In Part 1 we looked at discipline (discipling) as a chief function of parenting.In Part 2 we looked at mechanical obedience and habits in the early years.In Part 3 we looked at how authority behaves. Next we’ll look at the nature of the child as we transition from the more “mechanical” end of obedience in the younger years to
Education is a Discipline: The Discipline of Life Part 4 Read More »
In Part 1 we looked at discipline (discipling) as a chief function of parenting.In Part 2 we looked at mechanical vs. reasonable obedience and habits in the early years. Next we are going to look at how authority behaves. Consider your own parenting style as you read through this section. Charlotte Mason makes a distinction between two
Education is a Discipline: The Discipline of Life Part 3 Read More »
In Part 1, we discussed discipline (discipling) as a chief function of parenting. Next we’re going to look at the topic of obedience and habits in the early years. In Vol. 3, on p.18 Charlotte Mason makes the distinction between ‘mechanical’ and ‘reasonable’ obedience. She describes mechanical obedience as one that is automatic; habitual, and reasonable
Education is a Discipline: The Discipline of Life Part 2 Read More »
I often find that when the topic of discipline comes up in a Charlotte Mason context, the conversation typically turns to habit training and the importance of good habits. While I agree that habit training is substantial and worthy of our focus, I do believe we benefit more by viewing it within the context of
Education is a Discipline: The Discipline of Life Part 1 Read More »