What does it mean to be a Scholé community?  

Tenants of our Scholé Group   ​

σ   Festina Lente (Make Haste Slowly)

This principle urges teachers and students to slow down and remain patient with their day, with their studies, and with themselves. We practice this by preparing ahead a plan to learn and slowing down in the moment to enjoy it.   ​

χ   Multum, Non Multa (Much, Not Many)

This principle reminds us that quality exceeds quantity in a Classical Education. We practice this by letting students master or finish something that they latch onto before moving on even if that means flexing the plan for quantity.  

​о Repetitio Mater Memory (Repetition Is the Mother of Memory)

This principle prompts us to regularly go back to that which is important to facilitate memory. We practice this in the classroom with frequency, intensity, and duration.   ​

λ Embodied Learning

This principle reminds teachers that they are not just transferring knowledge but play a role in the formation of a student’s mind and character. We practice this with truth in love, life-giving training, and correction.   ​

ε Wonder and Curiosity

This principle reminds us to encourage the natural wonder and curiosity of a child. This wonder leads to wisdom, and wisdom relies on wonder. We practice this by allowing a child to process and ask questions with planned freedom to explore.

ί Virtue Education
This principle reminds us that truth is difficult to attain if not taught by a virtuous teacher and not sought by a virtuous student. We practice this by teaching with preparation and conviction while honoring our educational strengths passing on what might be better taught by another.
о Scholé, Time for Contemplation and Leisure
Scholé comes to us from Greek, giving us the English word, “school.” This classical term embodies more than the English derivative we know today. When students approach their studies in a state of stress and anxiety, this principle reminds us that life and school need not be so hard. 
Scholé-restful learning, “undistracted time to study that which is most worthwhile.” Teaching from rest is not to be mistaken as “easy” or “unintentional”. We practice Scholé with adequate preparedness, modeling intention and being present without distraction. ​ ​