OLMC School Features
AWAKENING THE DAWN: THE OLMC BLOG
EDUCATION IN THE NEWS
While the common-sense approach to early childhood education was standard practice for centuries, it has been abandoned in recent years. Shunning rote learning, we have instead told young children to draw on their own (limited) experience or feelings when completing school assignments…
From The Imaginative Conservative:
Educator Joshua Gibbs weighs in on “signs of health” for a school, including metrics such as a de-emphasis of grades and smiling, happy children. His thoughts are worthy of consideration as we assess where OLMC has been and where we’re headed.
From the CiRCE Institute:
“Students should learn that history is not merely an inert account of self-explanatory details, but is a task of reflection that calls to our deepest sense of our humanity.”
Author Wilfred McClay explains the trouble with how American history is taught today, why a grasp of our history is so essential to being an informed citizen, and why there is a hunger for a non-partisan telling of America’s story.
From Encounter Books:
In the early grades, U.S. schools value reading-comprehension skills over knowledge. The results are devastating…
What if the medicine we have been prescribing is only making matters worse, particularly for poor children? What if the best way to boost reading comprehension is not to drill kids on discrete skills but to teach them, as early as possible, the very things we’ve marginalized…
From The Atlantic:
…I once had a janitor compare his mystical experiences with those of the medieval Sufi al-Ghazali’s. I once had a student of redneck parents—his way of describing them—who read both parts of Don Quixote because I used the word “quixotic.” A mother who’d authorized for her crippled son a risky surgery that led to his death once asked me with tears in her eyes, “Is Kant right that the consequences of an action play no role in its moral worth?” A wayward veteran I once had in Basic Reasoning fell in love with formal logic and is now finishing law school at Berkeley.
The fire will always be sparked. Are we going to fan it, or try to extinguish it?
From The Atlantic:
For the past five years, Reddam House's primary and junior high school classes have used e-textbooks on iPads. But the consistent feedback from the students has been that they preferred pages to screens. Teachers also found the iPads were distracting and did not contribute to students' technology skills…
From The Sydney Morning Herald:
Especially notable for those of us in the K–12 realm: At the end, he issued a plea to everyone involved in high school education to beat back the ideological conformity that he’s seeing in the students arriving on campus, newly minted high school graduates who…
…think what, evidently, they think they are supposed to think. They seem to have absorbed uncritically progressive ideology and they embrace it zealously, obediently, and alas dogmatically as a faith, as a kind of religion…
From the Fordham Institute:
An excellent interview with Fr. Joseph R. Laracy, faculty member in the Department of Mathematics and Computer Science in the College of Arts and Sciences at Seton Hall University, and noted author of several publications, including An Experiment in Interdisciplinary STEM Education: Insights from the Catholic Intellectual Tradition. In this interview, Fr. Laracy explores the role of faith in academic scholarship. OLMC is thrilled to have earned the strong endorsement of Fr Laracy.
From The Heart of the Hall:
To fail to teach good character is to teach bad character.
Schools are directly contributing to the malformation of souls.
From The Atlantic:
Children are hard-wired to appreciate classical music, if only given the opportunity to hear it with an open mind. At OLMC, we honor their natural thirst for artistic complexity and beauty.
From The Guardian: