In our previous post for this series, we attended to the art of memory as the cultivation of the imagination. Such memory is liturgical insofar as it enables us to perceive the “more” that is given in creation. An education devoid of memory makes it difficult to perceive the world in its richness.
A Catholic school becomes liturgical insofar as it understands learning as necessitating both wonder and desire. The school must be a contemplative space rather than imitating the frenetic quality of modern life.
In the last contribution to this series, I addressed the need for a liturgical interruption relative to Catholic school curricula. These curricula often presume that human beings are made for work and thus contribution to industry. This assumption is at the heart of STEM curricula. A ST(R)E(A)M curriculum simply adds religion and arts to the mix, without awareness that this addition might upset the whole basis of the curriculum to begin with.
In the first part of this series, I offered some foundational thoughts on homeschooling and crisis management during quarantine. Part two covered meeting everyone’s essential needs. With basics covered, a daily routine comes into play.
In the first part of this series, I offered some thoughts on homeschooling and crisis management. In this installment, I’ll give suggestions pertaining to essential needs.