Pedagogy - Imitation

The purpose of these particular blog posts is to introduce different pedagogical approaches to Classical education. Certain styles of teaching may not be conducive to educating classically. In its truest form Classical education is attempting to capture not only the mind of a student, but the body and soul as well. My hope is that my commentary on different pedagogical approaches will allow you to deepen your understanding of a holistic approach to education.

Imitation as Pedagogy
Imitation as a pedagogical practice is more essential than you might think. Whether we realize it or not, most of our life is imitation. There are people, programs, ways of life that we deem better than others and we attempt to copy them in hopes of achieving a specific outcome in our own lives. As believers we are called to imitate Christ. We follow his example in how to pray, how to forgive, how to serve, etc. in order to be formed more and more into his own likeness. We know we will never be better than Christ so our highest aim is to be like him. 

I want you to think about this practice of imitation as it relates to education. The Classical tradition is full of rich literature, language, art, science, mathematics, movement, and music. The goal is not only to expose our children to as many of these things as possible, but to teach them to imitate them. When they read a beautiful story, they should retell it in the language the author used. When they see a painting by Van Gogh we want them to be motivated to paint one like it. Why? At their young ages - likely their entire lives - they will never be better than Van Gogh, so their highest aim is to be like him. As they grow in age and maturity their time spent imitating the greatest writers, painters, poets, musicians, and scientists this tradition has to offer will lead to a skill level unmatched by a constant effort to be original. 

Also consider imitation as a practice in virtue. Imitation forces students to see the greatness in someone else’s work. Rather than struggling to perform in a way that is original and unique to themselves, they are humbled and taught by greatness that came before them. This virtue allows them to put pride to death and gives way to an education free from the burden of performance.  

One way we attempt to cultivate this practice both at home and on campus is through narration. If you remember Mrs. Craddock discussing this at teacher training you will remember her emphasis on narration being a retelling of something using the author’s own words rather than a summary using the student's own words. This is going to be most prevalent in the Grammar stage when children’s minds are like sponges just waiting to be filled with intellectual waters. We do not expect them to create their own content, but rather to imitate great content. As they grow and they have soaked up stories, poems, words, artwork, etc. they begin to learn how to reason with those things, and eventually they will learn to form opinions and articulate thoughts using this great content they have forever stored away in their minds. And our hope is they will never run out of beautiful things to imitate. 

Katie Lockette
Asst. Director of Faculty & Academics