Plumfield Academy Educational Philosophy

 

Plumfield Academy practices the ideas of the noted English educator Charlotte Mason.  Her philosophy of education was deeply Christian and very human.  Following her inspiration, we at Plumfield see education as a way of life based on five Gospel principles: respect, humility, direct access, substance, and meeting the needs of children.

 

Respect

 

"Whoever welcomes the child . . . welcomes, not only Me, but the One who sent me."

Mark 9:37

 

Charlotte Mason begins with the idea that "children are born persons."  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 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

 

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.  At Plumfield, all persons, students and teachers alike, stand under the authority of Christ who calls all to grow in wisdom, compassion, and grace.

 

"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 children should be put into direct contact with the best we have produced by way of great books, excellent music, and glorious art.  She encouraged frequent contact with nature and hands-on work with various objects such as wood, clay, and tile.  She styled her way as "education on books and things."  Teachers at Plumfield facilitate this active learning 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

 

Charlotte Mason believed the mind of the child hungered for knowledge just as the body hungered for food.  In her schools, learning was not done "in order to be seen," to impress another, to best a classmate, or to win approval.  Instead, the focus of attention rested on the matter at hand which was learned for its own sake. This too is our goal.  We desire our Plumfield students 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."

(Charlotte 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 philosophy of 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," child-driven 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)