The Inherent Generosity within a Charlotte Mason Education by Elizabeth Millar
The educational philosophy that Charlotte Maria Shaw Mason articulated and promoted is characterized by abundance and generosity, which is implicitly embedded in Mason’s view of the child, in the curriculum, and in its primary form of evaluation, which is known as narration. The question then arises: Where does this generosity come from? It is followed by the practical wondering: Where does it lead? I argue that the inherent generosity within a Mason education originates from an abundant view of God as Creator, Immanuel, and Supreme Educator. Consequently, the abundant view of God within the Mason approach to education naturally leads its students and teachers to a practical theology of joy, in accordance with pastoral theologian Mary Clark Moschella’s understanding of joy. In conclusion, it is the art of paying attention, or what is known within a Mason education as the habit of attention, that opens the door to a lifetime of joy and pleasure for educators and students. In our cultural moment of loneliness and anxiety, a Mason education is more timely than ever. **Available here as a digital download or as a paperback on Amazon.**
The multi-authored Charlotte Mason Centenary Monograph series is designed to highlight and explore the continuing educational and leadership relevance of Charlotte Mason (1842–1923) through the collective contributions of the Armitt Museum and Library, the University of Cumbria, the Charlotte Mason Institute, and other scholars and practitioners worldwide.