{"id":1439,"date":"2020-07-25T06:10:45","date_gmt":"2020-07-25T11:10:45","guid":{"rendered":"https:\/\/educationalrenaissance.com\/?p=1439"},"modified":"2022-12-03T09:42:20","modified_gmt":"2022-12-03T15:42:20","slug":"20-quotable-quotes-from-the-first-half-of-2020-educational-renaissance","status":"publish","type":"post","link":"https:\/\/educationalrenaissance.com\/2020\/07\/25\/20-quotable-quotes-from-the-first-half-of-2020-educational-renaissance\/","title":{"rendered":"20 Quotable Quotes from the First Half of 2020 Educational Renaissance"},"content":{"rendered":"\n

At the end of 2019 we shared a series of memorable maxims<\/a> from that year’s blog articles. As we transition toward the next half of 2020, we thought we’d do something similar and share 20 Quotable Quotes from Educational Renaissance articles January through June. <\/p>\n\n\n\n

These are longer block quotes that will whet your appetite for exploring old articles you may have missed. If you’re new to Educational Renaissance (as many of you are), think of this as a cliff notes guide to some of the core ideas in education we’ve been recovering during these past 6 months. The longer format of these quotations gives our authors a chance to develop an idea more fully than the memorable maxims of last year. <\/p>\n\n\n\n

If you missed our Summer Conference Edition<\/a> article, check that out, especially if you’re new, for some updates on where Educational Renaissance has been and where we’re going. Hope you enjoy these quotable quotes!<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Quote 1:<\/h2>\n\n\n\n

\u201cThe Roman world is one we can readily recognize because it contains so many of the trappings of our day. How many students moaned to go to school (ludum<\/em>) because it meant they couldn\u2019t play games (ludos<\/em>)? What a peculiar word, then, to describe these two seemingly dichotomous things? Unless, of course, the word itself reveals that \u201cschool\u201d and \u201cgame\u201d are not after all dichotomous. If school is actually a place to play, and play is a place of learning, maybe the word ludus<\/em> reveals something we are prone to miss about the reality of education.\u201d<\/p>\n\n\n\n

-From School Is a Game: Finite and Infinite Games in Education<\/a><\/p>\n\n\n\n

Quote 2:<\/h2>\n\n\n\n

\u201cA sense of piety<\/a>, of duty or obligation to one\u2019s family, city, culture and the divine, would properly recognize the individual as coming into the world dependent and situated within the broader story of the culture, within which the family and individual find their place. This contrasts sharply with the quest for \u201cself-discovery among a buffet of potential selves\u201d that characterizes modern individualism (Clark and Jain 22).\u201d<\/p>\n\n\n\n

-From The Flow of Thought, Part 6: Becoming Amateur Historians<\/a><\/p>\n\n\n\n

Quote 3: <\/h2>\n\n\n\n
\"\"<\/figure><\/div>\n\n\n\n

\u201cAs Charlotte Mason observed, there is nothing quite like the experience of being struck by an idea<\/a>. The experience is equivalent to being the recipient of some unexpected treasure. Ideas loosen our grip on holding a thin view of the world. They open our minds, especially through narration<\/a>, to connections previously gone undetected and stir our imaginations to explore further up and further in. Ideas light the fire beneath us to learn, search, and discover.\u201d<\/p>\n\n\n\n

-From Charlotte Mason and the Power of Ideas<\/a><\/p>\n\n\n\n

Quote 4: <\/h2>\n\n\n\n

\u201cThe hardest part of writing is staring at a blank page. The biggest hurdle is putting pen to paper or fingers to the keyboard. Making the cursor move forward is a major victory. What is it that keeps us from starting? It is the internal editor. Before we\u2019ve even begun writing, our internal editor is already criticizing our work.\u201d<\/p>\n\n\n\n

-From The Writing Process: Sentences, Paragraphs, Edit, Repeat<\/a><\/p>\n\n\n\n

Quote 5:<\/h2>\n\n\n\n

\u201cThe first step in recovering the love of science is to strip away the sense of impersonal system hanging about it. One of the reasons we tend to discount the idea of being an amateur scientist\u2014engaging in the work of science simply for the love of it (amateur<\/em> coming from the Latin word for \u2018love)\u2014is because of science being conceived as an impersonal system for determining objective truth.\u201d<\/p>\n\n\n\n

-From The Flow of Thought, Part 7: Recovering Science as the Love of Wisdom<\/a><\/p>\n\n\n\n

\"scientist<\/figure><\/div>\n\n\n\n

Quote 6:<\/h2>\n\n\n\n

\u201cChildren are not be treated as mere cattle on a farm or products on an assembly line. They enter this world with immense potential to think, create, explore, write, observe, perform, analyze, and more. As a result, the sort of work we give children to do in the classroom ought to activate and strengthen these capacities to the limits of each child\u2019s potential.\u201d<\/p>\n\n\n\n

-From Charlotte Mason and the Liberal Arts Tradition, Part 1: Mapping a Harmony<\/a><\/p>\n\n\n\n

Quote 7:<\/h2>\n\n\n\n
\"\"<\/figure><\/div>\n\n\n\n

\u201cThe satisfaction and joy of understanding is a profound experience, but it only comes after time spent in deep work. Waitzkin expresses the concept of deliberate practice as \u201cnumbers to leave numbers.\u201d When we are confronted with highly technical information, it needs to be assimilated in such a way that it becomes integrated into our intuition…. A concert pianist doesn\u2019t think about scales and arpeggios while performing on stage. This would detract from her expression. What we can assume when watching a virtuosic performance is that hours upon hours have been spent internalizing scale patterns so that the finger patters are simply part of her being. There is no thought of scales or of fingerings, simply of music. She has studied scales to leave scales, which is what Waitzkin is expressing here.\u201d<\/p>\n\n\n\n

-From The Art of Learning: Four Principles from Josh Waitzkin’s Book<\/a><\/p>\n\n\n\n

Quote 8:<\/h2>\n\n\n\n

\u201cChrist\u2019s yoke may be easy and his burden light to the one who has taken it on himself (see Matt 11:30), but this is only so for the one who has taken up his cross to follow the master to the place of his own brutal execution. Even for Socrates, the love of wisdom was a \u201cpractice of death\u201d (Phaedo<\/em> 81a). So perhaps I should rather urge you to read philosophy not for flow<\/a> and pleasure, but for pain and death, and because you must, not because you will want to. Such is the minimum commitment necessary of one who would be a philosopher-teacher.\u201d<\/p>\n\n\n\n

-From The Flow of Thought, Part 8: Restoring the School of Philosophers<\/a><\/p>\n\n\n\n

Quote 9: <\/h2>\n\n\n\n

\u201cSo if one central aspect of classical education is the cultivation of the life of the mind, Charlotte couldn\u2019t agree more. Her insistence that children read from a broad and liberal curriculum fits right in with the broader liberal arts tradition. In particular, her recommended practices of narration<\/a>, transcription, dictation, and recitation all cultivate a healthy intellectual life for the child, regardless of upbringing, social class, or ability.\u201d<\/p>\n\n\n\n

-From Charlotte Mason and the Liberal Arts Tradition, Part 2: Educating the Whole Person<\/a><\/p>\n\n\n\n

Quote 10:<\/h2>\n\n\n\n

\u201cThe love of learning is not watching some namby pamby cartoon with its prepackaged tasty morsels of information. It\u2019s the exhilaration felt after facing your fears and wrestling that monster in the dark, or slaying the dragon of chaos just beyond the order of your understanding. It\u2019s struggle and suffering in the pursuit of a meaningful goal. Learning, like life, is not all roses and cupcakes, even or especially when you love it.\u201d<\/p>\n\n\n\n

-From The Flow of Thought, Part 9: The Lifelong Love of Learning<\/a><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Quote 11:<\/h2>\n\n\n\n

\u201cThis calling is found in scripture, for example, when the apostle Paul instructs fathers in the Ephesian church to bring up their children \u201cin the discipline and instruction of the Lord\u201d (Eph. 6:4 ESV). Discipline, or training<\/a>, requires dedicated effort and intentionality on the part of both parent and child. It does not come by accident. And effective instruction, the meeting of minds around wisdom and knowledge, requires the instructor \u201cto know that which he would teach,\u201d as educator John Milton Gregory put it in The Seven Laws of Teaching<\/em><\/a> (26). Most importantly, the discipline and instruction Paul refers to is to be \u201cof the Lord,\u201d that is, God-centered and in line with scripture.\u201d<\/p>\n\n\n\n

-From Cultivating and Community: Wisdom for Parents Educating at Home Amidst the Present Crisis<\/a><\/p>\n\n\n\n

Quote 12:<\/h2>\n\n\n\n
\"\"<\/figure><\/div>\n\n\n\n

\u201cAn infectious disease causes a pandemic that decimates the major urban centers in northern Italy. Doctors are recognized by their masks. The economy is disrupted through the loss of a workforce. The social order is overturned. Many turn to religion as a response to the pandemic, yet dogmatic norms are questioned.\u201d<\/p>\n\n\n\n

-From The Black Plague and an Educational Renaissance<\/a><\/p>\n\n\n\n

Quote 13:<\/h2>\n\n\n\n

\u201cIf you\u2019re looking to \u201coptimize\u201d the effectiveness of your teaching, focusing on forming relational connections with students is ironically one of the best investments. Students are eager to learn from a teacher they trust and admire; even the best students struggle to learn well from a cold and distant instructor.\u201d<\/p>\n\n\n\n

-From The Benefits and Drawbacks of Online Learning: 6 Hacks to Mitigate the Drawbacks<\/a><\/p>\n\n\n\n

Quote 14:<\/h2>\n\n\n\n

\u201cCuriosity is content without certainty and knowing all the answers. It is not concerned with saying the right thing or knowing ahead of time how people will react. Instead it remains focused on rumbling with vulnerability, embracing the unknown, and pursuing further knowledge in order to lead most effectively.\u201d<\/p>\n\n\n\n

-From The Importance of Courage and Curiosity for School Leaders Today<\/a><\/p>\n\n\n\n

Quote 15:<\/h2>\n\n\n\n

\u201cSo what does it mean when I say life occurs in our classrooms? For one, it means that our students are whole persons. We are not just interacting with our students\u2019 minds. Students are also emotional, social and spiritual creatures, just like we are. All dimensions of their personhood come into the classroom. All dimensions of their personhood are being trained and cultivated.\u201d<\/p>\n\n\n\n

-From Education Is Life: A Philosophy on Education<\/a><\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Quote 16:<\/h2>\n\n\n\n

\u201cThis holistic vision of a wisdom education in the vein of Proverbs requires much of the teacher. In classical education, likewise, the teacher must be a magister<\/em> of the arts, a sage, a philosopher<\/a>; must be a participant in the Wisdom that comes from above. Only then can the teacher cultivate wisdom in the young and simple. Only then will the teacher wisely order techniques, practices and assessments to the right ends.\u201d<\/p>\n\n\n\n

-From The Problem of Technicism in Conventional Education<\/a><\/p>\n\n\n\n

Quote 17: <\/h2>\n\n\n\n

\u201cAs we think about nurturing confident faith in our youngest children, we must not begin with lofty arguments, but instead, the very best stories. These stories will shape the moral imaginations of students, filling their souls with a rich feast of ideas, characters, stories, poems, and fables.\u201d<\/p>\n\n\n\n

-From Teaching Confident Faith in an Age of Religious Uncertainty<\/a><\/p>\n\n\n\n

Quote 18: <\/h2>\n\n\n\n

\u201cSo, what is the future of habit training? As we explored habit training in an online distance learning environment, we saw that the heart of the method hasn\u2019t changed. My prediction is that habit training will remain the same. The method I have outlined here was essentially the same in Charlotte Mason\u2019s time, and look how many technological and cultural shifts have occurred since the early 1900s when she wrote her six-volume philosophy of education. What this means is that investing in this method even now will reap benefits in your life as a teacher for years to come.\u201d<\/p>\n\n\n\n

-From Habit Training During Online Distance Learning<\/a><\/p>\n\n\n\n

Quote 19:<\/h2>\n\n\n\n
\"\"<\/figure><\/div>\n\n\n\n

\u201cThe only lasting solution to scientism in education is ultimately an entire Renaissance project in which we return ad font\u0113s (\u201cto the sources\u201d) in an effort not simply to generalize a definition of what classical education is, but to distinguish between the different visions and practices of the multifaceted tradition. In so doing we will have to be prepared to not like everything we see; we may be forced to engage in some negative judgments on some aspects of the tradition, even as we are inspired and challenged by others.\u201d<\/p>\n\n\n\n

-From The Problem of Scientism in Conventional Education<\/a><\/p>\n\n\n\n

Quote 20:<\/h2>\n\n\n\n

\u201cOne aspect of the joy of learning is addressing this concept of humility. As human beings, we are limited, frail and fallible. Frequently we attempt to cover this up, to hide what we truly are behind the smoke and mirrors of our expertise and accomplishments. True human growth, though, only occurs when we uncover our true nature and deal with it. As an individual confronts an area of lack, there is a transformation that can occur, whereby something about us becomes strengthened.\u201d<\/p>\n\n\n\n

-From Summertime, and the Learning is Easy<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

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Barney","author_link":"https:\/\/educationalrenaissance.com\/author\/jasonmbarney\/"},"uagb_comment_info":0,"uagb_excerpt":"At the end of 2019 we shared a series of memorable maxims from that year’s blog articles. As we transition toward the next half of 2020, we thought we’d do something similar and share 20 Quotable Quotes from Educational Renaissance articles January through June. These are longer block quotes that will whet your appetite for…","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/pa7K1D-nd","jetpack-related-posts":[{"id":819,"url":"https:\/\/educationalrenaissance.com\/2019\/12\/28\/20-of-the-most-memorable-maxims-from-2019-educational-renaissance\/","url_meta":{"origin":1439,"position":0},"title":"20 of the Most Memorable Maxims from 2019 Educational Renaissance","author":"Jason Barney","date":"December 28, 2019","format":false,"excerpt":"The end of the year is a good time to take stock and review how far we've come. 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We begin with the Society for Classical Learning conference with the theme Recovering Beauty in Education June 15-18. This is quickly followed by the ACCS Repairing the Ruins conference June 22-25. Both conferences\u2026","rel":"","context":"In "Updates"","block_context":{"text":"Updates","link":"https:\/\/educationalrenaissance.com\/category\/updates\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2022\/06\/image-10.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":10,"url":"https:\/\/educationalrenaissance.com\/2018\/07\/06\/can-education-be-done-better\/","url_meta":{"origin":1439,"position":2},"title":"Welcome to Educational Renaissance","author":"Patrick Egan","date":"July 6, 2018","format":false,"excerpt":"Welcome to Educational Renaissance! Here you will find thoughtful engagement with educational ideas. Jason and I have devoted ourselves to the craft of teaching, accumulating hours in the classroom (sometimes together), providing oversight and mentoring as administrators, and exploring important ideas as speakers. 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In previous years you may have traveled to take in several of the summer conferences that are part of our classical Christian schooling movement. This summer everyone's staying home and attending conferences virtually.\u2026","rel":"","context":"In "Updates"","block_context":{"text":"Updates","link":"https:\/\/educationalrenaissance.com\/category\/updates\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2020\/06\/Untitled-design-1.png?fit=940%2C788&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2020\/06\/Untitled-design-1.png?fit=940%2C788&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2020\/06\/Untitled-design-1.png?fit=940%2C788&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2020\/06\/Untitled-design-1.png?fit=940%2C788&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":1247,"url":"https:\/\/educationalrenaissance.com\/2020\/05\/23\/the-problem-of-scientism-in-conventional-education\/","url_meta":{"origin":1439,"position":5},"title":"The Problem of Scientism in Conventional Education","author":"Jason Barney","date":"May 23, 2020","format":false,"excerpt":"Scientism is precisely not a focus on the importance of learning all that we can about the natural world in school. This we applaud, and classical education has a lot to tell us about how we can teach our knowledge about nature, our scientia n\u0101t\u016br\u0101lis as the medievals would call\u2026","rel":"","context":"In "Classical Tradition"","block_context":{"text":"Classical Tradition","link":"https:\/\/educationalrenaissance.com\/category\/classical-tradition\/"},"img":{"alt_text":"scientist performing experiment in laboratory","src":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2020\/05\/Canva-Scientist-in-Laboratory-1-scaled.jpg?fit=1200%2C800&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2020\/05\/Canva-Scientist-in-Laboratory-1-scaled.jpg?fit=1200%2C800&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2020\/05\/Canva-Scientist-in-Laboratory-1-scaled.jpg?fit=1200%2C800&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2020\/05\/Canva-Scientist-in-Laboratory-1-scaled.jpg?fit=1200%2C800&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/educationalrenaissance.com\/wp-content\/uploads\/2020\/05\/Canva-Scientist-in-Laboratory-1-scaled.jpg?fit=1200%2C800&ssl=1&resize=1050%2C600 3x"},"classes":[]}],"_links":{"self":[{"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/posts\/1439","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/comments?post=1439"}],"version-history":[{"count":2,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/posts\/1439\/revisions"}],"predecessor-version":[{"id":1441,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/posts\/1439\/revisions\/1441"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/media\/1258"}],"wp:attachment":[{"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/media?parent=1439"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/categories?post=1439"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/educationalrenaissance.com\/wp-json\/wp\/v2\/tags?post=1439"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}