My guides... my roots...

My guides... my roots: settling foundation

A second but even more particular criteria is the practice of continuous "bottom-up" learning rather than that from a height: the project of accepting whatever evidence that can be validated even if in contrast to accredited schools of thought or individual leaders of movements, even if apparently "absurde".

Besides should be ever pointed out how the humankind has an INNER, genetic very large ground of uniqueness. But the basic inner uniqueness goes together with the absolutely general obliged uniform basis of every body's development: assumptions not to be mistaken as a mere theoretic opinion. being instead a true scientific concrete reality. Therefore a foremost purpose is to straight emphasize its consequent basic reality: the "fourth dimension" of human life, moving from childhood and its obliged passages of development towards present and future eventual evolution(s) and their everlasting presence into memory - either conscious and meaningful, or "removed" into, often damaging, "unconsciousness".
But time and its passages have to be considered not only regarding a merely simple "human life": also facts and their interpretation require ever new consideration; also concepts are forcefully dynamic and then every topic must unremittingly, precisely and timely be enabled by continual basic adds and revision. Then unfortunately it is not adequate to read them exclusively on static books: moreover for the relevance of this lively not theoretic field the related subjects have to be reached and considered often confronting the Web site, before to can eventually read on paper further new edition - they too never resulting totally up-dated. On the matter of fact to read a book is easier than reading long files on-line, but - as already happened for the Italian book from this site Bambini di ieri = adulti di oggi. Adulti di oggi -> adulti di domani - after the book published some data have changed: so needing to ask for a second English book arising from these up-dated pages.
Notwithstanding the "fourth dimension" of the time has not to prevail on the other three ones of space and its properties: at any time they are to be compared together and secured on a wholeness. Just the far-reaching SUBLIMATIONS: Visual Schemes and Scientific Explanation file/chapter is done to complete the above quoted parts, but it introduces also a more general learning: the interactions between corporeal occurrences and their inter-action - into and from - external world, what can define the background of the PSYCHOSOMATIC science. The whole file/chapter Anamnesis? a wy for healing... already introduces a groundwork of founding topics.
But here we must seriously apologize since on the previous edition the display of sources of knowledge was lacking of a "mandatory" subject, of a binding other guide and teacher: the BODY itself together with the perspective on approaches towards its evolutionary further possibilities. This is now quoted also on International links on its totally renewed subchapter ancient-modern, Lacking of them this chapter on the first edition of the book From children of YESTERDAY to adults of TOMORROW, to correct this fault the avoided ROOT should be straightforwardly added here as a new subchapter describing another Guide's presentation with some personally known data regarding bodily health techniques and science issuing either from ancient Eastern or recent Western studies.

A compelling addendum has to implement this crucial topic: every person's uniqueness based on the uniqueness of each one's genoma, loads towards the uniqueness of each one's further  personal "fourth dimension" of existence either as from "external" experience or even by Structural Genome Variation - This special issue contains comprehensive overviews of each aspect of this burgeoning area in the study of human genetic variation as well as standards and guidelines for future  research.

1) Maria Montessori

The child is free to create HIMSELF...
Creativity is not just a good idea, it's the FUTURE...
The child is the FATHER of the man (quoted from a William Wordsworth poetry: My heart leaps up when I behold...)
Children are not things to be molded but persons to be UNFOLDED (quoted from Jess Lair).

Therefore I begin to expose my "roots" with some information concerning Maria Montessori, the Italian doctor (she was the FIRST Italian woman who obtained, in 1896, her Degree in Medicine), but who devoted herself to a worthy, creative method to develop an educational approach which teaches freedom and responsibility based on a profound appreciation for the POWER and MYSTERY of the child.

In all parts of the world the discipline based on her discoveries can greatly benefit from this understanding which recognizes the urge towards to do BY THEMSELVES as a basic inner need from earliest childhood, which values the improvement of inner abilities as the main way towards freedom and responsibility.

The Association Montessori Internationale was founded in 1929 by Dr. Maria Montessori to maintain the integrity of her life's work, and to ensure that it would be perpetuated after her death. Dr. Maria Montessori commenced the first Montessori classroom in 1907. Today there are thousands of Montessori schools around the world.

 

Help me to do it by myself! In the special environment prepared ... in our schools, the children themselves found a sentence that expresses the inner need: Help me to do it by myself! Maria Montessori, The Secret of Childhood

Educarer World of Infants: Children are not things to be molded but persons to be UNFOLDED.
Good Parenting is NOT for WIMPS!!! 
The most popular Maria Montessori's recently re-edited books are:
The Montessori Method by Maria Montessori, J. McV Hunt (Contributor) (Paperback - January 1989) 
The Secret of Childhood by Maria Montessori (Mass Market Paperback - December 1992) 
Discovery of the Child by Maria Montessori (Mass Market Paperback - December 1996)
The Absorbent Mind  by Maria Montessori, John Chattin-Mcnichols  (Paperback - September 1995)

Announcement of competition for Award of the International Montessori Prize
EDUCATION AND PEACE

In the decision dated March 11, 1996 the Management Council of the National Montessori Foundation, a Moral Entity under Royal Decree of 8.8.1924, announced the international prize Education and Peace, organized and promoted by the Management Council of the National Montessori Foundation and for which the patronage of the following will be requested: the President of the Republic, the Ministry of Education, UNICEF, the Presidency of the Council of Ministers - Department of Social Affairs. The aim of the prize is to develop and deeply root in the individual the culture of solidarity between peoples, as a basic element for the creation of peace in the world. The Prize will be awarded on a two-yearly basis, and its aim is to identify physical persons, Entities, companies, associations and bodies in general that have rendered themselves particularly worthy of this recognition, by concrete action towards the spread and development of the idea of a peace-making individual, building up a new model for mental development that forsakes the concepts of dishonesty and oppression in favor of solidarity and brotherhood, to give equal growth of all populations in their diversity. The Jury awarding the Prize is presided over by the President and vice-president of the National Montessori Foundation, Dr. Pietro De Santis and Prof. Augusto Scocchera, respectively. The names of the remaining members of the Jury will be made known at the time the prize is awarded. The names of candidates must be received no later than September 15 2004, and must be addressed to the Secretary for the award, c/o:

 Opera Nazionale Montessori  Via di San Gallicano, 7  00153 Rome
 Internet address: www.operanazionalemontessori.it/ e-mail: info@montessori.it

complete with documentation and motivation. The Jury will decide the winner from among the names of all candidates received. The International Montessori Prize Education and Peace will have will have a value of Euro 5.165,00.
The winner of the prize will be invited to give a public illustration of his or her activities in the specific sector during the event to be held for public presentation of the award, event that is scheduled to take place in mid-December of this year.
The prize-giving will take place on November 18 in Chiaravalle - the city where the great Italian educator was born - during an Event of considerable importance: International Conference on Maria Montessori and the 21st Century jointly organized by Opera Nazionale Montessori with the municipal authorities of Chiaravalle. The decision of the Jury and the indications of the Organising Committee are final. Participation by competitors in the award indicates in itself acceptance of the rules set down in these regulations. The Jury for the Award will be considered competent to decide on any other controversy that may arise.

2) Emmi Pikler

As a matter of principle, we refrain from teaching skills and
activities which under suitable conditions will evolve through the
child's own initiative and independent activity,
Recognizing and respecting our babies' competence also frees parents.
... emphasis on the need to understand and get to know babies

Recognizing and respecting our babies' competence also frees parents
... parents look like they're just sitting, but they are actually practicing the art of OBSERVATION

 Look at the up-dated The Pikler Institute's recent evolution of the Emmi Pikler Institute.
 The prevailing bibliography is however only in German)

The RIE approach, based on Respect, helps raise authentic infants who are: competent, confident, curious, attentive, exploring, cooperative, secure, peaceful, focused, self-initiating, resourceful, involved, cheerful, aware, interested and inner-directed.

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RESPECTING BABY: EMMI PIKLER'S PARENTING CONCEPTS
By Ruth Mason, United States/ Hungary

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Recognizing and respecting our babies' competence also frees parents. Gerber firmly believes that parents don't need to entertain their babies because given a nurturing environment and freedom to explore, babies are quite capable of entertaining themselves. Just consider Sean, a 10-month old participant at RIE with his mother, Janey. As Janey and the other mothers and fathers sit cross-legged leaning against the walls of the large room, Sean and six other babies around his age and stage of development play on the carpeted floor. Sean and his friends explore: some rolling around with an empty plastic soda bottle or a small ball in their hands; some lying on their backs playing with their toes; some sitting up and mouthing a teething ring. A few are already creeping around the room. One girl is getting a lot of pleasure out of repeatedly crawling up and down the three steps of a wooden climbing structure. The parents look like they're just sitting, but they are actually practicing the art of OBSERVATION. Suddenly, Sean begins to whimper. He has crawled into the tight space under the climbing structure and can't get out. Janey has been at RIE long enough to check her impulse to go and rescue him. Instead, she goes over to Sean and gets down on all fours so that her face is right near her baby's. I can see you're stuck and you're trying to figure out how to get out, she says. She stays close by and after a few more tries accompanied by whimpers, Sean manages to crawl to freedom. He sits back on his left leg, looks at his mother and beams.
What does this all mean for you and your baby? When you want to change a diaper, dress or feed, look first to see what baby is doing. If baby is absorbed in an activity and you have the time, try not to interrupt. Look for the right moment to move in. Say something like: I want to change your diaper now and reach out your arms. Wait for a response. Your baby may look up at you or reach out with arms. If your request is ignored, and you have time, you can say something like, I see you still want to play and wait a couple of minutes before trying again. If you don't have time, you can still acknowledge that baby would rather play but say that you need to change the diaper now, and start doing that. Even if your baby is too young to understand your words, your tone will be associated with your gestures.
Once on the changing table, don't distract baby with a rattle. Instead, try to maintain eye contact and explain, step-by-step, what you are doing and ask for help: I'm putting you down on the table. Now I'm going to take off your pants - can you pull your foot out? Thank you. Or, I'm going to take off your wet diaper now. Please lift your hips up.

research is catching up with Gerber according to Peter Mangione, co-creator of the Program for Infant-Toddler Caregivers, a collaborative project of West Ed/ Far West Laboratory and the California Department of Education, Child Development Division.

For years, people in the field were pushing face-to-face interaction with infants, said Mangione. Gerber was in favor of slowing this down and giving a baby more space. Over time, people doing the research started to bear her out. They realized that the important thing was giving the child control of the interaction rather than lots of stimulation. Researchers started to notice babies' self-regulatory activities and to give them more weight.

The once widely accepted notion that parents should stimulate and teach their babies, has also been called into question by recent research.

Twenty years ago, if you went to a session on infant cognition, you'd see a lot of emphasis on the importance of adults stimulating infants, Mangione says. Now, the emphasis is on what infants do and on the partnership between infants and adults. This is something Gerber stressed for years.

Resources for Infant Educarers (RIE)â„¢
If you are a parent or a professional involved in the day-to-day care and education of infants and young children, then you most likely will be interested in the skills of an Educarer. Our vision is that from the day they are born, all infants are cared for with respect and are seen as unique individuals with surprising capacity to participate in relationships. 

In order to foster quality care RIE encourages: 

The RIE approach, based on Respect, helps raise authentic infants who are: competent, confident, curious, attentive, exploring, cooperative, secure, peaceful, focused, self-initiating, resourceful, involved, cheerful, aware, interested and inner-directed.

3) Erik H.Erikson

Erik Erikson
The Father of Psychosocial Development

Healthy children will not fear life if their elders have integrity (INTEGRITY has moral and religious connotations - peace, health, wholeness, holiness) enough not to fear death. [Erik Erikson, Childhood and Society, Second Edition (New York: W.W. Norton & Company, 1963), p. 269.]

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If the cycle, in many ways, turns back on its own beginnings, so that the very old become again like children, the question is whether the return is to a child-like-ness seasoned with wisdom or to a finite childishness. [Erik Erikson, Insight and Responsibility (New York: W.W. Norton & Company, 1964), p. 133.] 

Whosoever says he has religion must derive a faith from it which is transmitted to infants in the form of basic trust; whosoever claims that he does not need religion must derive such basic faith from elsewhere. [Erik H.Erikson, Growth and Crises of the Healthy Personality, Identity and the Life Cycle: Selected Papers (Psychological Issues), Vol 1, no 1, (New York: International University Press, 1959), p. 64 ff.]

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On Old Age: A Conversation with Joan Erikson at 90 38', color, VHS 1995 A quick review of Joan and Eric Erikson's work and development of the Eight Stages of the Life Cycle, lays the foundation for an enlightening interview with Joan Erikson, aged 90. When the Erikson's created their stages of personality development in the 1950's, they decided the Eighth Stage, Integrity vs. Despair, would result in a feeling of wisdom. Having reached the age of 90, Joan feels compelled to rethink the Eighth Stage, saying she doesn't feel wise.

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ENCYCLOPAEDIA BRITANNICA: Erikson
Erikson Bibliography

The Life Cycle Completed  by Erik H. Erikson (Author), Joan M. Erikson (Author) THE TERM AND CONCEPT, "psychosocial," in a psychoanalytic context, is obviously meant to complement the dominant theory of psychosexuality...
Vital Involvement in Old Age by Erik H. Erikson (Author), Joan M. Erikson (Author), Helen Q. Kivnick (Author) This book consists of joint reflections on old age as the concluding stage of the life cycle, with continual emphasis on the vital involvements necessary...

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ERIKSON'S DEVELOPMENT STAGES
Erik Erikson's 8 Stages of Human Psychosocial Development And the New Environments Associated with Each Stage quoted from Cortland SUMMARY CHARTS 
References & Other Links -- More information on the father of psychosocial development

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                       Infant

                               Trust vs Mistrust
                                 Needs maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment
                                   Toddler
                        Autonomy vs Shame and Doubt
       Works to master physical environment while maintaining self-esteem
                                 Preschooler
                               Initiative vs Guilt
               Begins to initiate, not imitate, activities; develops conscience and sexual identity
                              School-Age Child
                             Industry vs Inferiority
              Tries to develop a sense of self-worth by refining skills
                                 Adolescent
                           Identity vs Role Confusion
        Tries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role model and peer pressure
                                Young Adult
                                      Intimacy vs Isolation
      Learns to make personal commitment to another as spouse, parent or partner
                              Middle-Age Adult
                                   Generativity vs Stagnation
  Seeks satisfaction through productivity in career, family, and civic interests
                                 Older Adult
                                      Integrity vs Despair
        Reviews life accomplishments, deals with loss and preparation for death
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       The Developmental Stages of Erik Erikson :
Home > Stages of Life > Stages of Growth
                Suggestions for getting the most from Erik Erikson' Developmental Stages:
       By Arlene F. Harder, MA, MFT Erik Erikson's 8 Stages of Psychosocial Development Biography

4)Loris Malaguzzi and Reggio Children

The child has a hundred languages
go to also at a Spanish musical version: Los 100 lenguajes del niño

The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking. A hundred always a hundred ways of listening of marveling of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream. The child has a hundred languages (and a hundred hundred hundred more) but they steal ninety-nine. The school and the culture separate the head from the body.

They tell the child: to think without hands to do without head to listen and not to speak to understand without joy to love and to marvel only at Easter and at Christmas. They tell the child: to discover the world already there and of the hundred they steal ninety-nine. They tell the child: that work and play reality and fantasy science and imagination sky and earth reason and dream are things that do not belong together. And thus they tell the child that the hundred is not there. The child says: No way. The hundred is there... Loris Malaguzzi (translated by Lella Gandini)

Quotations From LORIS MALAGUZZI

What are the hundred languages of Children?

Symbolic languages, including drawing, sculpting, dramatic play, writing, painting are used to represent children’s thinking processes and theories. As children work through problems and ideas they are encouraged to depict their understanding using many different representations. As their thinking evolves they are encouraged to revisit their representation to determine if they are representative of their intent or if they require modification. Teachers and children work together towards an expressed intent.

1) Our task, regarding creativity, is to help children climb their own mountains, as high as possible. No one can do more. (Loris Malaguzzi (20th century), Italian early education specialist. Quoted in The Hundred Languages of Children, ch. 3, by Carolyn Edwards (1993).      
2) Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water. Through an active, reciprocal exchange, teaching can strengthen learning how to learn. (Loris Malaguzzi (1920-1994),    
3) Creativity seems to emerge from multiple experiences, coupled with a well-supported development of personal resources, including a sense of freedom to venture beyond the known.

A look at The Reggio Approach
The Reggio Approach derives its name from its place of origin, Reggio Emilia, a city located in Emilia Romagna in Northern Italy. Shortly after the Second World War, Loris Malaguzzi, a young teacher and the founder of this unique system, joined forces with the parents of this region to provide child care for young children. Originally inspired by the need of women to return to the work force, over the last 50 years, this education system has developed into a unique program that has caught the attention of early childhood educators worldwide.
Looking at this complex system of education is fascinating and challenging. It invites us, as teachers, to see the possibilities of what can be, if we are willing to take risks and let go of our traditional roles.
The Reggio Approach is a complex system that respects and puts into practice many of the fundamental aspects of the work of Dewey, Piaget, and Vygotsky and many others. It is a system that lends itself to: the role of collaboration among children, teachers and parent, the co-construction of knowledge , the interdependence of individual and social learning and the role of culture in understanding this interdependence. (Baji Rankin 2004).
At the heart of this system is the powerful image of the child. Reggio educators do not see children as empty vessels that require filling with facts. Rather they see children as full of potential, competent and capable of building their own theories. The Rights of Children as written by Loris Malaguzzi best describes how children are viewed.

5a) BODY possibilities, environment and evolution 

Experimental and Theoretical Contributions:

Anthropologyof the individual Experimental and Theoretical Contributions

Integronics - this is a name proposed in 1977 for a new theoretical field which explains our experimental results, and studies the general laws of the coexistence of the three fundamental forms:
  the substance, the field and the aura. 
... there is nothing hidden that will be not be disclosed , und nothing concealed that will not be known or brought out into the open (Luke Gospel 8, 17)

Living with Kundalini by Gopi Krishna (Author) previously: Kundalini : The Evolutionary Energy in Man  by Gopi Krishna

Modern medical science has limited knowledge and experience in this area, and often denies the existence of signs and symptoms of unexpected spontaneous kundalini awakening.

The picture of this "disease" is less considered on psychiatry, instead of the analogous Qi Qong psychosis present even in DSM-IV.


(Note! if ... one can have some of these symptoms without having a kundalini arousal it is also possible to be alike taken sick since harassed artificially by electromagnetic waves - look on the next paragraph Serious Anthitesis)

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Massaggio del piede tradizionale cinese
On Zon Su ©
La radice del TUINA
Antichi Massaggi Per la
Riflessologia Plantare

more in depth than the Reflexology: Reflex Areas on the Plantar Surface of the Feet

1. Workshops in Feldenkrais Method Awareness through Moveme

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Foundamentals of the Pilates method
For a healthier body and mind Through his method J.H. Pilates mainly aimed at helping people become aware of their body and mind in order to create a single, efficient and dynamic entity
The structure of the Pilates method and its different levels of learning

The simplest and most natural way to join body and environment

Marathon, walking, training

Mountains and Mountain Culture as a bridge between Masters and Leisure

glacier nd rocks

5b) Easy knowledge

Not only a book for children as much a teaching guide: a method to learn how bodies peform.
Something connecting together deep learning and amusement. Something being like a novel for children but also a "greedy" suggestion for bibliophiles never outmoded - even from 1880. An old French essay giving an exciting illustration for everyone who loves basics of authentic scientific medicine and never dated science research methods:

5c) LEISURE, SPORTS, HUMAN AND ANIMAL ETHOLOGY FORGOTTEN PLAYS: Italian "Academy" presenting a site pointing on more than 180 worldwide "traditional games" and on "old and poor toys" to be also re-built up as well by children themselves. The Olympic Torch rowing on Po river: Rowing and Olympic Winter games Neve e Gliz Olimpic Winter games 2006

6) Direct Experience: children the "foremost teachers" As the matter of fact here I have to specify that my knowledge of Smallest babies' problems, and birth experiences comes not only from readings or from Congressual Relations and Communications: but most of it came directly FROM SMALLEST BABIES/FROM NEWBORNS themselves, who were (and are) MY FOREMOST GUIDES. My worthwhile teachers were really them: the little children. But this feeling-skill doesn't pertain only to women, moreover if "mothers": the below testimony comes from a young man watching a friend's littlest baby: I have seen this with my own eyes, which did not come as a surprise but only confirmed the oral complex in what I would say were physiological terms. L is almost 60 days old and a few evenings ago I saw, after a feed, an expression of ecstasy on his face. It lasted a couple of minutes and then it was as if he had "reawakened" and returned to reality after having enjoyed who knows what pleasure. It reminded me of the face of a "heroin addict, of someone who seeks through drugs exactly the sensation enjoyed after a simple feed.    A mystic ecstasy experienced far from the arms of the mother who held him, as if in that same instant a detatchment from the mother was taking place. To impede all this would become in its way criminal as I had the distinct sensation that here begins, a little at a time, feed after feed,  ecstasy after ecstasy, REAL INDEPENDENCE. How therefore can an adult, a mother in this case, decide when to say enough? To interrupt that flow means to say: stop, do not grow anymore; look after yourself, find something else because I am no longer willing; not to give my milk, my breast but to allow you to grow according to your needs. Is this or is it not violence? Based on this it seems rather stupid to engage in arguments about how long to feed a baby and when, according to preconceived ideas or fashions it is right to wean a baby and stop breastfeeding. Worse still is to talk about spoiling! I also have the impression that when one examines breastfeeding one is limited to thinking of it as a fact of nutrition, reducing the role of this hugely important event to one of contingency. When I say "hugely important" it is because exactly at the same time that I understand its significance I also sense how much I miss this experience and how great is the sense of that loss, that passage to emptiness. I say it today and at the moment of writing, without emotion, without tears, but I know what this has meant for me: my problems today began in those first days when there was no ecstasy. Having discovered this years later during those sittings helped me also to realise how much I would have liked to experience this in physiological terms.     PS I find it striking how this is not generally the case regarding household pets; great care is taken to not seperate puppies or kittens from their mother before weaning is completed, inorder to avoid useless cruelty, whilst not the slightest caution is used regarding human babies. Perhaps we no longer believe we are animals.  7) Animals as teachers: ethology To support this wording I must highlight and affirm how much I promoted my education from teachings given also by ANIMALS, how much I amended many wrong concepts learnt from books: how much I received a solid awareness from observation, not from experimental Ethology since by direct, rigorous, scientific observation only of "normal" lives and spontaneous behaviors. "Mr. Willy", an old stray dog well-mannered and dignified, who expressly chose where to settle his last - rather long - years of life. Not as a reckless "beast" on the contrary with decorum as an old gentleman, he was every time showing undoubtedly his feelings, his preferences and his best ways to amuse. And last but not least he gained a large well-liked popular favour. Dory when old and - only -  stubborn and when young: bold and daredevil. Two smiling creatures: Squitty in wilderness and Carmine: the - real not delusional! - "beast" haunting a poor old woman in an Old Age Hospital 7a) Books and articles Guiding knowledge: Konrad Lorenz, definitely the Father of Ethology a veritable fountains of good writing and common sense, though sometimes he goes overboard in his enthusiasm. King Solomon's Ring: New Light on Animals' Ways  Man mets a dog But his more teaching and enlightening book is Behind The Mirror: A Search for a Natural History of Human Knowledge Any way a serious study does not only be referred to recent times: it is worthy to complete them with former observation and researches. From an old "master" Jean-Henri Fabre - born 1823 dead 1915 - who began his career as a teacher at Carpentras. His preference was for lessons in natural history in wild scrubland. Beauty entranced him so much that he decided to study its flora and fauna. His very free teaching methods displeased some people. He resigned then, and settled in Orange. He remained there with his whole family for almost ten years, and it was there that he wrote the very first series of the Souvenirs Entomologiques. Great French entomologist's charming essays on insect life combine scientific rigor with the style of a literary classic. Ethology Home Page Ethology: journal information, contents lists and abstracts on the Blackwell Publishing website.   Applied Ethology  Home Page Welcome to Applied Ethology on the world wide web! ... not only "puppies" but even "fetuses"! A fetus 45 days old can answer to a tactile stimulus; when one palpates the uterus he twists and sucks its umbilical cord. After the thirtieth day if one gently massages the mother's abdomen the pets will become more warm and responsive. Instead for every bad emotion felt by the mother the fetus sucks his leg or the umbilical cord, for longer if the mother's bad feeling is intense. A bit of advice: to have new borns who are more sensible and balanced one has to avoid stresses against Forty five, thirty... days... It is easy to guess here that these quotes don't refer to pre-birth human beings: here the subject of the description and advice are simply little dogs, not only "puppies" but even "fetuses"!

9) The side of Doubts and Anthitesis

Against MEMORY and CONSCIOUSNESS a powerful, flattering enemy arises.
Against CHILDHOOD and its worthy ethics, value and developmental inception even worse opposition assails.
Sleeping reason breeds monsters and monsters?
Then it is compelling to WATCH, to WATCH. to WATCH. Ever should be rejected not documented mere asserptions together with not enough probed even oneself's own feelings. DOUBTS for sustaining to MIND and WIDE RANGE AWARENESS must be ever the foremost GUIDES.

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9b) Bruno Bettelheim

The Informed Heart Penguin Books Ltd  The Informed Heart: Autonomy in a Mass Age
Surviving and Other Essays Random House Inc (P)

The Empty Fortress: Infantile Autism and the Birth of Self La Fortaleza Vacia Ediciones Paidos Iberica
Love Is Not Enough: The Treatment of Emotionally Disturbed Children A Home for the Heart
Truants from Life: The Rehabilitation of Emotionally Disturbed Children The Free Press

Freud and Man's Soul: An Important Re-Interpretation of Freudian Theory Freud and Man's Soul  Pimlico
Freud's Vienna & Other Essays
 
The Uses of Enchantment: The Meaning and Importance of Fairy Tales Psychoanalysis de Los Cuentos de Hadas
A Good Enough Parent: Book on Child Rearing  Dialogues With Mothers
Symbolic wounds; Puberty rites and the envious male

Moreover just his own ingenuous, sharp character gave rise to offer perfect occasion to start his ruin:

During his encounter with Bettelheim, Pollak heard his father dismissed as a crude schlemiel, his mother vilified "with astonishing anger," described as the cause of all his brother’s problems and scorned as a "Jewish mother.". He endured Bettelheim’s categorical insistence that Stephen had committed suicide despite Pollak’s assertion that he had been present and knew the death to have been an accident. He was stunned by the ferocity of Bettelheim's anger and antagonism and understood for the first time why his mother had complained that Bettelheim hated parents. He had always thought his mother’s complaints hyperbolic; now he saw that she had understated Bettelheim’s hostility.

In the Case of Bruno Bettelheim Molly Finn  Copyright (c) 1997
The Creation of Dr. B: A Biography of Bruno Bettelheim. By Richard Pollak. Simon & Schuster.
Bettelheim: A Life and a Legacy. By Nina Sutton. Basic Books.

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Not for according any value to his enemies, besides for objectivity: in effect the book shown below has to be considered with wariness. At the matter of fact Bruno  Bettelheim's enthusiastic naivety - based on too much one sided experience and simplified believing, too often one side directed against family's deceitfulness - focused some times opinions and writings in wrong directions, towards wrong previsions, fore running very wrong results, as in the analysis depicted in these writings:

The Children of the Dream: How Intimate is the Link between the Nature of a society and how its children are raised?... (more) SIPs: kibbutz child rearing, kibbutz education, kibbutz educators, kibbutz reality, kibbutz rearing

Doesn't be such a similar Utopian outlook, doesn't give an alike prospect of famed political-fictional books as Brave New World and Animal Farm? Such a dreamt childhood doesn't be conflicting with the true basic aim - look below - of the fault-finding depiction of a "dystopian" brave new world?

9c) Huxley Aldous and Laura Archera

Doubts and Antithesis? Even on the inner of the Huxley's family one can reach the fronting side of his bitter description: his wife's anthitetic program offers "from reverse" an optimistic way to understand Aldous' writing purposes and so to fight with him what goes against maternal instinct, what praises a fake happiness and a too much real Physical Control of the Mind. In fact it is in sum up encouraging to catch a glimpse on a flankin side of Huxley's thought, outlined by the sensibility of his wife - Laura Archera - and by her work in favour of a - from the very beginning - loved and really cared childhood and so of the whole humankind.

It is worthy to notice carefully and on depth the Organization and site founded by her, Aldous Huxley's wife: to notice how, presenting the fronting side of his bitter description, this program can open its anthitesis: an optimistic way to fight what against maternal instinct will favor a fake happiness towards Physical Control of the Mind(s).

Laura Huxley founded Children: Our Ultimate Investment in 1977 as a response to what she saw as the "unnecessary suffering" felt by so many people throughout the world. This organization now focuses primarily on two of her visionary projects with which she hopes to end some of the suffering.

Children: Our Ultimate Investment Philosophy of Children: Our Ultimate Investment Love Before The Beginning Mission Statement: A nonprofit foundation dedicated to the nurturing of the possible human. Our mission is that every child is loved, respected and prepared for before conception.

This is Not My Beautiful Life Word of the Day
dystopia
Think of "utopia" and then subtract everything from it that sounds good. Voila! Dystopia denotes living conditions that are the opposite of ideal, or a work of fiction that represents these. The Greek roots, not unsurprisingly, mean "bad place."  

Brave new world? Dystopia?

Absolutely on this intention should not be belittled his less famed, littler novel Young Archimedes - or The Archimedes - also reprinted in Fantasia Mathematica, from which derived an Italian movie by the Italian director Gianni Amelio titled: Il piccolo Archimede. (Location in Italy, dialogues in English and Italian sub-titles. Produced by Radiotelevisione Italiana on 1979 now it is hard to find: for its substantial importance it needs to have at present - and future - more diffusion.)
A couple vacationing in Italy meet a peasant boy with strong mathematical abilities. The most mathematical portion of the text is a discussion of a proof of the Pythagorean theorem which the boy develops. An outstanding piece of literature - as a piece of fiction per se; as something that could help us understand (to some little extent, at least) the emotional and thought processes that drive geniuses.

Warning: This story has a very sad ending.

10) Anthitesis without Doubts

Above, maternal behavior is tenderly expressed by both mother monkeys, Rose and Olga, who hug, groom, and nurse their babies, Roo and Ole.
 

10 a) Recent published testimonies (private: not regarding War crimes and Historical violations)