn, learning is impossible. Their will, intellect, memory and heart need to be formed, like their conscience and they will learn to love learning for its own sake not as a means to an end. Classical education in its essence is not child-centred but adult-centred and is more about forming the child into an adult. It seeks to pass on not just information but culture, Christian culture, so that they can become ambasadors for Christ wherever they go or whatever they do.
One of Aristotle's key ideas on education was that it should be tailored to the individual needs of each student. He believed that education should aim at developing the potential of each individual and that it should take into account their unique talents and interests. He argued that the best education was one that cultivated both intellectual and moral virtues and that it should aim at producing well-rounded individuals who are capable of making a positive contribution to society.
Aristotle believed that education should be based on a solid foundation of knowledge, with an emphasis on the acquisition of skills, rather than just the memorisation of facts. He believed that students should be taught how to think critically and develop their own ideas, rather than just accepting the ideas of others. He also believed that education should be a lifelong process, and that individuals should continue to learn and develop their skills throughout their lives.
Finally, Aristotle believed that education should be a collaborative process between teachers and students, with teachers serving as guides and mentors to help students develop their potential. He believed that education should encourage students to question the world around them, and that it should be a process of self-discovery, as students develop their own unique perspectives on life and the world.
Charlotte Mason
Our Curriculum is strongly influenced by Charlotte Mason (1842-1923). She was a British Catholic educator who developed an educational philosophy and approach known as the Charlotte Mason method. Her approach emphasized the importance of respecting the whole child, including their physical, intellectual, moral, and spiritual development.
Mason believed that children are born with an innate desire to learn, and that they should be given a wide range of experiences and opportunities to explore and learn about the world around them. She emphasized the importance of developing good habits, such as attentiveness, diligence, and self-control, and believed that children should be given a liberal education that includes a broad range of subjects.
One of the key aspects of Mason's educational philosophy was her belief in the power of living books. These are books that are written in a narrative style, and that engage the reader's imagination and emotions. Mason believed that these books are essential for a child's education, and that they help to develop the child's mind and character.
Mason also emphasised the importance of nature study and outdoor exploration, and believed that children should have regular opportunities to explore and connect with the natural world. Read more about her here.
The Catechism and Church documents
Central to everything we do is the guidance of the Holy Ghost, Holy Scripture, the Tradition of Church and the Magisterium:-
'The fecundity of conjugal love cannot be reduced solely to the procreation of children, but must extend to their moral education and their spiritual formation. "The role of parents in education is of such importance that it is almost impossible to provide an adequate substitute" (Gravissimum educationis). The right and the duty of parents to educate their children are primordial and inalienable' (CCC 2221).
'Parents have the first responsibility for the education of their children. They bear witness to this responsibility first by creating a home where tenderness, forgiveness, respect, fidelity, and disinterested service are the rule. the home is well suited for education in the virtues' (CCC 2223).
'There must be the closest cooperation between parents and the teachers to whom they entrust their children to be educated. In fulfilling their task, teachers are to collaborate closely with the parents and willingly listen to them; associations and meetings of parents are to be set up and held in high esteem (Can. 7962)'.