Tuesday, September 30, 2008
Assignment I - Philosophy Part II
Philosophy Part II Assignment 1
October 1, 2008
Rati Sivashankar
Chapter 1:
The greatness of the human personality begins at birth and any change to be brought about on earth has to come from children for they are the makers of man.
Chapter 2:
Education must incorporate biological and social aspects wherein it is not only an education of the sciences but that of life itself to help form a whole human being.
Chapter 3:
There are distinct phases of growth in a child 0 – 6y (0-3, 3-6); 6y – 12y; 12y– 18y (12-15, 15-18). The first period is when impressions do not merely enter the child’s mind but form it…this has been referred to as the Absorbent Mind.
Chapter 4:
The child’s life is a connection between two adult lives; the adult who creates the child and the other who the child becomes. The whole life of the child is an advance toward perfection; as a result the child will enjoy doing the work to complete himself.
Chapter 5:
A single germ cell multiplying to multiple cells and then the different cells evolving to perform unique functions cause the formation of a human being.
Chapter 6:
Within the embryo is summed up the whole evolution of a species and the ability to incorporate changes to itself in response to its environment.
Chapter 7:
The child absorbs his environment, takes everything from it, and incarnates it in himself. What children are exposed to in this young age can bring humanity to a deeper understanding, a higher well- being and to a greater spirituality….the child is one that brings us great hope and a new vision.
Chapter 8:
The child is following nature’s plan; he arrives at freedom which is the first rule of life. He achieves independence by means of continuous activity and becomes free by means of continuous effort.
Chapter 9:
It is of great importance that the first few days of the infant’s life are spent in close proximity to its mother with minimal intrusions to his being. After a short period the child may be exposed to its culture / language and surroundings as it actively seeks out its environment mentally.
Chapter 10:
Language in a child develops naturally like a spontaneous creation provided there is language in his environment. There is an unconscious activity that prepares speech in a young child followed by a conscious process which slowly awakens and takes from the unconscious what it can offer.
Chapter 11:
The child is born with an innate ability to hear and then form language in speech form. The child must be exposed to clear articulate language to serve the need to acquire language which unites communities.
Chapter 12:
It is often we the adults who obstructs the child, and so become responsible for anomalies that last a lifetime. The real preparation for education is the study of one’s self; it is far more than the learning of ideas, it is the training of character and preparation of the spirit.
Chapter 13:
The whole system of brain, senses and muscles is called the system of relationship. The system must exert itself in all its parts, none of them being neglected for excelling in any one of the parts. To perfect any given activity, movement is needed provided that the action which occurs is connected with the mental activity going on.
Chapter 14:
The child whose intelligence is developed with the help of his hand reaches a higher level of intelligence and has a stronger character.
October 1, 2008
Rati Sivashankar
Chapter 1:
The greatness of the human personality begins at birth and any change to be brought about on earth has to come from children for they are the makers of man.
Chapter 2:
Education must incorporate biological and social aspects wherein it is not only an education of the sciences but that of life itself to help form a whole human being.
Chapter 3:
There are distinct phases of growth in a child 0 – 6y (0-3, 3-6); 6y – 12y; 12y– 18y (12-15, 15-18). The first period is when impressions do not merely enter the child’s mind but form it…this has been referred to as the Absorbent Mind.
Chapter 4:
The child’s life is a connection between two adult lives; the adult who creates the child and the other who the child becomes. The whole life of the child is an advance toward perfection; as a result the child will enjoy doing the work to complete himself.
Chapter 5:
A single germ cell multiplying to multiple cells and then the different cells evolving to perform unique functions cause the formation of a human being.
Chapter 6:
Within the embryo is summed up the whole evolution of a species and the ability to incorporate changes to itself in response to its environment.
Chapter 7:
The child absorbs his environment, takes everything from it, and incarnates it in himself. What children are exposed to in this young age can bring humanity to a deeper understanding, a higher well- being and to a greater spirituality….the child is one that brings us great hope and a new vision.
Chapter 8:
The child is following nature’s plan; he arrives at freedom which is the first rule of life. He achieves independence by means of continuous activity and becomes free by means of continuous effort.
Chapter 9:
It is of great importance that the first few days of the infant’s life are spent in close proximity to its mother with minimal intrusions to his being. After a short period the child may be exposed to its culture / language and surroundings as it actively seeks out its environment mentally.
Chapter 10:
Language in a child develops naturally like a spontaneous creation provided there is language in his environment. There is an unconscious activity that prepares speech in a young child followed by a conscious process which slowly awakens and takes from the unconscious what it can offer.
Chapter 11:
The child is born with an innate ability to hear and then form language in speech form. The child must be exposed to clear articulate language to serve the need to acquire language which unites communities.
Chapter 12:
It is often we the adults who obstructs the child, and so become responsible for anomalies that last a lifetime. The real preparation for education is the study of one’s self; it is far more than the learning of ideas, it is the training of character and preparation of the spirit.
Chapter 13:
The whole system of brain, senses and muscles is called the system of relationship. The system must exert itself in all its parts, none of them being neglected for excelling in any one of the parts. To perfect any given activity, movement is needed provided that the action which occurs is connected with the mental activity going on.
Chapter 14:
The child whose intelligence is developed with the help of his hand reaches a higher level of intelligence and has a stronger character.
The Absorbent Mind: The Absorbent Mind: Outline of Montessori Philosophy Part 2
October 1, Homework
The Absorbent Mind
Chapter 1: From the moment a child is born he is ready to learn and fulfill his destiny in the world that surrounds him.
Chapter 2: The child must be provided from birth with education to insure his success.
Chapter 3: Every stage of life is capable of different levels or forms of learning and physical and mental growth, the ages from birth – 6 being the most important.
Chapter 4: The child is an extension of their parents and also a new beginning for those parents.
Chapter 5: The development of an embryo from a single cell and how complex all the cells that multiply are to form a life.
Chapter 6: The development of cells their individuality, adaptability and importance to each living being.
Chapter 7: A child absorbs his environment and makes it his own, imprinting memories as he experiences life.
Chapter 8: A child has an inner need for independence, for his mental and physical development.
Chapter 9: From birth a child should part of his mother’s everyday life and be exposed to its new world and surroundings so it become comfortable with it and learns from it.
Chapter 10: A baby learns to speak from hearing human voices; the brain is programmed to favor that over any other sound it hears.
Chapter 11: How a child speaks develops from what he can hear and process and then verbalize, being sensitive to the sound of the human voice.
Chapter 12: The development of language should be carefully watched and the child should be allowed to express themselves, and we should be patient so we may understand.
Chapter 13: Movement is needed for the physical and mental development of a child.
Quote: All movement thus has a most intricate and delicate machinery. But in man none of it is established at birth. It has to be formed and perfected by the child’s activity in the world. Page 143
Quote: Dancing is the most individual of all movements, but even dancing would be pointless without an audience; in other words, without some social or transcendental aim.
Page 147
At my school there is one little girl that is very daring, loves to climb and hand upside down and swing from the play set wherever she can grab, trying to get higher every time. She scares us sometimes but we let her do as much as she wants at a safe level. Her movements have improved so much since last year. The best part of it all is that she has inspired movement in other children also. Even our three year old want to swing and hang upside down like her.
Quote: The child’s first instinct is to carry out his actions by himself, without anyone helping him, and his first conscious bid for independence is made when he defends himself against those who try to do the action for him. To succeed by himself he intensified his efforts. Page 90-91
When I read this right away I though of so many children that get so frustrated and upset when an adults does something for them because they (the adult) feel they need help or just can’t wait any longer for the child to be done. I watched this happen recently at school when a child was being picked up. The child wanted to open the sliding door on his mother’s van and attempted it several times to pull it. The mother waited for him to try a few time but then went ahead and opened the door. The child was so upset and started to cry and yell that “he wanted to do it”. She felt embarrassed because other parents were watching and I just felt sad for the little boy who just wanted to do it himself.
Quote: We can only use the machinery of our own language; no one but a child can construct his own machinery and so learn to perfection as many languages as he hears spoken about him. Page 111
We have a new little girl in our classroom that doesn’t speak a word of English, or I should say she didn’t speak a word of English when she started two weeks ago. She already says and understands the commands of our routine, wash hands, hanger, jacket, draw, line, paper, outside, and can follow and remember song that we sing at circle time. I am in constant amazement of what children can learn when it comes to languages. We have another little girl that last year didn’t speak English and is speaking almost perfectly this year. I can’t remember from one day to the next a word that she teaches me. When I started school in this country in Kindergarten I didn’t speak English either and remember clearly not understanding the teacher but I don’t remember when I started to understand. I know that by first grade I spoke and understood perfectly.
The Absorbent Mind
Chapter 1: From the moment a child is born he is ready to learn and fulfill his destiny in the world that surrounds him.
Chapter 2: The child must be provided from birth with education to insure his success.
Chapter 3: Every stage of life is capable of different levels or forms of learning and physical and mental growth, the ages from birth – 6 being the most important.
Chapter 4: The child is an extension of their parents and also a new beginning for those parents.
Chapter 5: The development of an embryo from a single cell and how complex all the cells that multiply are to form a life.
Chapter 6: The development of cells their individuality, adaptability and importance to each living being.
Chapter 7: A child absorbs his environment and makes it his own, imprinting memories as he experiences life.
Chapter 8: A child has an inner need for independence, for his mental and physical development.
Chapter 9: From birth a child should part of his mother’s everyday life and be exposed to its new world and surroundings so it become comfortable with it and learns from it.
Chapter 10: A baby learns to speak from hearing human voices; the brain is programmed to favor that over any other sound it hears.
Chapter 11: How a child speaks develops from what he can hear and process and then verbalize, being sensitive to the sound of the human voice.
Chapter 12: The development of language should be carefully watched and the child should be allowed to express themselves, and we should be patient so we may understand.
Chapter 13: Movement is needed for the physical and mental development of a child.
Quote: All movement thus has a most intricate and delicate machinery. But in man none of it is established at birth. It has to be formed and perfected by the child’s activity in the world. Page 143
Quote: Dancing is the most individual of all movements, but even dancing would be pointless without an audience; in other words, without some social or transcendental aim.
Page 147
At my school there is one little girl that is very daring, loves to climb and hand upside down and swing from the play set wherever she can grab, trying to get higher every time. She scares us sometimes but we let her do as much as she wants at a safe level. Her movements have improved so much since last year. The best part of it all is that she has inspired movement in other children also. Even our three year old want to swing and hang upside down like her.
Quote: The child’s first instinct is to carry out his actions by himself, without anyone helping him, and his first conscious bid for independence is made when he defends himself against those who try to do the action for him. To succeed by himself he intensified his efforts. Page 90-91
When I read this right away I though of so many children that get so frustrated and upset when an adults does something for them because they (the adult) feel they need help or just can’t wait any longer for the child to be done. I watched this happen recently at school when a child was being picked up. The child wanted to open the sliding door on his mother’s van and attempted it several times to pull it. The mother waited for him to try a few time but then went ahead and opened the door. The child was so upset and started to cry and yell that “he wanted to do it”. She felt embarrassed because other parents were watching and I just felt sad for the little boy who just wanted to do it himself.
Quote: We can only use the machinery of our own language; no one but a child can construct his own machinery and so learn to perfection as many languages as he hears spoken about him. Page 111
We have a new little girl in our classroom that doesn’t speak a word of English, or I should say she didn’t speak a word of English when she started two weeks ago. She already says and understands the commands of our routine, wash hands, hanger, jacket, draw, line, paper, outside, and can follow and remember song that we sing at circle time. I am in constant amazement of what children can learn when it comes to languages. We have another little girl that last year didn’t speak English and is speaking almost perfectly this year. I can’t remember from one day to the next a word that she teaches me. When I started school in this country in Kindergarten I didn’t speak English either and remember clearly not understanding the teacher but I don’t remember when I started to understand. I know that by first grade I spoke and understood perfectly.
Subscribe to:
Posts (Atom)