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Scholé (Restful) Learning

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  1. Lessons
    Lesson 1: Introduction to Scholé (Preview Content)
    7 Topics
    |
    1 Quiz
  2. Lesson 2: Scholé in the Classical Tradition
    11 Topics
    |
    1 Quiz
  3. Lesson 3: Scholé in the Ecclesial Tradition
    11 Topics
    |
    1 Quiz
  4. Lesson 4: The Practice of Scholé (Part 1)
    13 Topics
    |
    1 Quiz
  5. Lesson 5: The Practice of Scholé (Part 2)
    3 Topics
    |
    1 Quiz
  6. Lesson 6: Recovering Scholé—A Discussion with Sarah Mackenzie
    3 Topics
    |
    1 Quiz
  7. End of Course Test
    End of Course Test: Restful Learning
    1 Quiz
Lesson Progress
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Use this outline to follow along with Dr. Perrin and Sarah Mackenzie’s conversation on scholé or to return to a particular section at a later time:

(2:48) Sarah Mackenzie’s journey to writing her book, Teaching from Rest: A Homeschooler’s Guide to Unshakable Peace

(5:00) Dr. Perrin asks, “What were your new practices to begin teaching from a state of rest?”

  • To do less or take on less at a time
  • Approach education as an integration of subjects (Latin, for example, covers several subjects)

(8:20) How to resist defaulting to the ways you were taught; cultivate scholé as a parent!

(10:00) Philosophy of Scholé or Restful Learning: Delight in learning is key!

  • For Sarah, scholé is “Education based on loving what is lovely.”

(11:26) Read Josef Pieper’s Leisure: The Basis of Culture to recover restful learning.

(12:50) Etymology of Scholé: a Greek word meaning “school”

(14:28) Dr. Perrin on the modern/progressive education model: “Cram, test, forget, repeat.”

(15:10) Teachers who embody scholé

(18:20) About Sarah’s book, Teaching from Rest: A Homeschooler’s Guide to Unshakeable Peace

(21:14) All About Curriculum

  • Sarah’s chapter: “Curriculum is not something you buy”
  • Let go of the idea that finishing the curriculum makes an education.
  • Dr. Perrin: Curriculum is Latin for “race” or “course of a race,” and it is something we run, not something we buy!

(25:40) Embodying love for the subjects and art that we teach—renew and rejuvenate your own scholé alongside what you teach!

(29:40) Delight in your own hobbies; cultivate a spirit of scholé in yourself as an example for your children and students.

(30:52) All about Scholé Sisters (Homeschooling moms who gather together to pursue the true, good, and beautiful for their own growth and delight!)

(34:50) Question: How do you balance studying the true, good, and beautiful with state requirements for university?

(42:00) Question: How do we create an environment in which [mathematics, or another subject] is truly encountered and enjoyed by our children?

(43:28) Question: What is [Sarah’s] list of daily subjects? Dr. Perrin weighs in as well.

(47:21) Question: What do we do when we ask our students to study something that they do not yet love?

  • Dr. Perrin: Once children love [what they study], they become true students, for “student” means one who loves what he learns. It is a process and a journey.

(52:18) Question: How do homeschooling parents work through subjects that they do not love? (Sarah discusses co-op teaching!)

(55:40) Question: What does Sarah’s typical homeschooling day look like?

  • Morning Time, or Circle Time–creating a family culture of the true, good, and beautiful
  • Dr. Perrin discusses “Deep Dive Mondays” (a Scholé Sisters idea)
  • Ordering the day around the true, good, and beautiful

(58:38) Teaching a special-needs child in the classical tradition or in scholé; see Memoria Press’s “Simply Classical Curriculum for Special Needs”