Knowledge, Reading, and Poetry

Have you made use of the wealth of knowledge and ideas offered in article form at Memoria Press?

What Ever Happened to Knowledge? by Cheryl Lowe

Both conscience and knowledge convey the idea of objective truth that exists outside the human mind, which is the true end of education. Modern education philosophy no longer believes in the reality of objective knowledge, which is precisely why the modern educator can no longer educate.

Well, that explains a few things.

The following article really spoke to me. I appreciated the additional reasons to continue our read-aloud times now that Levi is reading on his own as well.

1 Myth, 2 Truths: How to turn good readers into good writers too. by Andrew Pudewa

One of the biggest mistakes we make as parents and teachers is to stop reading out loud to our children when they reach the age of reading faster independently. In doing so, not only do we deprive them of the opportunity to hear these all-important reliably correct, and sophisticated language patterns, we lose the chance to read to them above their level, stretching and expanding their vocabulary, interests, and understanding. We begin to lose the chance to discuss words and their nuance, idioms, cultural expressions, and historical connotations. And they lose something far more valuable than even the linguistic enrichment that oral reading provides; they lose the opportunity to develop attentiveness, the chance to experience the dramatic feeling that a good reader can inject, and even the habit of asking questions about what they’ve heard. Tragically, because of our hectic, entertainment-saturated, individualistic, test-obsessed, and overscheduled lives, few of us take sufficient time to read out loud to our students, even into their early teens—a sensitive period when understanding of language and understanding of life are woven together and sealed into the intellect.

And on poetry memorization:

...[B]ecause of the nature of poetry, poets are often compelled to stretch our vocabulary, utilizing words and expressions in uniquely sophisticated—but almost always correct—language patterns. A child with a rich repertoire of memorized poetry will inevitably demonstrate superior linguistic skills, both written and spoken, because of those patterns which are so deeply ingrained in the brain.

Be sure to read the articles in their entirety at the provided links. There is enough food for thought at Memoria Press to last a long while.