The Scholé Way

Bringing Restful Teaching and Learning Back to School and Homeschool

Modern education is often fragmented and stressful--but it wasn't always this way. In his new book The Scholé Way, Dr. Christopher Perrin retrieves and presents the time-tested way of educating children that is restful rather than frenetic. The Greek word scholé means undistracted time to study the things most worthwhile, usually with good friends, and usually in a lovely setting. We might call scholé "leisurely learning" that is contemplative and refleshing. Can this kind of education be harmonized with active and industrious academic work? Perrin thinks indeed it can and that it is sorely needed to make learning delightful, effective, permanent.  

 

The Scholé Way features:

  • A survey of the ways teachers can cultivate wisdom and virtue by means of restful teaching and learning
  • An accessible survey of the history and philosophy of restful teaching and learning
  • Practical guidance for implementing scholé in various disciplines and grade levels
  • Built-in contemplative exercises that model restful learning for the reader
  • Lists of other books, articles, and websites for the further study of scholé

 

 

About The Author

Dr. Christopher Perrin

Christopher Perrin, MDiv, PhD, is the CEO with Classical Academic Press, and a national leader, author, and speaker for the renewal of classical education. He serves as a consultant to classical Christian schools, classical charter schools, schools converting to the classical model, and homeschool co-ops. He is the founder of the Alcuin Fellowship, former co-chair of the Society for Classical Learning, and an adjunct professor with the honor's program at Messiah University, and with the Classical School Leadership master’s program at Gordon College. Chris previously served for ten years as a classical school headmaster.

 

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The Scholé Way

What is Scholé?

Scholé is a Greek word that cannot be adequately translated by a single English word. It is usually translated as “leisure” but leisure has connotations of vacation, free time, and recreation. Scholé to the ancient Greeks meant something like undistracted time to study the things most worthwhile, usually with good friends, and often in a beautiful place with good food and drink. Ironically, scholé is the root of our word “school.” What would it be like if we restored scholé to our schools and homeschools?

Principles of Scholé: Key Ideas & Practices

Scholé as Restful Learning

Scholé as Restful Learning: Scholé can be defined as undistracted time to study the most worthwhile things with friends in a beautiful and peaceful environment. Scholé can thus be an atmosphere of contemplation and deep engagement rather than frenetic activity.

Applications:

  • Designate specific times for uninterrupted, focused study of meaningful subjects.
  • Incorporate calm, distraction-free periods for reading, reflection, and discussion.
  • Create a daily schedule that balances periods of work with moments of rest.

Balance of Active and Contemplative Learning

Balance of Active and Contemplative Learning: Restful learning recognizes the importance of harmonizing active, practical llearning (vita activa) with contemplative, theoretical study (vita contemplativa), as illustrated by the Martha and Mary passage from Luke 10.

Applications:

  • Alternate hands-on activities (e.g., experiments, crafts) with reflective discussions or writing.
  • Use active tasks such as nature walks to inspire contemplation of themes in science or literature.
  • Structure the day to include both practical tasks and moments of quiet reflection.

Multum Non Multa (Much, Not Many)

Multum Non Multa (Much, Not Many): Restful learning privileges depth over breadth in education—focusing on a few subjects or texts to be studied deeply rather than superficially covering many.

Applications:

  • Limit the number of subjects or activities covered in a single day to focus on depth.
  • Study fewer texts or topics but engage with them deeply through analysis, discussion, and repetition.
  • Avoid overloading the curriculum; prioritize quality over quantity in learning materials.

 

Integration of Wonder and Curiosity

Integration of Wonder and Curiosity: Bringing scholé back to school means cultivating an atmosphere in which students are led from wonder to thoughtful reflection and study, cultivating a deep love for learning.

Applications:

  • Begin lessons with thought-provoking questions or stories that spark students’ curiosity.
  • Encourage students to ask “why” and explore topics that fascinate them deeply.
  • Incorporate projects or assignments that allow for creative exploration.

 

 

Harmony of Virtues in Education

Harmony of Virtues in Education: Restoring scholé will link the cultivation of intellectual virtues such as diligence, humility, attention, and love to restful learning environments in which contemplation and virtue grow together.

Applications

  • Model virtues such as patience, attentiveness, and humility during lessons.
  • Praise students for qualities such as diligence and curiosity, fostering a love for learning.
  • Integrate character education into academic subjects through storytelling or discussion.

 

Liturgy and Rhythm in Learning

Liturgy and Rhythm in Learning: Drawing inspiration from liturgical traditions, such as prayer, festivity, and reflection, restoring scholé will shape the rhythm and structure of learning, providing restful and meaningful transitions throughout the day.

Applications

  • Begin and end the day with practices such as a morning reflection, prayer, or expressions of gratitude.
  • Introduce structured breaks for rest, movement, or quiet reading.
  • Create seasonal or thematic rhythms, such as focusing on particular virtues or themes each month.

 

Beautiful, Sacred Learning Spaces

Beautiful, Sacred Learning Spaces: Scholé flourishes in a beautiful space and therefore emphasizes the importance of designing physical spaces—whether classrooms or homeschools—that are aesthetically pleasing and conducive to focused study and contemplation.

Applications:

  • Arrange classrooms or learning spaces with comfortable seating, natural light, and inspiring decorations (e.g., art and nature displays).
  • Use calming colors and minimize clutter to promote focus and tranquility.
  • Include plants, candles, or soft music to create an inviting and peaceful atmosphere.

 

Emphasis on Contemplation of Core Ideas

Emphasis on Contemplation of Core Ideas: Restoring scholé prioritizes the contemplation of central concepts, truths, and skills within a discipline while leaving space for creative exploration.

Applications:

  • Center lessons around a “big idea” or essential question that guides deeper understanding.
  • Use Socratic discussions to allow students to ponder key concepts and share insights.
  • Limit busywork and focus instead on meaningful tasks that encourage thoughtfulness.

 

Slow, Intentional Pacing (Festina Lente)

Slow, Intentional Pacing (Festina Lente): The tradition of scholé encourages a slower, deliberate pace of teaching and learning, enabling students to more fully engage their study.

Applications:

  • Build in time for students to review, revisit, and master material instead of rushing ahead.
  • Incorporate deliberate pauses in lessons for students to process and respond.
  • Encourage slow reading, in which students take time to appreciate the language and ideas.

 

Learning in Community

Learning in Community: Restful learning is both personal and communal; it therefore includes study with a community of friends and mentors that fosters meaningful conversations and shared reflection.

Applications:

  • Foster group discussions, shared projects, and collaborative learning experiences.
  • Create small, supportive groups where students can engage in peer feedback and encouragement.
  • Integrate family learning in homeschooling by having parents and siblings join together for discussion and study.

 

More Ways to Scholé

Conditions for Scholé That Lead to Contemplation

The setting of a school or homeschool is never merely incidental. The architecture, furnishings, and the beauty (or lack thereof) that surrounds our students either invites or hinders learning. Indeed, the physical environment is an educator in its own right—it shapes affections, disposes the soul, and either welcomes contemplation or drives it away.

Consider these images of homes and schools that reflect a vision for restful teaching and learning. What is it about the design of these spaces that suggests that learning can be restful?

One good option for beautifying a room is to display art reproductions of acclaimed paintings and other visual art. Note the curated collection of framed classical art as well as plants in this classroom.

 

This is another wall from the same classroom showing the collection of classical paintings.

This room has cinder block walls, a concrete floor, and a hung ceiling with fluorescent lights—but the school has beautified the room nonetheless with a rug, curtain, floor lamp, desk lamp, and tasteful paintwork.

This is another room from the same school. Note the comfortable reading chair and floor lamp, as well as the flowers, sounding notes of home.

This is the same room showing a pillar with a plant.

This classroom features a map that is at the right scale—students can actually see it well. The map functions as a wall covering, draws attention and reflection, and is a beautiful as well as helpful teaching aid.

Note the personalized care represented by the coat hooks outside this elementary classroom. Each student’s favorite book is noted above his or her own designated coat hook. This attracts interest and conversation around . . . books.

At this school, elementary students walk past this glass-enclosed seminar room where upper-school students are often seated together discussing a great book or some important idea or artifact. Seeing the older students engaged in academic friendship and conversation cultivates yearning in the younger students to do the same when they mature.

Note the beauty of this room—an oval seminar table sits in the center and three windows allow in plenty of sunlight. A comfortable reading chair in the back with a coffee table give this classroom notes of home.

A home-style reading nook with a tablecloth and desk lamp invites these elementary students to come and enjoy restful reading.

Note the effort made to improve the beauty of this classroom: It includes a throw rug, a plant on the windowsill, a floor lamp, and bookshelf.

This room, set up for three-student pods, is clean and tidy, including notes of home and some whimsy (see the suitcases and pith helmet over the cabinets).

The teacher of this 8th-grade room decorates his class according to the season (in this case fall). Observe the notes of home: a desk lamp, a reading chair, and a floor lamp. The map in the corner is large enough for students to see from their chairs.

This room contains whimsy and flair but still retains order.

This room takes advantage of the large window, putting a sitting bench before it.

Here is a wider view of the same room. Three desk lamps enable the teacher to avoid using the overhead fluorescent lights. Note the phrases “truth,” “goodness,” and “beauty” on the pillows and the sign in the corner.

This school allows students to place a favorite book over their cubbies—or maybe the teacher strategically places them to invite interest.

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