Greetings All,
We look forward to meeting again next Tuesday, December 7! Our philosophical component will be on chapter 2 of For The Children's Sake which is “Children are Born Persons” on pages 26-41. For the practical, we will delve into "Knowledge of Man" (Literature, Morals & Citizenship) from pages 111-120. Also, thank you to Sandy for crafting and preparing the high school section. See below.
Thank you to all of who are bringing tastes! A real blessing!
I'll be prepared in the library to receive your returns at 7:00. The meeting starts at 7:30, so please be back upstairs for the start of our great discussions!
Sincerely,
Helen
Dec 7 WHHE Meeting: Highschool Portion
Knowledge of Man (Literature, Morals and Citizenship) p111-120
Literature
"Literature has a great natural power. Through it, we receive the gifted communication of other persons. In literature perhaps more than any other art form, we are able to get into the other man's shoes." p112 For the Children's Sake
Discussion Questions:
The list of Great Books seems endless yet there are only so many hours in a day. How do you choose which literary books your teens will read in a given year? How much input do your teens have in choosing their own books? Do you follow a curriculum, booklist or guide? (Please bring any recommendations to share)
Do you set guidelines for the content with respect to your older student's free reading?
What do we do about literature that is anything BUT "pure, lovely , of good report? (see page 114)
Do you still do read alouds as a family and/or with your teens? How does this work in your schedule?
What about literary analysis? Oral and Written Narrations? Socratic Discussions? Do you practice these skills and if so how do you structure this in a given week?
Do your teens like to read? Do they like to discuss and analyze the books they are reading?
Morals and Citizenship
Charlotte Mason used Plutarch to draw the child into the life of those working and living in the ancient world. As in any such history of human endeavour, there were failures, sins and weaknesses displayed as well as responsible, good and heroic action. But the text made no comment about which was right or wrong.... She found the children began to show a sympathetic understanding of the problems of statesmanship....later on he will then see the need of organized government and will be ready to be taught about the administrative structure of his own country and international relationships..... Intertwined with citizenship is morals. After all that is why a state must have laws. The Supreme Court is important, but in a sense the individual's ideas about law are a more powerful influence in society. p116 - 117 For the Children's Sake
Have you addressed this subject in your lessons? How have you "taught" or approached citizenship? Government? Civics?
What do you think the relationship between morals and citizenship is?
Do your teens feel a sense of helplessness or empowerment with respect to government and citizenship? What about your family? Any success stories? Opportunities? Resources to share?
How powerful is the media on your children in influencing their view of morals and citizenship? (p 119)
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