Education is a life – Course Objectives

The child is furnished with the desire for knowledge, i.e., curiosity; with the power to apprehend Knowledge, that is, attention; with powers of mind to deal with Knowledge without aid from without – such as imagination, reflection, judgment; with innate interest in all Knowledge that he (sic) needs as a human being; with power to retain and communicate such Knowledge; and to assimilate all that is necessary to him (A Philosophy of Education, p. 18).


NOTE:  Each objective will involve engagement with a number of key sources including Mason’s works, theological ideas aligned with Mason’s theories, and current research into best practices and thought into learning and child development.


The student will demonstrate:

  1. Theological Framework – knowledge and understanding of the biblical nature and needs of learners; significant theories of learning:
  1. Articulate a teaching philosophy that includes an understanding of human beings as created in the image of God, the roles of schools and teachers, the purpose of education, the nature of knowledge, and instructional methods.
  2. Apply common grace insights to life, learning, and instruction.
  3. Understand the importance of developing a redemptive teaching philosophy.
  1. Mason Perspective – knowledge, understanding, and application of Mason’s informing ideas as applied to the nature of the learner and learning.
  1. Apply Mason’s insights to a current array of theories of learning and development.
  2. Analyze and critique in a reciprocal model both current theories of learning and Mason’s informing ideas.
  3. Use Mason’s informing philosophical and pedagogical principles to develop new understandings, insights, and applications from current research to keep her method fresh and vital in the 21st century.
  4. Interpret and analyze Mason’s works with insights from extant thinkers and educationalists in the field.
  1. Student Development – knowledge of human learning and development to provide learning opportunities that support students’ physical, intellectual, emotional, social, and spiritual growth:
  1. Design instruction appropriate to stages of physical, cognitive, emotional, social, and spiritual development (young learners or adolescents).
  2. Teach and model norms of social interaction in recognizing that building community in the classroom involves “the science of relations” between the learner, the teacher, and the created order (inclusive of the curriculum and world beyond the classroom).
  1. Content – explore and engage multiple content areas; interact with structures of content


  1. Design instruction that demonstrates knowledge of content and strategic selection of delivery methods.
  2. Explore the inherent connections between the disciplines as a function of “the science of relations.”
  3.  Recognize the power of interacting with living books to explore the power of ideas in the authentic curriculum.
  1.  Diversity – individual differences and how these differences impact learning; strategies that promote equity in learning opportunities for all students; the role of motivation in the learning process: 
    1. Understand and respect learners as individuals and as members of families and local communities.
  2.  Instruction – effective instructional practices:
    1. Employ varied research-based instructional strategies to enable students to achieve learning targets.
    2. Activate prior knowledge and connect it to new knowledge.
    3. Recognize the authentic power of the child as an active learning agent.
  3.  Technology:
    1. Use a variety of technological tools in planning, instruction, and assessment.
    2. Value the role of technology in effective teaching and learning.
  4. Assessment – the methods and uses of student assessment:
    1. Understand and apply multiple models of assessment that build on the narration motif of evidence-gathering.
    2. Value ongoing assessment as essential to the instructional process and recognize that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.
  5. Communication:
    1. Use Standard English in oral and written communication.
    2. Use a variety of media communication tools.
    3. Understand language development and the role of language learning. (P-5)
  6.    Professional Growth:
    1. Reflect on teaching and learning to improve practice in light of Mason’s theories and practices with common grace insights from current research.
    2. Seek opportunities to learn through reflection, personal research, professional development, and collaboration.
    3. Analyze, interpret, summarize, and apply research to teaching and learning.