"And now go, and make interesting mistakes, make amazing mistakes, make glorious and fantastic mistakes. Break rules. Leave the world more interesting for your being here."
~ Neil Gaiman
Thursday, July 31, 2014
Sunday, May 18, 2014
Some quotes I loved from the book "Free to Learn" by Peter Gray, all in defense of play:
"Play is nature's way of ensuring that young mammals, including young humans, will practice and become good at the skills they need to develop to survive and thrive in their environments."
"Learning, creativity, and problem solving are facilitated by anything that promotes a playful state of mind, and they are inhibited by evaluation, expectation of rewards, or anythign else that destroys a playful state of mind."
"Imagine that you had omnipotent powers and were faced with the problem of how to get young humans and other young mammals to practice the skills they must develop to survive and thrive in their local conditions of life. How might you solve that problem? It is hard to imagine a more effective solution than that of building into their brains a mechanism that makes them want to practice those very skills and that rewards such practice with the experience of joy. That, indeed is the mechanism that natural selection has built, and we refer to the resultant behavior as play. Perhaps play would be more respected if we called it something like "self motivated practice of life skills" but that would remove the lightheartedness from it and thereby reduce its effectiveness. So, we are stuck with the paradox. We must accept play's triviality in order to realize its profundity. "
"Playing with other children, away from adults, is how children learn to make their own decisions, control their emotions and impulses, see from others' perspectives, negotiate differences with others, and make friends. In short, play is how children learn to take control of their lives."
"In play, whether it is the idyllic play we most like to envision or the play described by Eisen [violent play] children bring the realities of their world into a fictional context, where it is safe to confront them, to experience them, and to practice ways of dealing with them. Some people fear that violent play creates violent adults, but in reality the opposite is true. Violence in the adult world leads children, quite properly to play at violence. How else can they prepare themselves emotionally, intellectually, and physically for reality? It is wrong to think that somehow we can reform the world for the future by controlling children's play and controlling what they learn. If we want to reform the world, we have to reform the world; children will follow suit. The children must and will prepare themselves for the real world to which they must adapt to survive."
"Children must feel safe and cared for in order to devote themselves fully to exploring and learning, and children learn best from those with whom they have caring, trusting relationships."
"I doubt there has ever been a human culture, anywhere, at any time, that underestimates children's abilities more than we North Americans do today. Our underestimation becomes a self-fulfilling prophecy, because by depriving children of freedom, we deprive them of the opportunities they need to learn how to take control of their own behavior and emotions."
Sunday, March 30, 2014
Monday, March 24, 2014
From Kathryn Schultz's book "Being Wrong"
Why is it so fun to be right? As pleasures go, it is, after all, a second order one at best. Unlike many of life’s other delights — chocolate, surfing, kissing — it does not enjoy any mainline access to our biochemistry: to our appetites, our adrenal glands, our limbic systems, our swoony hearts. And yet, the thrill of being right is undeniable, universal, and (perhaps most oddly) almost entirely undiscriminating. We can’t enjoy kissing just anyone, but we can relish being right about almost anything.
Our indiscriminate enjoyment of being right is matched by an almost equally indiscriminate feeling that we are right.
A whole lot of us go through life assuming that we are basically right, basically all the time, about basically everything.
As absurd as it sounds when we stop to think about it, our steady state seems to be one of unconsciously assuming that we are very close to omniscient.
If we relish being right and regard it as our natural state, you can imagine how we feel about being wrong. For one thing, we tend to view it as rare and bizarre. For another, it leaves us feeling idiotic and ashamed.
Of all the things we are wrong about, this idea of error might well top the list.
We are wrong about what it means to be wrong. Far from being a sign of intellectual inferiority, the capacity to err is crucial to human cognition. Far from being a moral flaw, it is inextricable from some of our most humane and honorable qualities: empathy, optimism, imagination, conviction, and courage. And far from being a mark of indifference or intolerance, wrongness is a vital part of how we learn and change. Thanks to error, we can revise our understanding of ourselves and amend our ideas about the world.
However disorienting, difficult, or humbling our mistakes might be, it is ultimately wrongness, not rightness, that can teach us who we are.
Sunday, February 16, 2014
And that the wind and sun are so relentless that they do this to the vegetation:
It is not an exaggeration to celebrate when we get a crop of tomatoes of this size:
Another celebration has been flowers from our garden for flower arranging indoors:
Some of this, I suspect is possible because we compost all of our green waste. Today I sifted our compost and all the plants got a fresh layer of organic minerally goodness.
I mean, sure we have parts of our garden that reflect the typical prickly landscape of the Aruban desert.
But it is so fun to be able to have an outdoor picnic snack table surrounded by flowers for children to sit and talk, eat, and be happy.
Thursday, February 13, 2014
"Often inexperienced teachers place great importance on teaching and believe that they have done everything necessary when they have demonstrated the use of the materials in a meaningful way. In reality, they are far from the truth because the job of the teacher is rather more important than that. To her falls the task of guiding the development of the child's spirit, and therefore her observations must emerge at the end- and this is their only justification- in her ability to help the child."
Maria Montessori, The child in the Family
Maria Montessori, The child in the Family