Our “less about me” approach makes individualism second to community.
Christian schools often practice a “child-centered” approach, from the student’s clothing to what goes on the walls. School decor and practices are based on progressive ideas of aesthetics. These are embedded in the paradigm of public school, like bold primary colors and excessive visual stimuli, with some religious posters and content added.
What you might see: Educational psychologists promote bright, primary colors and lots of “stimulation” on the walls of grammar school. High schools are commercial, institutional buildings with little attention paid to decor—except that posters, student-created signs, and the occasional bulletin board adorn the walls.
Emphasis: The decor that is placed within a school is generally modern, burgeoning the notion that beauty is unimportant, and if it does exist it rests in the eye of the beholder. With such an environment, students are likely to believe that the beauty of the created world is subject to personal and social variation.
CCE’s “less about me” approach means individualism is second to community. Students wear uniforms, and school decor lifts aspirations and affections to a higher, outside standard rather than being driven by individual expression or what child psychologists say children respond to. Walls are decorated with great art, and classrooms are decorated with less “bling” and more intentional beauty.
What you might see: The “feel” of the facility is more like a decorated home or a formal space than what we think of as school. For those schools with the resources, the architecture is classically inspired. Student space is decorated with replicas of great art. Student displayed art is often carefully created to imitate excellent classical artwork. Traditional beauty in a CCE school will also often emphasize music.
Emphasis: CCE maintains that beauty in a school matters. Classically construed, beauty is essential to properly ordering the affections of a student. This proper ordering connects to an appreciation for study of all other subjects, especially mathematics.