Education: The Science of Relations, and Introducing Ambleside Schools International

Ambleside Schools International is an organization that "seeks to build and to serve a worldwide community of schools and training centers that provide what Charlotte Mason called a 'living education,' guiding and empowering students, parents and teachers to author lives which are full and free, rich in relationship to God, self, others, ideas, and all of creation." (From the ASI website.)

ASI's website is filled with information about the organization and demonstrates their desire to train and equip those who are interested in a Charlotte Mason education. While much of what they offer is of particular interest to those involved in CM schools, there is a lot that is relevant to home education as well.

"Ambleside Reflections" is a monthly publication of Ambleside Schools International for the purposes of advancing a renewal in education in accord with the principles of Charlotte Mason. You can subscribe to this publication by visiting the ASI website's resources page.

The following is a recent article titled "Education: The Science of Relations", written by Bill and Maryellen St. Cyr, and is posted here with their permission. I thought it was particularly relevant as we will be diving into the Science of Relations at our next meeting.

Education: The Science of Relations

by Bill and Maryellen St. Cyr

We are now seven weeks into the school year. Administrators, teachers, parents and children are all busily engaged in the work of education. But what is this task called education? At Ambleside, we have some very definite thoughts on the matter.

We consider that education is the science of relations, or, more fully, that education considers what relations are proper to a human being, and in what ways these several relations can best be established; that a human being comes into the world with capacity for many relations; and that we, for our part, have two chief concerns––first, to put him in the way of forming these relations by presenting the right idea at the right time, and by forming the right habit upon the right idea; and, secondly, by not getting in the way and so preventing the establishment of the very relations we seek to form. (Charlotte Mason, School Education)

This brief passage, full of meaning, challenges not only how school teachers do their jobs but how all of us are to live. Its starting point is the conviction that we are made for relationship, that every “human being comes into the world” with a vast capacity for relationship. The kind and number of these relationships are as vast as creation itself and beyond, extending to the ultimate object of human relationship, God. We study nature and the natural sciences that we might grow in relationship with earth and sky, atom and quasar, flower, bird, and our own bodies. We study mathematics that we might grow in relation to creation’s fundamental physical order, the melody of number. We study history, literature, art and music that we might grow in relationship with the men, women, nations and cultures that have gone before us and perhaps through their wisdom or their foolishness catch some new glimpse of the Good, the! True, and the Beautiful. Education is not to be reduced to occupational training. It is a way of living, a deepening engagement with the riches of life, and an enhancement of the ability to thrive, even in the midst of adversity.

Given the priority of “relations,” we naturally ask, “What is it that shapes the nature of our relations?” First, we must note that relations are more caught than taught. Nothing is so likely to fan the flame of a little botanist as being with an adult who is captivated by the world of flora. Likewise, nothing is as likely to enflame the heart of the young disciple as being near an adult who is captivated by the love of God. In stating this, we do not in any way deny the fact that there is still intentional effort to be made by both teacher and student. But, an understanding of the nature and primacy of relations informs the kind of effort we are to make.

We ask the question, “If an optimal relation is to be established with number (mathematics) or flowers (botany) or God (practical theology), what is it that must be caught?” At Ambleside, we answer “right habits” and “right ideas.” “Right habits” consist not only of habits of doing but, more fundamentally, habits of heart and mind. For our habits of heart and mind always express themselves in our doing. “Right ideas” are those grounded in the Good, the True, and the Beautiful and can range from the beauty of a mathematical principle to the majesty of God Himself.

It is critical to note that the context for such habits and ideas is relationship grounded in Love and Truth. Apart from such relationship, habits quickly degenerate to dead legalism and right ideas are reduced to mere information.

I'm adding their website to the CM Links sidebar, and wish to convey to you the enthusiastic welcome that Bill St. Cyr offered us when I inquired about the article.