One of the best means of instilling depth of knowledge and humility comes when a child is called to defend their words and actions.
So I began a Socratic discussion where I asked questions, appropriate to his responses, such as: How do you know he has rabies? What is normal behaviour of a raccoon? Should we be surprised to see the raccoon during the day? How do raccoons typically respond when being scared or threatened? Therefore, what should we do in this situation? How could boys and men defend girls and women from a raccoon? What do we call it when a person defends other people?
Although the class was participating in this discussion, my attention was directed to the boy. I was not “putting him on the spot,” but just asking thoughtful questions, hoping to recover more thoughtful responses with the purpose of refining and polishing his thinking.
This is training in taste. It is my hope that our students delight in something more substantial than what our culture promulgates—not accept Turkish delights when a feast is prepared at the King’s table.
I am seeking to foster a certain kind of intellect and a particular kind of human being. Exposure to great books, language (foreign, ancient, written, and spoken), and the Bible will enable them to distinctly recognize what is not true, nor good, nor beautiful because they will have feasted on that which is true, honourable, just, pure, lovely, commendable, excellent, and worthy of praise.
WCCA employs a top-down approach to education, considering the type of graduate we wish to see walk across that stage, then working backwards in each grade to prepare the child for that ideal.
What will this student sound like? Will they be respectful, courteous, and honouring of their elders? Will they be kind and compassionate to others in their speech? Will they be intentional in looking for gospel interactions? Will their thoughts and reasoning be clear and articulate?
What will this student look like? Will the young men dress in dignity and propriety and young women in modesty and gracefulness? Will their outfit be fitting to the occasion (first impression to a father whose daughter they wish to get to know better; appropriate dress to an opera or symphony that honours the performers and quality of performance; etc.) Will they have a genteel carriage?
How will their knowledge be used? Will they be humble? Will they recognize truth from falsehood? Can they draw from a databank of history to navigate and articulate the future? Will they love reading, have a thirst for knowledge, and desire to continue their own education by a developed inquisitiveness?
Let us pray more that the lessons of today will take root so that each eventual graduate will have the tools necessary to positively influence those around them.
