This Study Guide is prepared as a companion to the Mentoring in the Classics Audio Series. For more information, visit TJEd.org/MIC

Copyright © Oliver & Rachel DeMille, TJEd.org “An Education to Match Your Mission”

           

 

Study Guide:

Bronte’s Jane Eyre

Prepared by Rachel DeMille

This Study Guide is prepared as a companion to the Mentoring in the Classics Audio Series. For more information, visit TJEd.org/MIC

Copyright © Oliver & Rachel DeMille, TJEd.org “An Education to Match Your Mission”

 

This Month’s Mentoring Content

The Introductory Mentoring Audio, provided via a link in your course email, consists of a presentation by Oliver and Rachel DeMille. You may want to use this Study Guide for taking notes on the content provided in the Intro Audio. NOTE: Minor spoiler alerts at :38 - :41, :43 - :45 and :54 - :55.

Please take a moment to download your audio content to your computer immediately so you have uninterrupted access to it!

Level 5 Mentor Prompt on Jane Eyre:

1. How do Jane and the other characters respond to great moral quandaries? Do they do the right thing – no matter what? What can I learn from their choices?

2. How do the characters know when something is right/wrong, true/false, good/bad? What epistemology do they use, in each specific situation? Does the same character ever use a different epistemology? When/why?

This Study Guide is prepared as a companion to the Mentoring in the Classics Audio Series. For more information, visit TJEd.org/MIC

Copyright © Oliver & Rachel DeMille, TJEd.org “An Education to Match Your Mission”

Ideas for Writing or Discussion:

• Are you familiar with the Phases of Learning? • What Phase are you in? • Have you ever considered “Adult Core Phase?” • What epistemology/ies is/are your ideal? • What epistemologies compete with your ideal in your own

mind and heart, whether subconsciously, habitually, or environmentally?

• What epistemologies do you have to reckon with that are others’ point of view, and not your own? Examples?

• What are three major choices Jane faces? What epistemology does she use to resolve each?

• What is the primary epistemology for each of the other characters?

• Where do you see the different epistemologies in popular culture, news media, social circles, institutional culture, etc.?

10 Common Epistemologies: (space is provided for you to make notes on each one – your definition, literary, historical or real-life examples of each, name characters from Jane Eyre and situations that exemplify that epistemology, etc.) 1. Revelation

2. Reason

This Study Guide is prepared as a companion to the Mentoring in the Classics Audio Series. For more information, visit TJEd.org/MIC

Copyright © Oliver & Rachel DeMille, TJEd.org “An Education to Match Your Mission”

3. Romanticism

4. Empiricism

5. Pragmatism

6. Credentialism

This Study Guide is prepared as a companion to the Mentoring in the Classics Audio Series. For more information, visit TJEd.org/MIC

Copyright © Oliver & Rachel DeMille, TJEd.org “An Education to Match Your Mission”

7. Historicism

8. Traditionalism

9. Fraternalism

10. Beauty

This Study Guide is prepared as a companion to the Mentoring in the Classics Audio Series. For more information, visit TJEd.org/MIC

Copyright © Oliver & Rachel DeMille, TJEd.org “An Education to Match Your Mission”

Resources for Additional Study:

• Introduction to the Phases of Learning (TJEd.org)

• Leadership Education: The Phases of Learning, DeMille & DeMille

• But is it a classic? (TJEd.org) >>

• What I want to be when I grow up (TJEd.org) >>

• Who Can Stand? (TJEd.org) >>

• The Bubble-top Principle (MP3, approx. 5min) >>

This Study Guide is prepared as a companion to the Mentoring in the Classics Audio Series. For more information, visit TJEd.org/MIC

Copyright © Oliver & Rachel DeMille, TJEd.org “An Education to Match Your Mission”

On Freedom of Conscience *Note from Oliver and Rachel DeMille: The question of epistemology is an important one, and can be both enlightening and challenging – depending upon how it is approached, in what context, and for what purpose. Religious sentiment is one of the most powerfully animating and unifying of forces—both for good and for ill (sometimes within the same community or culture). It is unfortunate that some people of the most deeply held convictions about peace, charity, freedom, family, etc., seem to have little ability to connect with anyone but those who already share their specific religious views—from Judeo-Christian to Ethical Humanist. We fear this limits their influence for good; and in most cases we don’t see that the actual tenets of their faith require this sort of isolationism, but rather idealize and promote just the opposite. As authors and educators, we are sometimes asked to comment on the “ambiguous” tone of our writings and lectures when we refer to “God,” “Good” and “the Universe” interchangeably. Over the years, we have realized that the principles of Leadership Education (“Thomas Jefferson Education,” or “TJEd”) were resonating among people all over the world from distinct backgrounds. There are TJEd practitioners in England, China, Indonesia, New Zealand, Korea, Madagascar, Australia, Uganda, Qatar, Jordan, Puerto Rico, Guatemala, Mexico, and of course, the USA and Canada, etc. We personally know of many individuals and families who are LDS, evangelical Christian, Catholic, Buddhist, Hindu, Jewish, Muslim, Ethical Humanist, Atheist, etc. One of the basic tenets of Leadership Education is to safeguard the sacred will of the individual, and encourage and empower the individual to act congruently with his or her conscience. TJEd does not seek to admonish parents, families, teachers or students on what “right” is for an individual—either in education or religion, or any other arena. Parents have the God-given privilege to guide their children on this path, and we would never want for any parent to delegate to us, as the promoters of an educational philosophy, that sacred role.

This Study Guide is prepared as a companion to the Mentoring in the Classics Audio Series. For more information, visit TJEd.org/MIC

Copyright © Oliver & Rachel DeMille, TJEd.org “An Education to Match Your Mission”

Our religious lives are the center of everything for us and our religious convictions inform and animate everything we do. At the same time, we have sought for our respective professional endeavors not to be a pulpit from which to persuade others to see things “one” way, but rather a light to help each person come to understand better his or her highest, inspired path. We dearly hope that such inclusive language is not a stumbling block for those of devout religious convictions—just as we hope that people of different religions, or no allegiance to religion at all, can likewise find meaning and inspiration as they ponder on the principles that we endeavor to teach. It is absolutely not a reflection of any wavering or lack of interest on our part, but rather a humble invitation for people of any creed (ourselves included) to draw closer, step by step, to the process of aligning their lives and choices with the greatest power in the universe. This is not an expression of moral ambiguity for us, but rather an expression of deep faith. We appreciate one woman’s comment about it being a great jumping- off point for the discussion of world religions. In our opinion, there is a time for us to help our children and especially our adult mentees to develop a more inclusive vocabulary and communication style. We are deeply optimistic about the potential for good as people of pure faith and strong convictions cooperate in achieving common goals. To that end, we hope that our writing style is not only inclusive of people of any worthy moral creed, but is also helpful in building rapport between people of conscience everywhere. *Adapted from one of the Endnotes found in The Student Whisperer by Oliver DeMille & Tiffany Rhoades Earl