Education

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Liberal Arts and the Left Brainer

How can a literary education serve those more inclined toward math and science? What is the best way to introduce our left-brained students to the liberal arts, and how much time should they spend in the humanities if they don’t intend to major in those disciplines?

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Authorial Intent and Christian Education

The use of language in any context rests on a single and essential tenet: words mean. And not only that, they mean something particularly. When anyone writes or speaks, they trust utterly, even if unconsciously, that they can, to someone who speaks their language, be understood. The next obvious question is, who decides what words mean? Here, we have two options…

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A Meditation on Lite Reading

I was recently enjoying a coffee with my dear friend and sister, Emily Andrews, and our conversation took a literary turn. Now before you get all excited and prime your pipes for some serious intellectual pontificating, I’ll warn you that my recent forays into the world of classroom teaching have left my mind mushy. I’m good for nothing when it comes to “The Greats” these days. My nightstand is a hapless home to stacks of penny reads and quick reads and trash reads and literary “junk food,” but Emily assured me that there may be those of you out there who don’t always feel up to the Anna Karenina’s of this world and might be encouraged by a friendly reminder that reading can just be…FUN…

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Truth and Beauty in Peter Rabbit

In An Experiment in Criticism, C. S. Lewis suggests that every work of literature is both Logos (something said) and Poiema (something made). What he means is that each work not only communicates an idea, but does so via form and technique; it is a creation of the hands, not just of the mind. “As Logos,” Lewis writes, “it tells a story…As Poeima, by its aural beauties and also by the balance and contrast and the unified multiplicity of its successive parts, it is an objet d’art, a thing shaped so as to give great satisfaction” (Lewis 132)…

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A New (Old) Case for the Language Arts

Here’s a rule that cannot possibly be overstated: language proficiency is the single most important component of an education, period. If your students do not learn to use the right words, they will become prisoners of the wrong ones. This applies to any subject, to any activity, and to any relationship. Give your students the tools of language, and their education is complete. Fail in this, and it can never really begin…

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On Starting the Year Exhausted

I will admit, when I sat down last week to teach my first class of the year, I was feeling less than enthusiastic. As you may have heard elsewhere, this was a big summer for the CenterForLit crew. I spent long days bent over my laptop in a hidey hole, fiddling with fonts and web design for our new CenterForLit Schools project. By the time I exited my dark den, eyes blinking in the harsh light, August had rolled to a close and it was time to take up the teacher’s mantle again. On the one hand I was grateful to have participated in such fulfilling work. On the other hand, summer was a blur and it felt like just yesterday I had wrapped up my last class of the spring. Dragging my worn-out, beat-up body and third cup of coffee I arrived ­– not at a finish line – but a starting gate…

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Of Books and Boundaries

For as long as I can remember, books have been my companions. I carried them to grocery stores, to doctors’ offices, to school, and to work. I toted tomes to movie theaters, to beaches, to park benches, and to parties. I never go anywhere without them. As a young girl, I remember reading while walking with my mother through the aisles of the local grocery store, my mom telling me to put the book away before I ran into someone…

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Why It Matters: An Apology for the Liberal Arts

Why do we immerse ourselves in literature, history, and the arts? Do you ever feel like you’re wasting your time? Join us as we encourage one another about the purpose (and practicality!) of a liberal arts education.

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The Quest for Success and “Enoughness” Part 2

Australian author Mem Fox illustrates the effects of the little “l” law in the parent and child relationship in a children’s book entitled Harriet, You’ll Drive Me Wild. With short sentences illustrated by Marla Frazee in pencil and transparent ink, Fox tells the story of young Harriet, whose childish antics exasperate her mother, who “doesn’t like to yell,” by degrees until she reaches the boiling point: “There was a terrible silence. Then Harriet’s mother began to yell. She yelled and yelled and yelled.” I imagine most of us can identify with Harriet’s mom…

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The Quest for Success and “Enoughness” Part 1

We live in a performance culture. The push to succeed begins in the cradle and dogs us to the grave. Many parents feel this deeply. A recent article I read recounts a sandbox conversation between two moms, one with preschoolers and one who had only recently discovered she was expecting: “You’re expecting?! How wonderful! Now, you’ve registered for pre-school already, right? You’ll need to get right on that. The waiting list is two years at all the right preschools, and if you don’t get into a good one, then any chance of getting into the right prep school is ruined – and if you don’t get him into the right prep school, then he’ll never get into a good college. And if he doesn’t get into the right college, he’ll never be successful and his life will be over…” – before it starts?! The poor kid’s life was mapped out, and he wasn’t even born yet – not to mention the mom’s life. She’d already failed and she hadn’t even begun…

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