Developing the Habit of Attention in Education
In my own childhood education, I was well trained to pay attention. The problem was, to what I was trained to pay attention. A good student’s job, I quickly learned, was to pay attention to finding out what the teacher wanted me to know. I became fairly good at it. Often the most prominent question in my mind was, “Is this going to be on the test?” Along the way however, I became so busy paying attention to grades and scores, trying to discern what the teachers wanted me to know, that I lost all sense of wonder or interest in the subjects themselves. My interests and curiosities seemed irrelevant to the goal of good grades.
Charlotte Mason’s philosophy, stating that the purpose of education is to give or live a “full life” (Vol. 3, p. 170), was far from my radar. Looking back, what a grief this is to me now.
Delving into Mason’s writings however, and practicing her method while homeschooling my children, a surprising thing happened in my own life. I began to relearn what it is to wonder. To ask questions. To pay attention. To care. I have an opportunity for a second chance. This is the wonderful, esoteric secret of the home educating mother.
I’ve perhaps seen this best, in nature study. Initially, I thought Charlotte was so practical and right in insisting children spend large amounts of time out-of-doors. Though I found the subject of nature intimidating, with just so much to know (or not know), I agreed that being in nature was healthy and fun, helping my children become curious learners. I also saw the value of keeping nature journals, growing our attention to detail. Beginning a nature journal of my own was a key turning point in this process. As we continued, I noticed my children were becoming more caring stewards, as they formed relationships with the habitats and creatures we studied. I was easily convinced nature study brought academic benefits, and might even spark a future career interest. What I didn’t expect, was how it began to impact me.
Not only was I beginning to pay attention to the fascinating aspects of each plant or creature we studied, but even more, to pay attention to the creativity and glory of God. Romans 1:19-20 explains that God reveals himself — his invisible attributes, eternal power and divine nature through his creation. Every single time we study nature, I come away with a fresh awe of God. Yes, I’m beginning to pay attention. Studying dragonflies recently for example, with their 30,000 (!) eye lenses, their ability to hover using those beautiful, translucent wings, or the wonderful fact that they eat mosquitoes, all points me to God. In years past, I would have hardly noticed dragonflies, and certainly not to appreciate them.
Mason’s teaching methods foster the educational aim of living a full life through a child’s natural, inborn hunger to learn. Students are freed from an ever-evaluating atmosphere. Instead, attention to the truth, beauty and goodness of the wonders of this world remains primary. Rather than multiple choice tests, which measure what students missed in the material, students are given a feast of living ideas with the opportunity to write full narrations telling everything they have learned about the subject. Students trained in the art or discipline of narration, form an incredible competency in this habit of attention. Instead of fearing failure or resisting taking creative risks, they are free to explore, question, and focus, developing their own relationships with the subjects as they learn.
I am beginning to see what Charlotte Mason means when she says the only true education is self education. This is true for the children, and it is also true for me. My children and I are awakening and re-awakening together. Even beyond nature study, into all aspects of this learning journey, we are finding our attention drawn even deeper, to the wonder of God. What a gift.
Warmly,
Anne
Blog Archive - Original Post October 2019