Ambleside Flourish Podcast

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Method of a Lesson Part 1 Feb 20, 2018

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A renewing vision and philosophy of education must lead to an applied method. Bill St. Cyr of Ambleside Schools International discusses and gives examples of the first two steps of the 5-part Method of a Lesson used at Ambleside schools. It begins with a well-chosen text; this could be a book, a flower, or a musical composition. The relationship between the student and idea-rich texts is what Charlotte Mason meant by a living education. “Just as the human body needs nourishment and exercise to flourish, so the human mind needs the nourishment of ideas, but it also needs exercise. In exercising, the mind attends, it reflects, and it uses that which it is learning.

Cultivating Relationships with Learning Feb 19, 2018

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In many school environments, children have to choose between subjects, and they are often drawn only to subjects they like. Charlotte Mason thought it should be otherwise. She envisioned an educational feast in which students develop wide relationships with this world. She called it our Great Inheritance. “As is often the case in traditional settings, people grow in the areas that they’re already interested in. And yet, what we’ve seen at Ambleside, is real joy and real delight in learning in a varied array of subjects.” Bill and Maryellen St. Cyr, of Ambleside Schools International, discuss the delight of children and adults as they experience a broad curriculum. “We must be very, very intentional and careful about the dynamics between teacher, taught, and the text, for only then will there be a life-giving education.

Building the Passion to Know Feb 18, 2018

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Is the true goal of education to learn? Or is it to win a prize and impress others? “Build the character; build the love for learning; build the passion to know; build the discipline to work well – [and] all of that takes care of itself.” Ambleside Schools curriculum includes 16-17 subjects, following Charlotte Mason’s idea of the importance of giving children as many relationships as possible at the very beginning of their lives. Bill and Maryellen St. Cyr, of Ambleside Schools International, discuss how to direct students’ minds toward learning. “As a school, we’ve got to be very intentional about the kinds of relations we’re cultivating, and the kinds of ideas that are ceding those relations.

Establish a Strategy Feb 17, 2018

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Habit formation is an exercise in formation, cultivation, and helping children grow up – it is not an exercise in controlling the child for one’s own comfort. Proper habit formation includes an inspiring Idea, a joyful working alliance, and establishing a strategy. Bill St. Cyr, of Ambleside Schools International, discusses the important steps in exercising a strategy for growth. “When we act with what Charlotte Mason calls Tact, Watchfulness, and Persistence, then we find in the child those rails of habit laid down which will lead them to easily, smoothly, have the kind of relationships with God, self, others, work, the whole created universe, that we long for our children to have.”

Building a Working Alliance Feb 16, 2018

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There has been a revolution in brain science in the discovery of the brain’s ability to form and reorganize neurological connections– neuroplasticity. Charlotte Mason argued for neuroplasticity 120 years ago: “Habit is to life what rails are to transport cars.” When we learn a new habit, we get a new brain as a result of these new neural connections. How do we train in the habit of managing distress well? Persevering when head and hand are tired? Bill St. Cyr of Ambleside Schools International points out that we are always training in habit. …The only question is, “Are you training good habits or bad habits?”

Training Good Habits Feb 15, 2018

Show notes

How do adults effectively support children in habit formation? Habits are best cultivated in a relational manner that reflects genuine care; Charlotte Mason describes this relationship as the “friendly ally.” Adults have to lay down the rails, do the leg work, stand beside the child, remain consistent, always joyful to be with the child. Bill St. Cyr, of Ambleside Schools International, discusses how to cultivate a habit of humility, beginning with sowing an idea and building an alliance around an idea.

What is a Habit? Feb 14, 2018

Show notes

How do we lift children above what is their nature? Charlotte Mason wrote, “Habits are to life as rails are to a train.” Bill St. Cyr, of Ambleside Schools International, discusses the role habit formation plays in the lives of individuals. “Charlotte Mason was a hundred years ahead of her time when it comes to her understand of how the brain functions. She knew that when a habit was formed, there was a change in the very grey matter of the brain. We now know much more clearly how that happens.” At Ambleside Schools, worthy habits, such as habits of kindness, attention, and careful work are intentionally and carefully formed in our students.

How Much Does the Student Care? Feb 13, 2018

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Charlotte Mason wrote, “The question is not, - how much does the youth know? When he has finished his education -- But how much does he care? And about how many orders of things does he care? Dr. Bill St. Cyr of Ambleside® Schools International discusses the role atmosphere plays in cultivating relationships affinities toward history, grammar, science and mathematics. ”Who’s going to be the student that grows to his God-given ability? The student who cares.”

As you listen, use our study guides to assist you in making meaningful connections and increasing comprehension and memory.

Worthy Work Feb 12, 2018

Show notes

How do we support or undermine the proper attitude toward worthy work? Charlotte Mason writes that it begins with work that is intrinsically satisfying. Poor habits of thinking may overrule a sense of satisfaction with worthy work, and the most well-intentioned adults may inadvertently contaminate the atmosphere. “How do atmospheres get contaminated? They can get contaminated, not only by teacher anxiety, but by the use of artificial rewards and incentives, which demean the joy of knowing, and they demean the student’s capacity for intrinsic motivation.”

Artificial incentives communicate that it is impossible to enjoy history, mathematics, science and literature in and of themselves; we just endure these parts of education to appease the adults and get to the “good stuff”- pizza and a movie.

Dr. Bill St. Cyr of Ambleside® Schools International discusses the sub-text implications of a reward based approach to work.

As you listen, use our study guides to assist you in making meaningful connections and increasing comprehension and memory.

Cultivating Tastes Feb 11, 2018

Show notes

Cultivating children’s tastes and directing their affections toward what is good, true, and beautiful begins with the development of deeply satisfying relationships with worthy literature, music, art, and more, as well as with a consistent habit of working well. “The atmosphere, the way in which work is talked about, the way in which work is engaged… that will communicate everything to a child about they will relate, how they should relate to work. In a place where hard work is normal, . . . where sweat is part of life, and when staying on task even when head and hand are tired is a good thing, a noble thing; it’s what we ought to do; that’s what we all do here,” children see work as a normal part of life. Charlotte Mason described the deeply satisfying nature of completing set work with excellence; this good and noble habit is cultivated in students at Ambleside® schools and homeschools. Dr. Bill St. Cyr and Maryellen St. Cyr of Ambleside® Schools International discuss the importance of setting an atmosphere that supports a noble approach to work.

As you listen, use our study guides to assist you in making meaningful connections and increasing comprehension and memory.

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