#4: Reason, part 2

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My morning started with light saber repair.  Gideon couldn’t figure out why the button that makes it light up and make noise was stuck, so we took it apart while he told me all about the problem. He said that the button was stuck down and had been for some time, so therefore the batteries must now be dead. Reasonable reasoning for a boy who is nine.

When we solve a problem, we apply reason and logic to the information we have in order to exclude non-solutions until we can put a finger on the solution. We weed through facts and lies and arguments until we find Truth. That’s what we do when we repair a broken toy. It is also how we unravel logical fallacies in articles in the paper or on the internet.  That is how we decide which statements made by presidential candidates are true and which are not. We have to work through the words we hear and compare them to the plumb line of mechanics and physics or Scripture or the Constitution in order to decide what is Truth and what is not.

Sometimes we have to take apart a sentence to understand the truth in it. This is why we need an understanding of grammar. Charlotte didn’t address this subject until students were at least ten. That makes a lot of sense because most students are reading and writing fairly easily by the time they are ten. Why would you make a student deconstruct a sentence before he can read one or write one? Thinking through the job of each word in a  sentence and how the words work together makes us better writers, readers, and listeners.

Oh – and the light saber: The final diagnosis was a stewardship problem. It turns out that if you leave your light saber out in the rain, it probably won’t work well anymore. Once the wiring is nasty, there is no amount of new batteries that will be helpful. I bet Yoda didn’t need to teach Luke to keep his light saber with him so that it didn’t get soaked.

#4: Reason, part 1

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Charlotte Mason lists Reason as one of her Twenty Principles: “We teach children, too, not to ‘lean (too confidently) to their own understanding’; because the function of reason is to give logical demonstration (a) of mathematical truth, (b) of an initial idea, accepted by the will. In the former case, reason is, practically, an infallible guide, but in the latter, it is not always a safe one; for, whether that idea be right or wrong, reason will confirm it by irrefragable proofs” (Charlotte Mason, Towards a Philosophy of Education xxxi).

Reason is an all-encompassing topic. It addresses all manner of truths of our natural world, those things that can be learned by observation or deduction. It involves looking for patterns and considering the way ideas work together. We all reason all day long all the time. Sometimes we do science experiments without thinking about it. We pour a little red wine in the stew to add acidity and deepen the flavor of the onions and beef. Other times, we carefully plan out an experiment just to have it work too well, and leave us cleaning something off of the popcorn ceiling over the kitchen table. (Ahem.)

Mathematics clearly falls under this heading. As we grow familiar with numbers and learn to manipulate them, we combine them in different ways. We use some math curricula for this, but if I were a more creative mother, we could conquer this stage with games and toys and whiteboards. I am, however, declared “un-fun” by my children, so we follow our MathUSee consistently and wander through Life of Fred intermittently. Neither of which are un-fun, and both of which require outside of the box thinking on a regular basis. Have you met Sir Cumference? He isn’t un-fun either.

The study of Mathematics forces you to think about things entirely from their logical roots and relationships, providing substantial practice at the art of reason.  There are other subjects that also require a lot of reasoning, but we’ll get to those tomorrow.

 

What is a Rule of Six? How did I find it?

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A Rule of Six isn’t fancy. It is just six words or ideas that you want to meet regularly. It isn’t intended to make you tired or to be a judgment on whether you had a good day or not. A Rule of Six is meant to bring rest – to allow you to keep the Main Thing the Main Thing because you know what the Main Things are for your family. You won’t be as tempted to go chasing after every new curricula that pops up after you know what works in your house, and what is important to your family.

I am not completely sure of the origins of the Rule of Six, but I first read about it in 2007. That was a crazy year around here.  You see, we have five sons. Our oldest son, Danny, died when he was five years old in 2005 due to a nasty genetic disorder. That left my husband and I and Micah, preschooler. And then we had babies in 2006, 2007 and 2009. So, in 2007, I was struggling to recover from my own grief, help my husband and Micah recover from theirs, home educate that now-kindergarten-aged boy, and care for our almost Irish twins (our double blessing boys, Josiah and Gideon, who arrived 14 months apart). I was exhausted. I went searching for ways to simplify, and I found the idea of the Rule of Six appealing, but I was too overwhelmed at that moment to really think it through.

I was reading Ann Voskamp’s A HolyExperience daily because I had found that counting blessings was the only way to crawl out of the grief hole into which I had (quite understandably) been sucked. I was intrigued when Ann posted a list of Seven Daily Rungs that her homeschool hung on. That was back before she was famous, but after she started keeping her One Thousand Gifts list. You’ll find that post here: http://www.aholyexperience.com/2007/05/way-of-holistic-homeschool-seven-daily/.

Then I found the idea again on Elizabeth Foss’s blog as I continued my search for holistic education ideas. She wrote about a Rule of Six in 2006 and 2007 and likely some other times also. These were simply six things that she was striving to give her children daily. Those posts are here:  http://ebeth.typepad.com/reallearning/2006/10/rule_of_six.html and here: http://ebeth.typepad.com/reallearning/2007/05/revisiting_the_.html  (If you haven’t read Elizabeth Foss’s book, Real Learning: Education in the Heart of the Home, please do. Especially if you are in the season of many small children, she has some practical advise and curricula ideas for the first eight school years, as well as ways to avoid burnout.)

Elizabeth Foss led me back to Melissa Wiley, here: http://melissawiley.com/blog/2006/10/26/my-rule-of-six-and-whence-it-came/. Melissa Wiley had her own (different) six things that she plans for her family.

All three ladies had different rules of six, but they had the same purpose – to bring peace and efficiency to their home educating homes that allowed them both structure and freedom as they created family life and wrote books and blogs and articles while they were at it.

Much more recently (after multiple rounds of simplifying and making our homeschool look like I want it to), Sarah Mackenzie, who hosts the Read Aloud Revival Podcast over at http://amongstlovelythings.com and who also wrote the little guide Teaching from Rest: A Homeschooler’s Guide to Unshakable Peace, did a Master’s Class to help her members sort out a way to decide what is the most important things for their own homes.  (If you join the Read Aloud Revival membership site, you can watch the recording of this class and several others)

After watching the catch-up video of the first in the two class series, I hurriedly scratched down six words that are things we have been trying for in our house. I finally grasped that I wasn’t supposed to take someone else’s idea of what would be good for this house of boys (now 8, 9, and 13) and their author-editor-publisher-parents. I needed to write what would work for us. And I needed to start with what is currently working and see where that leads. So, that is what I did.

I suggest you try it also. (I’ll explain more about why I chose the words I chose in the next few posts).