|
Plumfield Academy Educational Philosophy
Plumfield Academy practices the philosophy of the
noted English educator, Charlotte Mason. In the early 1900's, she
set forth a stimulating, challenging, and life-giving approach to the
education of children. Her philosophy, which was deeply Christian
and very human, rested on a profound appreciation of the life of Christ who said, “Let the children come. . .Do not hinder them. . .The
Kingdom belongs to them.” Following Charlotte Mason's
inspiration, we see education
as a way of life based on five Gospel principles:
"Whoever welcomes the child . . . welcomes,
not only Me, but the One who sent me." Mark 9:37
To welcome the child is to welcome the very presence of God. At
Plumfield, the child is reverenced as a unique person made in
the image of God. We strive each day to create a
person-honoring atmosphere where children are not talked down to
or manipulated into action, and where the intelligence of the
child is truly respected.
". . . That
children are born persons,- is the first article of the
educational credo which I am concerned to advance; this implies
that they come to us with power of attention, avidity for
knowledge, clearness of thought, nice discrimination in books
even before they can read, and the power of dealing with many
subjects." (Charlotte Mason, A Philosophy of Education,
247)
Humility
"You have one teacher, the Messiah, the rest of you are
learners."
Matthew 23:8
At Plumfield, all persons, students and teachers alike, stand
under the authority of Christ who calls all to grow in wisdom
and love. For Charlotte Mason, teachers are first and foremost
continual learners: learning from Christ (the Teacher of all
teachers), and co-learning with their students from the greatest
writers, artists, composers, philosophers, mathematicians, and
scientists.
"The
teacher’s part is not the weariful task of spoon feeding,
but the delightful commerce of equal minds where his is the
part of guide, philosopher, friend. The friction of wills
which makes school work harassing ceases to a surprising
degree when we deal with children, mind to mind, through the
medium of knowledge" (Charlotte Mason, A Philosophy of
Education, 237-238)
Direct Access
"Let the children come . . .and do not hinder
them."
Mark 10:14
Charlotte Mason believed all children should be put in direct
contact with the best that human civilization has produced by
way of great books, music, and art; as well as frequent contact
with nature and direct access to various objects such as wood,
clay, and tile. Teachers at Plumfield facilitate active reading,
observing, narrating, and doing on the part of the child, and
refrain from "hindering" his or her work with long and
unnecessary explanations.
"I soon perceived that children were well equipped to deal with
ideas, and that explanations, questionings, amplifications, are
unnecessary and wearisome." (Charlotte Mason,
A Philosophy of Education. 10-11)
Substance, Not Appearance
"Do not act in order to be seen."
Matthew 6:1
According to Charlotte Mason, we seek to know God, the physical
universe, and human achievement because God, the universe, and
human achievement are there to be known. The focus of attention
rests on the matter at hand which is learned for its own sake.
Acquiring knowledge is both the incentive and the reward. At
Plumfield, students are encouraged to work at their highest
potential because this is worthy of them as vibrant children of
God.
"We foresee happy days for children when all teachers know that
no other exciting motive whatever is necessary to produce good
work in each individual than the love of knowledge which is
natural to every child." (Mason, A Philosophy of
Education, 98)
Serving the Needs
"The Son of Man came not to be served, but to serve."
Mark 10:45
Charlotte Mason’s approach to education rested on Christ’s
vision of meeting our deepest human needs. At Plumfield, we
recognize the needs of children to include: the companionship of
their parents, high quality "mind food," free play, meaningful
work, healthy relationships, contact with nature, pursuit of
interests, and a naturally evolving spiritual life.
"We endeavor that the child shall have relations of pleasure and
intimacy established with as many as possible of the interests
proper to him [or her]; not having a slight or incomplete
smattering about this or that subject, but plunging into vital
knowledge . . ." (Charlotte Mason, School Education, 223)
|
