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Charlotte Mason Educational Conference 2007 Lecture
Speaker: Lisa Cadora
Biography Ms. Cadora has studied Mason since providentially hearing of her from Ranald and
Susan Macaulay at a Rochester, MN L'Abri Conference in the summer of 1982, while an
undergraduate education major at Covenant College. She found a few of Mason's volumes in the
college library upon returning to school that fall, and was entirely swept up in what she
recognised as a much needed antidote to the decidedly mechanistic approach to teaching prevalent
in most teacher education programs and even Christian education practice in those days. She was
blessed to find a school some years later that employed Mason's methods and has enjoyed a
career of teching, learning and sharing her ideas and practice in her own school and with others
who endeavor to bring a “sane” education that honors learning in all of its complexity to children
and families in diverse settings.
Topic: Knowing What Knowers Know Charlotte Mason offers a uniquely biblical view of the human knower, what there is to be known, and the process of coming to know that stands in contrast to the views commonly held in her day and in ours. The challenge for those who wish to embrace and operate out of these views of knowing is to resist the ease of and clamor for traditional pedagogy. In a society that places a great premium on amassing quantification in order to ascertain the validity of an endeavor, courage is required to protect the learner as a person by choosing a different route when it comes to assessment. In this session I will address these questions:
- 1. What do we mean by "knowledge" and "knowing" something?
- 2. How are our definitions of these terms influenced by the society's values and the purposes of the institutions designed to facilitate them?
- 3. What is a biblical view of knowledge?
- 4. What is the human knower like?
- 5. What are conditions that facilitate coming to know?
- 6. What are evidences of knowing?
- 7. Why do we want to assess? What do we do with the data that assessment yields?
- 8. How do we work against years of tradition and mountains of expectation in choosing to assess in a different way?
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