How much do I want to read more? 6/10
A delightful book, that breaks the "industrial" approach of education.
Everything in there is so simple, yet human and sensitive.
Some parts of the book are very boring thought (describing experiments)
I believe, and try to show here, that in most situations our minds work best when we use them in a certain way, and that young children tend to learn better than grownups (and better than they themselves will when they are older) because they use their minds in a special way. In short, children have a style of learning that fits their condition.
Only a few children in school ever become good at learning in the way we try to make them learn.
When we better understand the ways, conditions, and spirit in which children do their best learning, and are able to make school into a place where they can use and improve the style of thinking and learning natural to them, we may be able to prevent much of this failure.
School may then become a place in which all children grow, not just in size, not even in knowledge, but in curiosity, courage, confidence, independence, resourcefulness, resilience, patience, competence, and understanding.
But we will make a big step forward if, by understanding children better, we can undo some of the harm we are now doing.
All I am saying in this book can be summed up in two words - Trust Children.
What teachers andlearners need to know is what we have known for some time: first, that vivid, vital, pleasurable experiences are the easiest to remember, and secondly, that memory works best when unforced, that it is not a mule that can be made to walk by beating it.
I hope those who read it will come to feel, or feel more than when they opened it, that children are interesting and worth looking at.
LEARNING ABOUT CHILDREN
The study of very young children, their view of the world, their powers and abilities, and their learning, has become a very important field in psychology. Everyone agrees that we should know much more than we do about young children, and how they perceive the world, and live, grow, and learn within it. The question is, how to do so.
What of the fact that often, while thinking of something else, I will find that "my mind" has suddenly presented "me" with a complete sentence, sometimes even two or three, which "I" like so much that I rush to write them down before I forget them? "I" have certainly not produced those sentences in the way I am now producing these sentences on the typewriter, thinking about what words to use or where to put them. On which side of my brain is the producer of these sentences, on which side the observer, critic, editor who judges them to be good?