Posted in Teachers Corner
While I tend to use an eclectic approach, leaning heavily on Charlotte Mason and a bit of Unschooling, I'm fascinated by the Principle Approach. I think my gravitation toward the former two are because of my rebellious nature -- I want so much to get away from the system in which I was raised. I love doing schoolwork on the floor, drawing as a method of explaining what dd knows, and unifying information from multiple years into one volume so she can see how it all fits together.
The biblical principle idea, though, seems to mirror the way I study now. I love my concordance -- it's second only to my Bible -- and I've been known to spend weeks on one chapter of Scripture, tearing it apart to find every detail of knowledge and understanding. The idea that I can study words in depth, explain the need for math by His very character, and apply every lesson to our spiritual walk with Him is appealing.
My friend Gottsegnet was the first person I "met" who uses this method, so I'll direct you to
one of her archived posts that describes the approach in her words. Here are more posts by Gottsegnet:
one,
two, and
three (though this one isn't specifically about PA). In that last post, more recent, she sends us to another mom's blog with more info. Also, Gottsegnet posts several times in her archives about a seminar by Katherine Dang; she says the seminars are a great source of info on the topic (see Gottsegnet if you're interested).
So, I'm off to do some more reading on this topic. I hope this has piqued your interest in this method, as it has mine. Even if I maintain my current style, I think I'll at least be incorporating some techniques/ideas from PA. Let me know if you're interested too.
Jun. 12, 2006 - Untitled Comment
Hey! That's cool! Thanks...I feel like a somebody, now. OK, I was a somebody before. My sense of worth is not derived from people talking about me on their blogs...
Maybe as part of my "light" blogging this week, I'll include some recent thoughts on PA in relation to other approaches to education. Of course, all such thoughts will be coming from somebody who is decidedly right brained. I took one of those tests in college where you get a little graph at the end...most people's hug the center with a slight preference for one side or the other. Not mine. I was in a class of my own. My professor never saw anything quite like it. Of all those seemingly endless questions I answered, the ONLY things my poor left half scored ANY points for was anything involving language. I am analytic in language and all else is stereotypically right brained.
I believe that test, too. I really do seriously have difficulty with some things I KNOW should be easy because I just cannot separate things out in my mind. Everything seems important and interrelated. I struggle with details...I can look at a room and see that it is messy. But I have a hard time perceiving exactly what needs to be done. It is too many isolated details. I actually can get overwhelmed at stuff like that.
On the other hand, I whizzed through school. Because I always saw the "big picture" and the main principles so didn't have to really study. Am I off topic? Sorry about that.
Jun. 19, 2006 - Thank you for sharing that...
The Principled Approach would be one of the first for me to explore if I felt that classical wasn't working for us. I came by to see how you're doing and see if you're still wanting to participate in the Great Books Reading Partnership. I haven' t seen your notes on any of the chapters for How To Read A Book.
If you're waiting until The Well-Educated Mind, please come by and subscribe to our emails and our calendar. We will be starting soon!
Blessings, Jessica
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