All material on this website is protected by copyright, This website also contains material copyrighted by 3rd parties.

Protected by Copyscape Web Copyright Protection SoftwareLicenza Creative Commons

My guides... my roots...


March 25 2017




Licenza Creative Commons
My guides... my roots... diAnna Abbiate Fubini è distribuito con Licenza Creative Commons Attribuzione - Non commerciale - Condividi allo stesso modo 4.0 Internazionale

Inner Search Engine for this site



SITEMAP


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(**), #Bettelheim#Huxley_and_childhood(**), #serious_antithesis(**)
(*) 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.


To note:
The documenting, schematic data of this file can - or rather. should - be completed with the more explanatory descriptions and illustrations at hand on the file Childhood: times of mutability


The syllable gu means shadows

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 foundation

Setting 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 preferences rising 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 knowledge and points of view. The authors I indicate - the medicine doctors Montessori and Pikler, the anthropologist Erikson, the teacher Loris Malaguzzi ... - are characterised by their predeliction for the simple, the PRACTICAL, choosing as "Masters" the concrete facts. From this solid base one can arrive at the initial, simple ORIGIN - which in acknowledging can open and develop oneself towards explanations of present but even prospects to future. On other words, in this page, as in the corresponding one in Italian, the criteria on what to include and what to omit do not indicate absolute values. Instead they indicate preferences towards those authors who have in significant ways recorded should regard my own personal experiences in sum up partaking Existentialism and Phenomenology - phenomenology’s definition.
A basic criteria on which to start is shared by my own involvment seeing so these guides as an "us" sharing "our" authentic basic knowldge: the preference towards LEARNING against TEACHING, to ACCOMPANY rather than GUIDE, plural even discordant "a posteriori" EXPERIENCES rather than firm, subjective "a priori" IDEAS.
absurde is not ever impossible

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.


genomicsA compelling addendum has to implement this crucial topic: every person's uniqueness. Based on the uniqueness of each one's genoma, it 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


The whole of the site outlines a long personal research and hard work advantaged by telematics help, which - better than printed papers - offers not only a broad sharing of easily available data, but a nimble exchange of checks, discussions, even debates to partake in and jointly deepen. Any way since these studies are mostly interested in the fundamental (fundamental in its real meaning which settles the foundations, and not only as a turn of phrase) and life-referring subject of personal HUMAN DEVELOPMENT, also it would be wise to cut short with descriptions of the individual partakingthis environment is not unique but scattered in a paramount of pluralities always all also under constant modification. Therefore the wish to widen more open horizons makes the site continually brought up to date, with the aim to reach more differentiated information and checks, to share and exchange with an increasingly wider and various audience: another apology but also a call for the readers only of the book.
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).
his environment. Furthermore one must never forget that
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 personhas 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


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).
excerpt from typical Maria Montessori's quotes.

Maria Montessori: 1000 lire: on '90s years - before the entry of EUROTherefore 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 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.
AMI
Times have changed, and science has made great progress, and so has our work; but our principles have only been confirmed, and along with them our conviction that mankind can hope for a solution to its problems, among which the most urgent are those of peace and unity, only by turning its attention and energies to the discovery of the child and to the development of the great potentialities of the human personality in the course of its formation.

(From the foreword to The Discovery of the Child, Poona 1948)

Maria Montessori signatureAssociation Montessori
 
to do by myself!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.
Montessori, Now 100, Goes MainstreamJanuary 2, 2007, Washington Post
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.

(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.)

 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.


2) Emmi Pikler

Emmi Pikler portraitAs 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.

*****************************************************************

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

Italian book cover
How praiseworthy is NOT to interfere in the babies' movement until their birth!
The children's images are downloaded from the Emmi Pickler's book: illustrator Klàra Pap (The most significant pictures are also in this Italian edition: Per una crescita libera). A far reaching edition of this book is available in German as: Lasst mir Zeit- (Keep an eye out also at Videos produced by the Pikler-Loczy. Look at the up-dated The Pikler Institute's recent evolution of the Emmi Pikler Institute)

When pediatrician Emmi Pikler opened an institute for orphans 52 years ago in her native Budapest, she faced a dilemma endemic to such institutions:

How can a group of infants receive individualized attention with a limited number of caregivers?


harmony respect freedomPikler's solution was for infants to play without adult
help
. This led her to come up with a concept of parenting still being taught world-wide today, 14 years after her death. From infancy, babies at her National Methodological Institute for Infant Care and Education, known as Loczy, are taught to participate in their own dressing, feeding and bathing.
0On the other hand, many skills taught elsewhere are specifically not taught there, most importantly, babies are never put into a position which they couldn't get into themselves. For example, they are not propped up to sit or their hands held to be walked.
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,

Pikler wrote in her 1940 book What Can Your Baby Do Already? published in Hungary. The book is also translated into German, and partially translated into English in the Sensory Awareness Foundations, Winter 1994 Bulletin. She adds:
While learning... to turn on the belly, to roll, creep, sit, stand and walk, (the baby) is not only learning those movements but also how to learn. He learns to do something on his own, to be interested, to try out, to experiment. He learns to overcome difficulties. He comes to know the joy and satisfaction which is derived from this success, the result of his patience and persistence.
In short, Pikler had a revolutionary idea that babies - even newborns - are competent individuals with their own agendas, and should be treated with respect. Such respect can go a long way. A 1972 World Health Organization study revealed that babies raised without parents at Pikler's institute scored just as high as babies reared at home on scales of social, employment and emotional adjustment.
If the Pikler method gave such a boost to orphaned babies, it stands to reason it would be a great boon to babies raised at home by loving parents. One of Pikler's protégés, Hungarian-born Magda Gerber, has transformed Pikler's work and made it accessible to parents. Her Resources for Infant Educators (RIE) based in Los Angeles, California, offers parents and teachers classes based on the Pikler method. The basis for putting any of Pikler / Gerber's ideas into action is a warm, loving relationship between parent, or other primary caretaker, and child. Since babies experience our love during times we spend caring for them, Gerber suggests that parents take the time to make diapering, feeding, bathing and dressing, unhurried and pleasant quality time with the baby being an active partner. With their built-in curriculum babies, given security and freedom, will then spend their time learning just what they need to be learning at any given stage.
 
When you approach your baby with an attitude of respect, you tell him what you intend to do and give him a chance to respond, says Gerber. You assume he is competent and involve him in his care and let him, as much as possible, solve his own problems. You give him plenty of physical freedom and you don't push development. She adds: Parents believe they treat their babies with respect. But if you watch well-meaning, loving adults, you'll see that they will often interrupt their baby's play without a thought and treat her in other ways that could hardly be called respectful.

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.
After years of patient struggle, the RIE approach is now receiving recognition in the United States. The National Association for the Education of Young Children (NAEYC) and Zero to Three, the Early care and education, have recently incorporated basic RIE ideas into their recommendations for infant care.  

Gerber's emphasis on the need to understand and get to know babies as people has been very influential in our writings about infant care and the way people actually care for infants in the U.S." says Sue Bredekamp, Director of Professional Development for NAEYC. 
"We agree with her on the importance of paying attention to a baby's cues and messages, rather than coming in with our own agendas. For example, Gerber believes that when a baby cries, instead of the adult deciding what's wrong and responding instantly, she should wait a moment to see what the baby does. Does he self-comfort? Does he find a solution? These are excellent guidelines for parents.

Part of the reason that various national guidelines are now reflecting RIE ideas is the fact that:
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.
Journalist Ruth Mason writes about parenting for many publications.

Resources for Infant Educarers (RIE)
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:
  1. Basic trust in the child to be an initiator, an explorer and a self learner. 
  2. An environment for the child that is physically safe, cognitively challenging and emotionally nurturing,
  3. Freedom to explore and interact with other infants.
  4. Involvement of the child in all care activities to allow the child to become an active
  5. participant rather than a passive recipient.
  6. Consistency, clearly defined limits and expectations to develop discipline.
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

Maria Montessori's detailed concepts do not be only generic statement on behalf of freedom and responsibility: she, with her back-ground as a positivist scientist, recognized and studied the Sensitive Moments which - step by step - can launch learning and conquering during childhood intellectual and practical development.

Emmi Pikler demonstrated and taught how till birth a "person" has a "self equipment" for knowing and managing inner possibilities and external spaces respecting personal timetables: her keywords are MOVEMENT, confidence, freedom, competence and mostly OBSERVATION.

Another Author - Erik H. Erikson - studied and explained more incisively and outstretching another key categorization: the very basic "steps" which Nature puts as milestones during every real development: he earned a certificate from the Maria Montessori School, then embarked on psychoanalytic training at the Vienna Psychoanalytic Institute. Thus here I present him as my third MAIN "GUIDE" on the particular matter of "thriving" and "development".


Below I present excerpts of articles about him and his works, and, lastly, a flow-chart of his 8 stages of psychosocial development, but to be previously stressed on a crucial or rather compelling note.
Loathsome errors unfortunately are too often established on - really misleading - bibliographies and references rather "respected" as significant, and even authoritative. In fact, a lot of such BAD references mistakes together two very different even antithetic Authors: Erik Erikson who must absolutely NOT be confused with Milton H. Erickson - to repeat "Erik" not "Milton", Erikson without "c" not Erickson with "ck": our Author pointing out on NATURAL DEVELOPMENT and the other who assumes himself as one of the "fathers" of modern HYPNOSIS.

Erik Erikson: old ageErik Erikson
The Father of Psychosocial Development
(Photo copyright: Jill Krementz)
On June 15, 1902, Erik Erikson was born in Frankfurt, Germany. He faced his own identity crisis at an early age. He was an artist and a teacher in the late 1920's when he met Anna Freud, an Austrian psychoanalyst. With Anna's encouragement he began to study child psychoanalysis at the Vienna Psychoanalytic Institute. He immigrated to the United States in 1933. He taught at Yale University and Harvard University. It was at this point in his life that he became interested in the influence of society and culture on child development. To satisfy his curiosity, he studied groups of American Indian children to help formulate his theories. Studying these children enabled him to correlate personality growth with parental and societal values.

ERIK H. ERIKSON (1902-1994) His first book was published in 1950 entitled Childhood and Society. This book became a classic in the field of psychoanalysis. As his clinical work with children continued he developed the "identity crisis" concept. The identity crisis is an inevitable conflict that accompanies the growth of a sense of identity,
His eight stages of psychosocial development are what he is most famous for.
Other books written by Erikson include: Young Man Luther (1958), Insight and Responsibility (1964) and Identity: Youth and Crisis (1968).

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.]

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.
 wisdom and integrity are things that other people might see in an old person, but it's not something this old person is feeling

The program focuses on Joan's ideas and thoughts on aging and aging theory. In rethinking the Integrity stage of development, she explains the source of integrity is tact. Her description of looking up the meaning of the word integrity in the Oxford English Dictionary is in itself, an illustration of her own theory of a wise person gaining the resiliency to go on in life. The Eighth Stage is broken down into nine areas confronting the older adult: Wisdom, Integrity, Practical Issues of Old Age, Retirement, Coping, Dementia, Facing Death, The Woven Life Cycle and Resiliency.
------------------------------------------------------------------------

ENCYCLOPAEDIA BRITANNICA: Erikson
Erikson Bibliography

Erikson couple
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...

-----------------------------------------------------------------------------

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.
Unfortunately - as too often happens - "external", abstract thoeries do not harmonize with the more concrete and common place family life: Also for Erikson family and their lives, a requisite for being unbiased is to quote: In The Shadow of Fame: A Memoir by the Daughter of Erik H. Erikson by Sue Erikson Bloland  I have been preoccupied for many years with the subject of fame...
(more: Analyzing her parents' damaged childhoods, Bloland eventually understands why they were such poor parents, and why they turned to professional success for their fulfillment. Anyone interested in the problems of fame will find Bloland's memoir useful.)
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
From birth till   12-18 months

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
Intimacy <--> Isolation
intercourse and love.
Learns to make personal commitment to another as spouse, parent or partner.
7. Middle-Age Adult From 40 till 65 year

Generativity
<--> Stagnation
Parenthood and  responsibility concerning
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
9. Senility

 final years
the source of integrity is tact, or decrepitude declines to infirmity
loss of skills and disadvantage: avail  or lament to need caregivers
The  END:
easy, peaceful passage or  painful longlasting withdrawal

stages of development
                       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
Having reached the age of 90, Joan feels compelled to rethink the Eighth Stage,
The program focuses on Joan's ideas and thoughts on aging and aging theory. In rethinking the Integrity stage of development, she explains the source of integrity is tact.
*************************************************
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

A series of - also with music - Youtube explaining links
8 STAGES ERIK ERIKSON.wmv
Erik Erikson's Stages of development
Erik Erikson Psychosocial Development 8 Stages


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...
(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.
Loris Malaguzzi1) 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).
) 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.



They tell the child:
to think without hands
to do without head...

5)To follow these above perspectives... here below a range of "half external" and "half own" not only "bibliographic" personal MASTERS

5a) BODY possibilities, environment and evolution 

Structural Genome Variation We are pleased to announce the publication of a supplement devoted to structural variation in the human genome. 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

Experimental and Theoretical Contributions:
sinthesysAnthropologyof 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)

Electrography - method of scientific research (Romanian invention, Fl.I.Dumitrescu, 1975, completed by Cornelia Guja, PhD- "Director of the Laboratory for Biophysical and Physiological Explorations at the Anthropological Research Center of the Romanian Academy"1977-2002), used for the systematic study of body auras. The synthesis of our results has lead to human bioelectric types, with adaptive roles, similar to the adaptive roles of the blood groups

Discovering the Body's Wisdom

Discovering the body wisdom

There are so many different kinds of bodywork available these days, many people find it hard to choose. Massage therapist and health writer Mirka Knaster's comprehensive book is a good place to start. She covers just about everything in both the Eastern and Western traditions -- from various types of yoga, martial arts, and massage to newer practices such as Rolfing and the Alexander Technique to esoteric movement and touching practices of which most people have never even heard. The one thing all these techniques have in common is that they seek to bring healing and self-discovery through physical practices.



Kundalini - spontaneous - awakening
new edition cover
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-V.


(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)


Millenary knowledge from Ancient China Masters
Tai Chi - aka at Southern China Tai ki Kung  - is a form of martial arts that involves meditation, as well as exercise. It was created by Sam Fong in China during the Sung Dynasty (The Sung, 960-1279 AD.
Books by and by Ming Wong Chun Ying
 Sung Dynasty (The Sung, 960-1279 AD.)
Insegnamento di Sam Fong Tai Ki Kung
Free practice in a Italian famed garden - the Turin Valentino Park
Italian Tai Ki group

secret maps

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

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



Western enlightment for Somatic Education
Institute for the Study of Somatic Education

Welcome to the Institute for the Study of Somatic Education
The Feldenkrais Method has two formats: Awareness through Movement®
 and Functional Integration
®
We provide:
Training for Feldenkrais Method Teacher/Practitioner Certification 
Advanced Training and Continuing Education for Feldenkrais Method Teacher/Practitioners
  1. Workshops in Feldenkrais Method Awareness through Moveme




PilatesFoundamentals 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



Mountains and Mountain Culture as a bridge between Masters and Leisure

Breithorn
Grosslohner Adelboden..






glacier nd rocks












Italian Alps: June snow

5b) Easy knowledge

Not only a book for children as much a teaching guide: a method to learn how bodies peform.
Histoire d'une bouchée de painSomething 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:
   MACE', Jean Histoire d'une Bouchée de Pain. Lettres à une petite fille sur la vie de l'homme et des animaux
Paris, Bibl. d'Education et de Récreéation, s.d.
(v. 1880). 27
MACE', JEAN THE HISTORY OF A MOUTHFUL OF BREAD ...
    NY Harper & Bros. 1868. Very good; binding edges & spine extremities worn. 368. 1st Amer. edition. Book # BOOKS032738I



old entertainments

FORGOTTEN CHILDHOOD GAMES:
take a glance also to the Italian Academy and to other sites 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:


6) Direct Experience: children the "foremost teachers"

stairs of growth


looking at future
old playground in Valentino Park
distrust
short noisy creatures

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. It 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, in order 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.

stray old gentleman-dog
"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.
Dory when oldthe bold jung Dory


Two smiling creatures
Squitty in wilderness and Carmine: the - real not delusional! - "beast" haunting a poor old woman in an Old Age Hospital
SquittyCarmine

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 Ring


Any way a serious study does not only be referred to recent times: it is worthy to complete them with former observation and researches.
Book of insects

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.


EthologyEthology Home Page

Ethology: journal information, contents lists and abstracts on the Blackwell Publishing website.  

Applied Ethology  Home Page
applied Ethology: kit

applied Ethology: pigapplied Ethology: a chicken

Welcome to Applied Ethology on the world wide web!

... not only "puppies" but even "fetuses"!
boxers
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: subject of this description and advice are  very, very "young" dogs: not "puppies" but even "fetuses"!

the greatest Magali when littlest puppy

9) The side of Doubts and Anthitesis

On the Consciousness and memory file/chapter there are some important "first hand testimonies", also illustrated by "first hand pictures" and by private photos given on purpose to be shared. But for ascertain better and really this issue it is necessary to go elsewhere: to some dedicated files/chapters of another site and another actual book besides its further new revised editions. There one can find a lot of ever connected links, a lot of bibliography, an International display of Abuses and Abused people, of damaged objects and sick persons witnessing unusual misdoings; of strange illnesses and their doctors; of terrible sufferings - even from tortures - and high lightening RESILIENCE and consciousness: all this the most possible shared as first hand experience, the less as bibliographic data - so often at risk to be disputed as FAKE.


Against MEMORY and CONSCIOUSNESS a powerful, flattering enemy arises.
lynxAgainst 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.


One can be wary of how to explain concepts to people not competent to understand or - worse - to talk with whom believes to know when instead misleads only bare words. At the same time nonetheless one can well learn by controversies, by to mock inconsistent theories, or - even and perhaps moreover - by critically consider obtuse or adverse statements. The file/chapter Etiology &Treatment of childhood endorses a mild example of a mocking reverse of preferred Authors' opinions: it claims in a fun solemn style against "childhood" as a "no-value", against the possibility of FREE and necessary developmental phases. But this subject shares a very wide, noxious and NOT occasional, innocent jock. It exemplifies a broadly shared way not only to think and theoretically discuss: it shows moreover a wide struggling position openly AGAINST childishness considered not as it is instead as a faulty adulthood

.ogre


9b) Bruno Bettelheim

This controversial unlucky "Master" - Bruno Bettelheim - should be put on the "doubtful data" and not near the main "roots" as Montessori, Pikler, Erikson. To outline his position and his - notwithstanding good - teaching it is more easy to move among titles of his works compared with quotations from his fierce - perhaps till murder - enemies.
His greatest and more deserved task was the leadership of the
Orthogenic School
As an affiliate of the University of Chicago, the School is committed to fostering inquiry into the clinical and treatment needs of troubled children and youth. We are operated by the Leslie Shankman School Corporation which is supported by the Foundation for Emotionally Disturbed Children (FEDC). It is equally dedicated to the education and training of its staff as the next generation of clinical scholars in the mental health field. The interrelated missions of clinical care, inquiry, scholarship and training assist the Orthogenic School in creating the best possible therapeutic and educational model for its students.
A furious controversy raged for many years regarding divergent ways of thinking on regard of children rearing. From the field lined up in favor of apparently traditional families - but really from families resulted deprived of any maternal instinct - fired a furious campaign to prosecute care-givers advocating mismanaged children.
Such a furious controversy raged also personally against "Masters" as Bettelheim: trying to "destroy" professions, reputations even lives. It raged with a particular fury and success against Bruno Bettelheim, as against Authors who survived from the worse misfortunes and abuses and who, on reverse, could have had the bravery - and the unfortunately only temporary luck - to describe and publish with success their redoubled suffering. (Look for more info at the file/chapter of another site/book Testimonianze e dubbi, partly in Italian but also partly in English).
Rising to the Light: A Portrait of Bruno Bettelheim by Theron Raines (Author)
In 1983, after years of trying to persuade Bruno Bettelheim to write his autobiography, Theron Raines, his friend and literary agent, himself undertook to tell the life of the renowned but often controversial child psychologist. With no thought of writing a conventional biography, Raines began a series of interviews in which Bettelheim reflected at length upon the major moments — triumphs, crises, and tragedies — of his extraordinary life. Rising to the Light is the fascinating synthesis of these encounters and of Raines’s interviews with counselors, teachers, and former students from the world-famous Orthogenic School.

[And from Wikipedia links: Orthogenic School formerly run by Bruno Bettelheim, a well-known and controversial psychoanalyst. The school is approximately 85 years old and has resided at its current location since the 1940s. ld and renovations to modernize the building have been begun and are still under way. Bruno Bettelheim accepted Woody Allen's invitation to appear as himself in the film Zelig (1983)]

(An excerpt of his more significant and shared writings)
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.


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?
Brave New WorldAnimal Farm


9c) Huxley Aldous and Laura Archera

"Community, Identity, Stability" is the motto of Aldous Huxley's utopian World State. Here everyone consumes daily grams of soma, to fight depression, babies are born in laboratories, and the most popular form of entertainment is a "Feelie," a movie that stimulates the senses of sight, hearing, and touch. Though there is no violence and everyone is provided for, Bernard Marx feels something is missing and senses his relationship with a young women has the potential to be much more than the confines of their existence allow. Huxley foreshadowed many of the practices and gadgets we take for granted today -- let's hope the sterility and absence of individuality he predicted aren't yet to come.

Editorial ReviewsAmazon.com
Brave New World by Aldous Huxley is a classic science fiction work that continues to be a significant warning to our society today. Tony Britton, the reader, does an excellent job of portraying clinical detachment as the true nature of the human incubators is revealed. The tone lightens during the vacation to the wilderness and the contrast is even more striking. Each character is given a separate personality by Britton's voices. As the story moves from clinical detachment to the human interest of Bernard, the nonconformist, and John, the "Savage," listeners are drawn more deeply into the plot. Finally, the reasoned tones of the Controller explain away all of John's arguments against the civilization, leading to John's death as he cannot reconcile his beliefs to theirs.The abridgement is very well done, and the overall message of the novel is clearly presented. The advanced vocabulary and complex themes lend themselves to class discussion and further research. There is sure to be demand for this classic in schools and public libraries.
From Library Journal Pat Griffith, Schlow Memorial Library, State College, PA
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 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."

Young ArchimedesBrave new world? Dystopia?
Absolutely on this intention should not be belittled his less famed, littler novel Young Archimedes - or The Archimedes - also previouslyß 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.

10) Anthitesis without Doubts

Comments, criticism or suggestions?
Talking on regard of such matters, an interlocutor gave us a good opportunity to undermine a possible operational - and then seriously misleading - misunderstanding. On reading emotively the texts on the files/chapters Imbroglio èil contrario di sviluppo, Delgado & Skinner, Totem and Taboo revisited: awful and fertile rise of new superstitions etc. he took - wrongly - to mean that a precise evil will and purposes are effectively acting to damage the normal children's development and rearing.
Healthy children will not fear life if their elders have integrity said Erikson, but UNFORTUNATELY - I repeat: unfortunately - the widespread share of faulty ways to rear children doesn't usually pertain to a deliberate active program: unfortunately since an open enemy could be fought on a parallel, adverse open "battle-field". The worldwide parental behavior mirrors instead a NORMAL Gauss's curve: at the extremes are - here - the "very good" ones with their good Masters and - there - the wicked ones triggered by evil Masters - as Delgado and his cronies. But instead actually in the large middle of the curve there is a bulk of passive lay-people: selfish, idle, superstitious, adults not really grown, bad lived infancies, lacking or removing founding experiences: to summarize: lacking of every bit of INTEGRITY and then castrated of parental instinct.  (For direct data regarding Delgado in person look at the video Estimulacion electrica cerebral en toros (J. Delgado 1964) and read another interview: Psychocivilization and its discontents)

Any way it is not Science Fiction or Urban Legend hoaxes what a lot of written references explains on regard of method to adopt and crimes to comply for "using" families to be a wicked ground for improving Secret Societies and fostering new and new accomplices. But if these quotations regard only referred texts, the main content of them is widely confirmed also by some sure FIRST HAND supported testimonies and documents. Urban legend? when this serious antithesis is declared by famed Authors themselves, and their engagements explained with complacency: to begin - for example: only "for example"! - by the Author quoted below:
Delgado and Skinner (mostly in his pages against Maternal Instinct)
Jose Delgado's Physical Control of the Mind  Figure 25 (Page 173)

maternal instinct





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











against motherhood



Below, radio stimulation of Rose for ten seconds in the mesencephalon evoked a rage response expressed by self-biting and abandoning her baby, Roo. For the next ten minutes Rose has lost all her maternal interest (above), ignoring the appealing calls of Roo who seeks refuge with the other mother. Below, Rose is sucking her foot and still ignoring her baby.

 


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


WHERE ARE THEY NOW? Men and women who remember cameras as tools of terror are, as are all souls who have been unwitting initiates into organized evil, victims of heinous crimes against humanity. No one can change what happened to them, but there are probably many who would want the world to know that they were tortured and forced to 'star' in CP as children and that they survived. Children in pornography is a common theme in survivors' accounts of incest, cult and ritual trauma, clergy abuse -- about any  kind of sexual abuse one can imagine. Much attention has been given to catching viewers and suppliers of CP and to keeping children from view in pornography on the Web. But no one in the mainstream media, now saturated with accounts of cyberporn arrests, convictions, and abductions, is asking an important question about the survivors of CP.
The way in whichactive pornography and Satanic ritual abuse is hidden throughout our modern day society is revealed in this extremely moving account of one woman's personal experience from the tender age of a child - already escaped from Shoah to be "adopted" on a American family - right through to adult-hood...
 (Le 5 août 1992, Loubna Benaissa (9 ans) disparaût à Ixelles. Le 5 mars 1997, son corps est retrouvé à  quelques centaines de mêtres de son domicile. Sa soeur parle... )

1998 De Morgen, 10 January 1998
INTERVISTA A REGINA LOUF A RAI UNO
by Annemie Bulté and Douglas de Coninck

1998 Régina Louf  Silence on tue des enfants. Voyage jusqu'au bout du réseau Editions Mols, 1998

2003 My autobiography, Unshackled: A Survivor's Story of Mind Control published on 2003
A non-fictional account of Kathleen Sullivan's experiences as part of a criminal network that includes Intelligence personnel, military personnel, doctors and mental health professionals contracted by the military and the CIA, criminal cult leaders and members, pedophiles, pornographers, drug dealers and Nazis. Look also on: Autobiography by Kathleen Sullivan, NAFF President
Inner "guest file" on this site/book is Kathleen Sullivan's page Memory recovery and screen memories.

Anmnesis?a way for healing....
To coil/embroil reflects to involve: is it the contrary of to develop?
At a good side: only wrapped buds can thrive; and also to uncoil previously embroiled matters can assist development once restored past. On the contrary - at a bad side - synonyms of to involve are to embroil/mislead meaning also TO DECEIVE.
Opinion, fact, complaint

Presentazione professionale
Presentazione-libri
STUPRI DI GUERRA
Libro-Regina-Louf.pdf

PDF books
Copertina libro Infanzia Infanzia:un-mestiere_difficilissimo
Consapevolezza e Memoria

Sorry only in Italian, the above PDF files/chapters should be read and also downloaded following the normal terms of Copyright

SITEMAP.xml

SITEMAP_IMAGES.xml
SITEMAP_VIDEO.xml
SITEMAP_NEWS.xml

Novelties of the whole site

On the whole site links and quotations are continually refreshed and these change give always the opportunity to REFRESH and IMPROVE also incoming new contents.
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
LIBRO: Bambini di ieri = adulti di oggi. Adulti di oggi -> adulti di domani
Cortina Torinovia Ormea 69 10125 Torino (ITALY)
Tel/Phone: 0039 0116507074 / 00390116505228

Create-SpaceFrom children of  YESTERDAY to adults of  TOMORROW: print-ready in the BookSurge system and available for purchase on www.createspace.com, www.Amazon.com, www.Abebooks.com - which holds as well all our books and also on Kindle: this page being its chapter n.3.
And also easy to be ordered for European readers a copy better
printed and sewed at Cortinalibri.it

Read also the Amazon's Author presentation
Amazon_Author_Central.htm
Anna Abbiate Fubini-Biography&Bibliography



Any way both, site and related books, do NOT be a fount of notices than an ENCYCLOPEDIC gather of different subjects. Then both need 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: 
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

Peacock Media: Easily find your website's broken links.Online Broken Link Checker


 
As every other file of this site, the review of links is continually checked






To read and link a well organized directory of the files/chapters go to the file Book index indexing as Web site as book From children of YESTERDAY to adults of TOMORROW. People had to lament hindrances on looking through this site, and asked to be better orientated. To favor this need the site's map changed: as first sight one can begin from a simplified page opening wide the whole indexed files, both the Italian and the English and plurilingual ones.
After the dedicated file/chapter, factually prefacing the English pages also for site and book, the file/chapter ... from today's adults -> to adults of Tomorrow... should be considered a keen introduction to and beginning of the whole site: or better it sets up the essential meaning of the whole work - personal researches, site and books. Any way this meaning can be furthermore proved on the files/chapters more in depth evidencing Author's personal Introduction, completed by this one, which more widely consolidates teaching references, and by Opinion, fact, complaint to reinforce the whole message explaining the applied method to face comments and controversies.
But just after book published, further considerations suggested to better and more precisely complete these crucial files: so much amplified to occasion a latest - strengthen and more accurate - edition to support the previous one. The launching file/chapter ... from today's adults -> to adults of Tomorrow... needs notwithstanding to be followed by topics more in depth evidencing the Author's personal introductory data, also on their continual development: so by files/chapters renewed with improved notices and also with reults of better settled discussions. Therefore to support them has to be utterly considered the most controversial files, to begin from an open to question file, absent in the Italian book: TOTEM AND TABOO REVISITED: awful and fertile rise of new SUPERSTITIONS (but present - as chapter 26 - in another site/book It's Abuse NOT Science fiction) indirectly mirroring and completing an otherwise only Italian, also controversial, essential file/chapter Imbroglio è il contrario di sviluppo [= To embroil/coil reflects to involve: is it the contrary of to develop? At a good side: only wrapped buds can thrive; but also to uncoil embroiled matters can assist development once restored past, since - at a bad side - a synonym of involved is embroil/mislead meaning also FRAUD.] recently modified and improved. Even more bitter controversial is the file/chapter presented in both languages: Opinioni, fatti, accuse / Opinion, fact, complaint to specify real design and aims for refuting any risk of misunderstanding. This purpose is also more enabled by the basical adds and conceptual revision - not only stylistic changes - to be reached and considered on the files Consciousness and memory and on Anamnesis? A way for healing... and validated by the sociological approach of the "guest file" What is "Emotional Labor"?

A suggestion:
look at a new International Printing House Zeta Books

Zeta Books
is an international publishing house of Arts & Humanities.

Goal: Its main goal is to promote a new concept in the area of academic publications, i.e. providing works of Arts & Humanities using both traditional and modern electronic publishing techniques.