{"id":1645,"date":"2020-10-24T07:04:22","date_gmt":"2020-10-24T12:04:22","guid":{"rendered":"https:\/\/educationalrenaissance.com\/?p=1645"},"modified":"2023-05-01T20:42:51","modified_gmt":"2023-05-02T01:42:51","slug":"classical-roots-of-narration","status":"publish","type":"post","link":"https:\/\/educationalrenaissance.com\/2020\/10\/24\/classical-roots-of-narration\/","title":{"rendered":"Why the History of Narration Matters, Part 2: Classical Roots"},"content":{"rendered":"\n

In my last article<\/a> I shared the first piece of why the history of narration matters: it has the potential to break down the barrier between the Charlotte Mason community and classical educators<\/a>. There are some notable exceptions who have tried to cross the aisle, but for the most part these two groups have kept to their own camps \u2014 some have even had cutting critiques of the other side to share. And of course, we may be each other\u2019s best critics in a way that would be good for both of us. But for that to happen Masonites would need to interact with the broader classical tradition and classical educators would need to actually read and engage with Charlotte Mason<\/a>. <\/p>\n\n\n\n

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