April 13
2008
|
April 13
2008
|
My guides... my roots...Internal index:#site_novelties, #foreword, #Maria Montessori, #Pikler, #Erikson(*), BODY(**), #leisure(**), bouchée de pain, #direct_experience(**), #plenty_oral-complex(**), #animals(**), #ethologics(**), #memory(**), #patients_as_teachers(**), #body_memory(**), (*) improved and better settled; (**) new (**)Here we must seriously apologize since till now this file and so - more unfortunately - the chapter of the book were lacking of a mandatory subject, of a binding other "guide and teacher": the BODY itself and a perspective on approaches for activate its evolutionary possibilities. |
On the whole site links and quotations are continually refreshed - supported by SEVENtwentyfour.com - instead of what can happen for a "static" book, but since to read a book - a real book on paper - is easier than reading long files on-line, the English pages of this site - as has already been made for the Italian book from this site are PUBLISHED, PRINTED and SOLD on-line as a NORMAL BOOK Any way both, site and related books, do NOT be a fount of notices than an ENCYCLOPEDIC gather of different subjects. Then both are to be read or better CONSULTED not only for learning, but also to be involved on related debates: so the Web site will always be helped by readers themselves to be maintanined under shared speedy and diligently revising construction:  ...criticism
or suggestions? Send mail...Any way the site is continually up-graded: to be carefully informed also on the past more significant ones it is suitable to go to the dedicated file Novelties on the site. To general Home: Bambini di IERI = adulti di oggi. Adulti di oggi -> adulti di DOMANI go back to
GENERAL
English INDEX |
|
The syllable gu means shadows
The syllable ru, he who disperses them, Because of the power to disperse darkness the guru is thus named. – Advayataraka Upanishad 14—18, verse 5) My guides... my roots: settling foundationsSetting up the essential meaning of the present whole work, as shown on the Web site and related books - Italian and English ones - the display of a personal important standpoint should be consolidated by information evidencing the Author's preferred from not mainstream sources of knowledge. In fact to can choose a simplified way through a so wide field was necessary to select - and to omit - the presented items by one indicative substantial criterion: so the prospective opted for Authors, Organizations, also situations is to indicate what directly influenced my knowledg and points of view. To begin 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.July Vol. 39,
Issue 7s
Not only to refer a bare lot of generic summarizing books - for example Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky by Carol Garhart Mooney - is the aim of this file / chapter. Titles and Authors are addressed to signify more than wide outlines: chosen as GUIDES at the basis of very scientific ROOTS of these studies, chosen as main GUIDES to teach how raising not only authentic infants - competent, confident, curious, attentive, exploring, cooperative, secure, peaceful, focused, self-initiating, resourceful, involved, cheerful, aware, interested and inner-directed (see below: RIE), but on the fourth dimension prospective towards adults of tomorrow also to prepare authentic, self-assured existences for the whole life. (In the mirroring Italian file - and book chapter - ...Basi teoriche... Guide... Organizzazioni... one can find more personal information; other data are on the pages Childhood: times of mutability, Domestic chores: Ergonomy and psychology of a REAL work and on the file/chapter Consciousness and memory - nevertheless all updated after book published). |
| Any way it is to deem that I had no personal teacher(s);
that I do
not follow any school
or circle
or train.
Any way as guides to be
reported I have chosen those,
whose indirect
teachings were (and still are) my main cultural
basis,
mostly those whose work gave rise to till present and active Organizations:
with
and for
some of them I personally
worked. But one can learn and take advantage also from doubts and from different methods if not taking part on controversies: or rather, to better open and lighten knowledge and then forthcoming views and related plans, it is furthermore to consider the opposite side of thinking and acting: then it should not be so strange to find in this file/chapter also members of the contrary side. If this file/chapter - as roots - anyhow emphasizes each Authors' points of view regarding how every person has till beginning - or better has to be allowed to have - his/her times, possibilities, skills, susceptibilities, ways to recover and resilience to undergo; but also considers - as learning "roots" - the necessity to well know their antithesis on what stated by authors as Delgado, behaviorists, also cognitivists etc. |
1) Maria MontessoriThe child is free to create HIMSELF...excerpt from typical Maria Montessori's quotes.
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
child, given primary
respect, makes
spontaneous choices within a prepared environment, and is 'free to
CREATE
himself'
she tells again in her writings
as referred in the Association
Montessori
Internationale's Web page (a
site continuously
up-dated) where
it is explained how until 1929 all these concepts are organized as
programs
in an International
Association where
one can also
read:
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. |
|
|
|
|
Montessori,
Now 100, Goes Mainstream January
2, 2007,
Washington Post
(A comment: perhaps the above article doesn't really summarize the deep
meaning and teaching
of
Montessori's method, which key words are not only
"active" but at the same
time "sensitive", or better the chore Sensitive
Moments of childhood
development, to be respected
and helped as turning points of blossoming progress to launch
timely development of learning
and conquering.)More than 5,000 Montessori schools are spread across the United States. Once considered a maverick experiment that appealed only to middle-class white families in the States, Montessori schools have become popular with some black professionals and are getting results in low-income public schools. The stubborn Italian physician and her contemporary, U.S. philosopher and psychologist John Dewey -- who believed that learning should be active -- are considered perhaps the most influential progressive thinkers in the modern history of education. Maria Montessori ... was a pioneering doctor in Italy. She gained international notice when the severely learning-disabled students she worked with passed educational tests designed for non-disabled children. The private Henson Valley Montessori School in Temple Hills has grown 50 percent over the past decade. On a recent day at Henson Valley, children were putting together map puzzles, blowing seeds in the air to demonstrate plant dispersion and planning the construction of a space station. They are learning how to learn, said Stephanie Carr, a federal government manager who has three children at the school. Despite the free-form nature of lessons, they get very good test scores, Carr said. My children are testing above grade level. The psychologist Lillard was at first skeptical of Montessori's ideas when she started her research 20 years ago. But she found that a strong body of evidence in developmental psychology supports Montessori's major conclusions -- among them ... that the best learning is active. If schooling were evidence-based, Lillard wrote, I think all schools would look a lot more like Montessori schools. Principles of Montessori
Materials or
Equipments
The Montessori
equipment is
widely publicized and its role often misunderstood. Because of their
visibility, the Montessori materials tend to be overemphasized in
relation to the other elements in the Montessori method. In addition,
their purpose is often confused. They are not learning equipment in the
conventional sense, because their aim is not the external one of
teaching children skills or imparting knowledge through "correct
usage".Rather, the aim is an internal one of assisting the child’s self-construction and psychic development. They aid this growth by providing the child with stimuli that capture his attention and initiate a process of concentration. If the teacher has materials to offer that polarize the child’s attention, he will find it possible to give the child the freedom he needs for this development. |
|
|
Resources for Infant Educarers (RIE)™ 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. |
|
|
| A crucial or rather
compelling note to be put forward: Loathsome errors unfortunately are often established on - really misleading - bibliographies and references rather "respected" as significant, and even authoritative. . Then, a lot of such BAD references endorses together two very different even antithetic Authors: Erik Erikson must absolutely NOT be confused with Milton H. Erickson - to repeat "Erik" not "Milton", Erikson without "c" not Erickson with "ck". |
Erik
EriksonHealthy 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.]
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.]
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.
ENCYCLOPÆDIA
BRITANNICA: Erikson
Erikson
Bibliography
-----------------------------------------------------------------------------
Psychoanalyst Erik Erikson describes the physical, emotional and psychological stages of development and relates specific issues, or developmental work or tasks, to each stage.
For example, if an infant's physical and emotional needs are met sufficiently, the infant completes his/her task - developing the ability to trust others. However, a person who is stymied in an attempt at task mastery may go on to the next state but carries with him or her the remnants of the unfinished task. For instance, if a toddler is not allowed to learn by doing, the toddler develops a sense of doubt in his or her abilities, which may complicate later attempts at independence. Similarly, a preschooler who is made to feel that the activities he or she initiates are bad may develop a sense of guilt that inhibits the person later in life.
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
| Stadi | Age | Basic Conflicts | Important
events |
Summary |
| 1. Infant |
|
Trust
<-->
Mistrust
|
breast (or bottle)-feeding |
Needs
maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment |
| 2. Toddler | From 18 months till 3 years |
Autonomy <--> Shame and Doubt |
excretory control |
Works to master physical environment while maintaining self-esteem |
| 3. Preschooler |
From
3 to 6 years |
I Initiative <--> Guilt |
Independence |
Begins
to
initiate, not imitate,
activities; develops conscience and sexual identity |
| 4.
School-Age Child
|
From 6 till 12 years |
Industry <--> Inferiority |
school (or "work") |
Tries to develop a sense of self-worth by refining skills |
| 5. Adolescent | From 12 till 18 years |
Identity <--> Role Confusion. |
relationships among peers. |
Tries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role model and peer pressure. |
| 6. Young Adult | From 19 till 40 year |
|
|
Learns to make personal commitment to another as spouse, parent or partner. |
| 7. Middle-Age Adult | From 40 till 65 year |
Generativity <--> Stagnation |
next generations. |
Seeks satisfaction through productivity in career, family, and civic interests. |
| 8. Older Adult | From 65 till death. |
Integrity <--> Despair. |
review of the whole life . |
Reviews life accomplishments, deals with loss and preparation for death |
Anthropologyof
the individual Experimental
and Theoretical Contributions
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 
Help
me to do it by myself!
