{"id":217,"date":"2019-01-12T10:06:20","date_gmt":"2019-01-12T16:06:20","guid":{"rendered":"https:\/\/educationalrenaissance.com\/?p=217"},"modified":"2023-05-13T09:20:55","modified_gmt":"2023-05-13T14:20:55","slug":"educating-for-self-control-part-2-the-link-between-attention-and-willpower","status":"publish","type":"post","link":"https:\/\/educationalrenaissance.com\/2019\/01\/12\/educating-for-self-control-part-2-the-link-between-attention-and-willpower\/","title":{"rendered":"Educating for Self-control, Part 2: The Link Between Attention and Willpower"},"content":{"rendered":"\n

In my last post<\/a> on educating for self-control, I laid out a Christian case for the importance of self-control from the New Testament, citing Paul\u2019s famous fruit of the Spirit and Peter\u2019s not-as-famous virtue list in the first chapter of 2 Peter. Then we delved into the roots of self-control as a concept deriving from early Greek philosophers, before turning to what it might look like to develop a school for self-control, rethinking how our schools should be set up if supporting self-control is a chief goal. <\/p>\n\n\n\n

In particular, we referenced the British educator Charlotte Mason<\/a>, as she discussed \u201cthe gradual fortifying of the will which many a schoolboy undergoes\u201d in her chapter<\/a> called \u201cThe Way of the Will\u201d from vol. 6 Towards a Philosophy of Education. <\/p>\n\n\n\n

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