Charlotte Mason's 2nd principle says, "[Children] are not born either good or bad, but with possibilities for good and for evil." This can trip some people up, especially Protestants.
When we look at the context of hereditary determinism, we start to understand what she was fighting against. That's what we're doing today: using a bit of Charles Dickens in order to understand the historical context.
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When it comes to parenting, I can have an overwhelming desire to intervene. Unfortunately, this desire can interrupt the necessary process of learning through experience. I needed to take drastic measures in order to protect my children ... from ME. Thus the genesis of my Don't Look Theory of Parenting.
Turns out, it's far less tempting to intervene if you're not looking.
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Charlotte Mason once said that "all education is self-education." Okay. That's great. But what if my child is a late bloomer? Does this mean that I as the mother need to start being more aggressive and take my child's learning in my own hands? Can I MAKE learning happen?
Is it possible that our jobs as mother-teachers requires patience more than anything else?
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When Charlotte Mason was asked her opinion on "moral instruction direct and indirect," she offered an interesting third way: wide reading. Today, we'll talk about how wide reading feeds the imagination which fuels moral development.
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I met someone who told me she didn't require narration because her child like to jump straight to discussion -- and the discussions were good ones, so that was that. In order to decide whether or not discussion can replace narration like that, we need to think through what narration is and why we do it.
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To support the show, go to afterthoughtsblog.net/donate .