FAITH and PEDAGOGY

Essential Principles of Classical Pedagogy

Described by Dr. Christopher Perrin of Classical Academic Press,

Essential Principles will remain central tenets at Classical Learning Adventures

σ   Festina Lente (Make Haste Slowly)

When we feel it necessary to rush through our work, this principle urges teachers and students to remain patient with their day, with their studies, and with themselves.

χ   Multum, Non Multa (Much, Not Many)

When too much is taught too quickly, this principle reminds us that quality exceeds quantity in a Classical Education.

о Repetitio Mater Memory (Repetition Is the Mother of Memory)

When something important is taught but returned to infrequently, this principle prompts us to regularly go back to that which is important.

λ Embodied Learning

When teaching is approached as a mere transfer of information, this principle instructs teachers that they also play a role in the formation of a student’s mind and character.

ε Wonder and Curiosity

When we disregard a child’s wonder and curiosity, this principle tells us that a wondrous, curious child raises a wise adult; wonder leads to wisdom, and wisdom relies on wonder.

ί Virtue Education

When we focus solely on 'subjects' sans value, this principle warns us that truth will prove difficult to attain if not taught by a virtuous teacher and not sought by a virtuous student.

о Scholé, Contemplation and Leisure

Scholé comes to us from Greek, giving us the English word, “school.” However, this classical term embodies far more than the English derivative we know today.     Scholé indicates leisure, contemplation, reflection, and discussion of what matters. Central to Scholé is time, for our Ancient brethren saw uninterrupted time as paramount to intellectual growth. When students approach their studies and the school day in a state of stress and anxiety, this principle teaches us that school -- that life -- needn't be so hard. To the tumult there exists an alternative:  Scholé, or restful learning, or "undistracted time to study that which is most worthwhile."   

 

Faith

 

My family and I belong to the Roman Catholic Church and are members of Mary Queen of Peace Parish in Billings.

Classical Learning Adventures, however, is a non-denominational Christian care and instructional establishment. Together, we honor all of God’s Creation. We unite in the Love of Jesus Christ, under the banner of the United States flag.

We will not disparage any doctrinal beliefs, nor will the ideas and/or practices of any peoples of the world, with or without respect to their faiths, be deliberately promoted or belittled.

Focusing on what is True, Good, and Beautiful, we will seek virtue: “Finally, brothers, whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is gracious, if there is any excellence and if there is anything worthy of praise, think about these things” (Phil. 4:8).

Think about these things, we shall.

Described by Dr. Christopher Perrin of Classical Academic Press,

Essential Principles of Classical Pedagogy will remain central tenets of this Scholé Group

σ   Festina Lente (Make Haste Slowly)

χ   Multum Non Multa (Much Not Many)

о Repetitio Mater Memory (Repetition Is the Mother of Memory)

λ Embodied Learning

ε Wonder and Curiosity

ί Virtue Education

о Scholé, Contemplation and Leisure

Scholé comes to us from Greek, giving us the English word, “school." However, this classical term embodies far more than the derivative we know today. Scholé indicates leisure, contemplation, reflection, and discussion. Central to Scholé is time, for our Ancient brethren saw uninterrupted time as paramount to intellectual growth. When students approach their studies and the school day in a state of stress and anxiety, this principle teaches us that school -- that life -needn't be so hard. To the tumult there exists an alternative: Scholé, or restful learning, or "undistracted time to study that which is most worthwhile." 

 

 

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