Howard Gardener Quotes
"I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place."
"You learn at your best when you have something you care about and can get pleasure in being engaged in."
"The Goal of Education is to Help People Use Their Minds Better."
"We've got to do fewer things in school. The greatest enemy of understanding is coverage... You've got to take enough time to get kids deeply involved in something so they can think about it in lots of different ways and apply it."
"Kids make their mark in life by doing what they can do, not what they can't... School is important, but life is more important. Being happy is using your skills productively, no matter what they are."
"What we want... is for students to get more interested in things, more involved in them, more engaged in wanting to know; to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own."
"Teachers must be encouraged - I almost said 'freed', to pursue an education that strives for depth of understanding."
"Stories are the single most powerful weapon in a leader's arsenal."
"Creativity begins with an affinity for something. It's like falling in love."
"Freud's convictions about the importance of infantile developments also colored his view of creative activity. Freud was impressed by the parallels between the child at play, the adult daydreamer, and the creative artist. As he once phrased it:
Might we not say that every child at play behaves like a creative writer, in that he creates a world of his own, or, rather, rearranges the things of his world in a new way which pleases him?....The creative writer does the same as the child at play. He creates a world of phantasy which he takes very seriously-that is, which he invests with large amounts of emotion-while separating it sharply from reality."
"If you are not prepared to resign or be fired for what you believe in, then you are not a worker, let alone a professional. You are a slave."
"An individual understands a concept, skill, theory, or domain of knowledge to the extent that he or she can apply it appropriately in a new situation."
"Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves."
"Most people (by the time they have become adults ) can't change their minds because their neural pathways have become set... the longer neural pathways have been running one way the harder it is to rewire them."
"We need to focus on the kind of human beings we want to have and the kind of society in which we want to live."
"If we were to abandon concern for what is true, what is false, and what remains indeterminate, the world would be totally chaotic. Even those who deny the importance of truth, on the one hand, are quick to jump on anyone who is caught lying."
"Now intelligence seemed quantifiable. You could measure someone's actual or potential height, and now, it seemed, you could also measure someone's actual or potential intelligence. We had one dimension of mental ability along which we could array everyone... The whole concept has to be challenged; in fact, it has to be replaced."
----
Notes from his book on multiple intelligences
(for more info read my post:
The 8 Mulitiple Intelligences (you can see these are related to our senses)
* words: mouth (linguistic intelligence)
* numbers or logic: brain (logical-mathematical intelligence)
* pictures: eyes (spatial intelligence)
* music: ears (musical intelligence)
* self-reflection: feelings/observations of self (intrapersonal intelligence)
* a physical experience: body (bodily-kinesthetic intelligence)
* a social experience: feelings/observations of others' (interpersonal intelligence), and/or
* an experience in the natural world (naturalist intelligence)
Knowledge = Facts
Understanding = Applying Facts (in real life)
Education is to develop understanding through application of knowledge
0 to 7 years Exposure (in context to do basic principles found all over to)
8 to 14 years Specialization (one focus in each area mastery in something before ready for a big location)
14+ Comprehensive (such as classics or inter-disciplinary, apprenticeships or "museum school" approach)
Windows to Learning
There are five entry points or five "windows" through which children can see new knowledge and information. A skillful teacher opens many of these windows on one same concept, allowing children to get deeper understanding to different perpectives.
1. Narration: introduce the story about the concepts in question
2. Foundation (philosophical): explore type comparisons or definitions at the root
3. Logical-Quantitative: show numbers patterns charts to study
4. Aesthetic: artistic/sensory approach such as music or pictures
5. Experiential: hands-on with materials (that directly embody/convey the concept)
Saturday, November 19, 2016
Tuesday, June 28, 2016
The Focus: Truth, Goodness & Beauty
“What is man’s ultimate direction in life? It is to look for love, truth, virtue and beauty.” Shinichi Suzuki
“The ideals which have always shone before me and filled me with joy are goodness, beauty, and truth.”
― Albert Einstein
“No one can give a definition of the soul. But we know what it feels like. The soul is the sense of something higher than ourselves, something that stirs in us thoughts, hopes, and aspirations which go out to the world of goodness, truth and beauty. The soul is a burning desire to breathe in this world of light and never to lose it--to remain children of light.”
― Albert Schweitzer
“We need limitations and temptations to open our inner selves, dispel our ignorance, tear off disguises, throw down old idols, and destroy false standards. Only by such rude awakenings can we be led to dwell in a place where we are less cramped, less hindered by the ever-insistent External. Only then do we discover a new capacity and appreciation of goodness and beauty and truth.”
― Helen Keller
What is
Truth...
“Our job is to integrate these various truths into the whole truth, which should be our only loyalty.” Abraham Maslow
“Rather than love, than money, than fame, give me truth.”
― Henry David Thoreau, Walden
“I'm for truth, no matter who tells it. I'm for justice, no matter who it is for or against. I'm a human being, first and foremost, and as such I'm for whoever and whatever benefits humanity as a whole.”
― Malcolm X
“If you look for truth, you may find comfort in the end; if you look for comfort you will not get either comfort or truth only soft soap and wishful thinking to begin, and in the end, despair.”
― C.S. Lewis
“Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth.”
― Marcus Aurelius, Meditations
“There's a world of difference between truth and facts. Facts can obscure truth.”
― Maya Angelou
“Whatever satisfies the soul is truth.”
― Walt Whitman
“Love truth, but pardon error.”
― Voltaire
“Three things can not hide for long: the Moon, the Sun and the Truth.”
― Gautama Buddha
“There are two ways to be fooled. One is to believe what isn't true; the other is to refuse to believe what is true.”
― Søren Kierkegaard
“Who is more humble? The scientist who looks at the universe with an open mind and accepts whatever the universe has to teach us, or somebody who says everything in this book must be considered the literal truth and never mind the fallibility of all the human beings involved?”
― Carl Sagan
“I am not bound to win, but I am bound to be true. I am not bound to
succeed, but I am bound to live up to what light I have.”
― Abraham Lincoln
“If someone is able to show me that what I think or do is not right, I will happily change, for I seek the truth, by which no one was ever truly harmed. It is the person who continues in his self-deception and ignorance who is harmed.”
― Marcus Aurelius, Meditations
“There is no greatness where there is not simplicity, goodness, and truth.”
― Leo Tolstoy, War and Peace
“The high-minded man must care more for the truth than for what people think.”
― Aristotle
“If you would be a real seeker after truth, it is necessary that at least once in your life you doubt, as far as possible, all things.”
― René Descartes
“When a thing is funny, search it carefully for a hidden truth.”
― George Bernard Shaw, Back to Methuselah
“All should be laid open to you without reserve, for there is not a truth existing which I fear, or would wish unknown to the whole world.”
― Thomas Jefferson,
“Truth is so obscure in these times, and falsehood so established, that, unless we love the truth, we cannot know it.”
― Blaise Pascal
“Those who have failed to work toward the truth have missed the purpose of living.”
― Gautama Buddha
“Anyone who doesn't take truth seriously in small matters cannot be trusted in large ones either.”
― Albert Einstein
“To love truth for truth's sake is the principal part of human perfection in this world, and the seed-plot of all other virtues.”
― John Locke
“Any fool can know. The point is to understand.”
― Albert Einstein
“Wisdom is not a product of schooling but of the lifelong attempt to acquire it.”
― Albert Einstein
Goodness... (virtue)
“Only a life lived for others is a life worthwhile.”
― Albert Einstein
“If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.”
― Albert Einstein
“She began to see that character is a better possession than money, rank, intellect, or beauty, and to feel that if greatness is what a wise man has defined it to be, 'truth, reverence, and good will,' then her friend Friedrich Bhaer was not only good, but great.”
― Louisa May Alcott, Little Women
“Above all, do not lie to yourself. A man who lies to himself and listens to his own lie comes to a point where he does not discern any truth either in himself or anywhere around him, and thus falls into disrespect towards himself and others.
― Fyodor Dostoyevsky, The Brothers Karamazov
Beauty...
“The pursuit of truth and beauty is a sphere of activity in which we are permitted to remain children all our lives.”
― Albert Einstein
“Everything has beauty, but not everyone sees it.”
― Confucius
“Youth is happy because it has the capacity to see beauty. Anyone who keeps the ability to see beauty never grows old.”
― Franz Kafka
“The true way to live is to enjoy every moment as it passes, and surely it is in the everyday things around us that the beauty of life lies.”
― Sarah Mackenzie, Teaching from Rest: A Homeschooler's Guide to Unshakable Peace
“Dwell on the beauty of life. Watch the stars, and see yourself running with them.”
― Marcus Aurelius, Meditations
“A man should hear a little music, read a little poetry, and see a fine picture every day of his life, in order that worldly cares may not obliterate the sense of the beautiful which God has implanted in the human soul.”
― Johann Wolfgang von Goethe
“Beauty of whatever kind, in its supreme development, invariably excites the sensitive soul to tears.”
― Edgar Allan Poe
“The power of finding beauty in the humblest things makes home happy and life lovely.”
― Louisa May Alcott
“Though we travel the world over to find the beautiful, we must carry it with us, or we find it not.”
― Ralph Waldo Emerson, Emerson's Essays
“Beauty is truth, truth beauty,—that is all
Ye know on earth, and all ye need to know”
― John Keats, The Complete Poems
“the voice of beauty speaks softly; it creeps only into the most fully awakened souls”
― Friedrich Nietzsche
“Beauty is not caused. It is.”
― Emily Dickinson
“Beauty is a sign of intelligence.”
― Andy Warhol
“Whatever the imagination seizes as Beauty must be truth -whether it existed before or not”
― John Keats
“Beauty awakens the soul to act.”
― Dante Alighieri
"Every beauty which is seen here by persons of perception resembles more than anything else that celestial source from which we all are come."
-- Michelangelo
“The true work of art is but a shadow of the divine perfection”
Michelangelo
“Beauty is the purgation of superfluities.”
Michelangelo
"My soul can find no staircase to heaven unless it be through earth's loveliness."
-- Michelangelo
----
(self)
“The most common form of despair is not being who you are.”
― Søren Kierkegaard
“This above all: to thine own self be true.”
― William Shakespeare, Hamlet
“The unexamined life is not worth living.”
― Socrates
“What I'm looking for is not out there, it is in me.”
― Helen Keller
“The ideals which have always shone before me and filled me with joy are goodness, beauty, and truth.”
― Albert Einstein
“No one can give a definition of the soul. But we know what it feels like. The soul is the sense of something higher than ourselves, something that stirs in us thoughts, hopes, and aspirations which go out to the world of goodness, truth and beauty. The soul is a burning desire to breathe in this world of light and never to lose it--to remain children of light.”
― Albert Schweitzer
“We need limitations and temptations to open our inner selves, dispel our ignorance, tear off disguises, throw down old idols, and destroy false standards. Only by such rude awakenings can we be led to dwell in a place where we are less cramped, less hindered by the ever-insistent External. Only then do we discover a new capacity and appreciation of goodness and beauty and truth.”
― Helen Keller
“Pacing doesn’t matter if you are sacrificing mastery and
love for truth, goodness, and beauty.”
― Sarah MacKenzie, Teaching From Rest: A Homeschooler’s Guide
to Unshakeable PeaceWhat is
Truth...
“Our job is to integrate these various truths into the whole truth, which should be our only loyalty.” Abraham Maslow
“Rather than love, than money, than fame, give me truth.”
― Henry David Thoreau, Walden
“I'm for truth, no matter who tells it. I'm for justice, no matter who it is for or against. I'm a human being, first and foremost, and as such I'm for whoever and whatever benefits humanity as a whole.”
― Malcolm X
“If you look for truth, you may find comfort in the end; if you look for comfort you will not get either comfort or truth only soft soap and wishful thinking to begin, and in the end, despair.”
― C.S. Lewis
“Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth.”
― Marcus Aurelius, Meditations
“There's a world of difference between truth and facts. Facts can obscure truth.”
― Maya Angelou
“Whatever satisfies the soul is truth.”
― Walt Whitman
“Love truth, but pardon error.”
― Voltaire
“Three things can not hide for long: the Moon, the Sun and the Truth.”
― Gautama Buddha
“There are two ways to be fooled. One is to believe what isn't true; the other is to refuse to believe what is true.”
― Søren Kierkegaard
“Who is more humble? The scientist who looks at the universe with an open mind and accepts whatever the universe has to teach us, or somebody who says everything in this book must be considered the literal truth and never mind the fallibility of all the human beings involved?”
― Carl Sagan
“I am not bound to win, but I am bound to be true. I am not bound to
succeed, but I am bound to live up to what light I have.”
― Abraham Lincoln
“If someone is able to show me that what I think or do is not right, I will happily change, for I seek the truth, by which no one was ever truly harmed. It is the person who continues in his self-deception and ignorance who is harmed.”
― Marcus Aurelius, Meditations
“There is no greatness where there is not simplicity, goodness, and truth.”
― Leo Tolstoy, War and Peace
“The high-minded man must care more for the truth than for what people think.”
― Aristotle
“If you would be a real seeker after truth, it is necessary that at least once in your life you doubt, as far as possible, all things.”
― René Descartes
“When a thing is funny, search it carefully for a hidden truth.”
― George Bernard Shaw, Back to Methuselah
“All should be laid open to you without reserve, for there is not a truth existing which I fear, or would wish unknown to the whole world.”
― Thomas Jefferson,
“Truth is so obscure in these times, and falsehood so established, that, unless we love the truth, we cannot know it.”
― Blaise Pascal
“Those who have failed to work toward the truth have missed the purpose of living.”
― Gautama Buddha
“Anyone who doesn't take truth seriously in small matters cannot be trusted in large ones either.”
― Albert Einstein
“To love truth for truth's sake is the principal part of human perfection in this world, and the seed-plot of all other virtues.”
― John Locke
“Any fool can know. The point is to understand.”
― Albert Einstein
“Wisdom is not a product of schooling but of the lifelong attempt to acquire it.”
― Albert Einstein
Goodness... (virtue)
“Only a life lived for others is a life worthwhile.”
― Albert Einstein
“If people are good only because they fear punishment, and hope for reward, then we are a sorry lot indeed.”
― Albert Einstein
“She began to see that character is a better possession than money, rank, intellect, or beauty, and to feel that if greatness is what a wise man has defined it to be, 'truth, reverence, and good will,' then her friend Friedrich Bhaer was not only good, but great.”
― Louisa May Alcott, Little Women
“Above all, do not lie to yourself. A man who lies to himself and listens to his own lie comes to a point where he does not discern any truth either in himself or anywhere around him, and thus falls into disrespect towards himself and others.
― Fyodor Dostoyevsky, The Brothers Karamazov
Beauty...
“The pursuit of truth and beauty is a sphere of activity in which we are permitted to remain children all our lives.”
― Albert Einstein
“Everything has beauty, but not everyone sees it.”
― Confucius
“Youth is happy because it has the capacity to see beauty. Anyone who keeps the ability to see beauty never grows old.”
― Franz Kafka
“The true way to live is to enjoy every moment as it passes, and surely it is in the everyday things around us that the beauty of life lies.”
― Sarah Mackenzie, Teaching from Rest: A Homeschooler's Guide to Unshakable Peace
“Dwell on the beauty of life. Watch the stars, and see yourself running with them.”
― Marcus Aurelius, Meditations
“A man should hear a little music, read a little poetry, and see a fine picture every day of his life, in order that worldly cares may not obliterate the sense of the beautiful which God has implanted in the human soul.”
― Johann Wolfgang von Goethe
“Beauty of whatever kind, in its supreme development, invariably excites the sensitive soul to tears.”
― Edgar Allan Poe
“The power of finding beauty in the humblest things makes home happy and life lovely.”
― Louisa May Alcott
“Though we travel the world over to find the beautiful, we must carry it with us, or we find it not.”
― Ralph Waldo Emerson, Emerson's Essays
“Beauty is truth, truth beauty,—that is all
Ye know on earth, and all ye need to know”
― John Keats, The Complete Poems
“the voice of beauty speaks softly; it creeps only into the most fully awakened souls”
― Friedrich Nietzsche
“Beauty is not caused. It is.”
― Emily Dickinson
“Beauty is a sign of intelligence.”
― Andy Warhol
“Whatever the imagination seizes as Beauty must be truth -whether it existed before or not”
― John Keats
“Beauty awakens the soul to act.”
― Dante Alighieri
"Every beauty which is seen here by persons of perception resembles more than anything else that celestial source from which we all are come."
-- Michelangelo
“The true work of art is but a shadow of the divine perfection”
Michelangelo
“Beauty is the purgation of superfluities.”
Michelangelo
"My soul can find no staircase to heaven unless it be through earth's loveliness."
-- Michelangelo
----
(self)
“The most common form of despair is not being who you are.”
― Søren Kierkegaard
“This above all: to thine own self be true.”
― William Shakespeare, Hamlet
“The unexamined life is not worth living.”
― Socrates
“What I'm looking for is not out there, it is in me.”
― Helen Keller
Monday, March 28, 2016
Usborne vs Barefoot Books
Usborne books
You will find Usborne and Kane Miller books the most exciting, engaging, and educational books on the market today. They are high quality, innovative, lavishly-illustrated and best of all they are the books kids love to read. Enjoy browsing through the almost 2000 bright colorful and fun titles covering a wide variety of subjects.
30 years ago Peter Usborne pioneered a new generation of books that prove that it is possible to create books that compete with the vast media that attracts children today. From activity books, to neat fiction series, to internet-linked science and history encyclopedias, Usborne does books better.
Kane Miller books come from all over the world to bring a different feel, culture, or just a silly story that kids everywhere can enjoy. Fantastic fiction series make Kane Miller a wonderful choice for the readers in your life.
- Illustrated classics, myths, Shakespeare, etc.
- Intro to deeper, academic subjects: science (the body, space, animals, etc.), math,
- Activity books and cards: sticker books, how to draw, dress up, etc. (a cool Victorian doll house or castle building set with book)
- Cute and engaging toddler books
Barefoot books
We empower you to share stories, connect with families and inspire children.
What’s childhood for, if not exploring?
From finding butterflies in the garden, a famous landmark in a far-flung city or a new favorite story character, every day brings the children in your life a door to adventure and discovery. The door just waits to be opened!
Every Barefoot book is designed to open kids’ hearts and minds, to launch little people on big adventures.
- Folk and Fairy Tales
- Activities: yoga cards, puzzles, games, puppets, etc.
- Books with cd (music or story)
- World cultures (music and books)--bilingual too!
- Nature-based and Healthy lifestyle books
- Life lessons books
---------
So, the way i'd summarize the two different book companies is to say both are great! They just serve different purposes and audiences. So as a general statement: if you're looking for exposure to subject matter in simple, engaging ways....go Usborne. And if you're looking for world or more nature-based exposure through experiences and stories, rather than facts, go Barefoot (you can take that literally or not). :)
Some of my favorites off the top of my head, since I've never written them all down...
Usborne: Classic dickens for kids, ballet stories, intro to classical piano music, some great collections too, the Victorian doll house or the castle kits, etc.
Barefoot: yoga pretzel cards, childrens poetry, earth tales, animal tales, any of the collections!
Tuesday, March 22, 2016
Symbolic Hebrew Foundations
We are learning symbolic Hebrew this year.
What is Symbolic Hebrew?
Look at the first column and see the pictures? Ancient, or early Hebrew was symbolic. The picture represented not a sound, like modern alphabets, but rather they focused on meaning. You can see how over time the pictures were changed to more unrecognizable forms, then changed to Latin and Greek and appeared merely as lines to represent sounds. There was a diminishing attention of meaning, until it all disappeared altogether. Now we teach our children "A" says long a, short a, etc. But this doesn't hold meaning for our children. Our modern day English is flat, not to mention confusing, in comparison to the beauty and depth of the symbolic language of the past. (similar to comparing business writing to poetry--which holds a depth of rhythm and feeling).
But what if we could teach our children a greater depth, relevance, and understanding of the symbolic hebrew, that leads to a greater appreciation for and understanding of Latin, Greek and modern English?
We can...it's super cool!
So each month I get to focus on one Sumbolic Hebrew letter/number (for they were one and the same..no distinction back then). Each symbol carries with it basic principles and meanings, along with a number, letter, shape, etc. Each one holds a wealth of information. But how?
Let's illustrate the first symbol: Aleph -- ox-head
This symbol, ox-head, represents an ox. It can represent strong, powerful, leader, #1, etc. It is the predecessor to the Greek Alpha, or letter A.
This chart below shows how it has changed over time...
Here's the Second symbol: Bet -- tent/house
This symbol represents a house, family, or being inside. It can also represent 2, as there is a division inside (for a man a woman...also could mean partnership). It is the predecessor to the Greek beta, or letter B.
If you put them together the Greek ABBA is just sounds that create the name of a famous music group--haha, or it could mean Alphabet--the series of 26 letters we currently use (Alpha-beta), if you just take the first half.
But in Hebrew, ABBA means Father. And symbolically the meaning could be interpreted a variety of ways, such as...The Strong, powerful leader, of the house or family.
Wow! How much more beautiful and powerful is being able to grasp the meaning behind the name and letters/symbols? Hebrew definitely puts God back into our Education!
----
So, how do I learn this?
Like I said, each month I focus on one symbol/letter. We enjoy trying to guess what the symbol represents and looks like. We play and guess and recreate it with our fingers and such. Then we read a story that illustrates many of the principles behind the symbol. This gives our children a chance to discover the meaning for themselves, so it sticks deeper and feels more wonder-filled for them. Then we sing a short, simple song that goes along with the basic principle--a type of affirmation of sorts to stick in their head whenever they see the symbol. Then finally we allow the principle to be discovered during the week and month as we play and notice those principles in our daily lives. And while we do that, we recall and retell the story and principles through playing with toys that go along with the story.
For Example. Aleph --ox-head
We talked about the ox and how people back then used them for--their value to society. We then told the story of Ollie the Ox who wanted to be powerful and strong like his dad and lead the other oxen. And we sand the "I am Powerful and Strong" diddy. Then that month I put out a red ox beanie baby and let my kids retell the story and such. And when someone helped carry in groceries and was showing strength I'd point out "Wow. you are powerful and strong!" Little things like that and singing the song a lot.
Side note: Later in the month I did point out that the letter A looks like the oxhead, upsidedown. And they thought that was amazing. I explained that pictures and meanings were the foundation of our alphabet and help it make more sense. And now I see a greater appreciation for letters and numbers.
And here are some other photos I made to help instill the principles of the next three symbols.
Anyway, the way I do this is through a Symbolic Hebrew curriculum that was created by Katie Hansen--after lots of research of various hebrew sources and through great prayer and effort/desire to bring something of truth and beauty to the world. And it is great. (though it may seem foreign to those of us who were unfamiliar with hebrew, esp symbolic Hebrew, like I was initially.)
It's purpose includes teaching these foundational symbolic principles and building a morally strong character, as well as other purposes. It is full of tons of helpful ideas for further exploring these principles though other books, movement, activities, etc. She even includes a dance and emphasis on a different culture for each one. There are art projects and games and all sort of things. But at this point in my life I just try to sneak in a 15 minute fun focus once a month during a FHE and that's all we need for now. Just the principles 1-8 for this first year (of the 22 total--which would take 3 years total at that rate). As we continue to grow we can build deeper and deeper on these great foundational principles.
If you are interested in learning more you can check out her website. She has a simple online membership, you can try for one year. Or you can buy the online + the parents guide books (which are online, but you'd have to print everything on your own). I have a binder I print and put stuff in, with an overview in front. I like this for having just the story, song, symbol and words in...but if I wanted everything...I'd rather just buy the books. They are beautiful and make it so easy. (she also has a blog of other info if you wanted to read other stuff)
I also found this interesting article on the evolution of hebrew: http://www.hebrew4christians.com/Grammar/Unit_One/History/history.html
What is Symbolic Hebrew?
Look at the first column and see the pictures? Ancient, or early Hebrew was symbolic. The picture represented not a sound, like modern alphabets, but rather they focused on meaning. You can see how over time the pictures were changed to more unrecognizable forms, then changed to Latin and Greek and appeared merely as lines to represent sounds. There was a diminishing attention of meaning, until it all disappeared altogether. Now we teach our children "A" says long a, short a, etc. But this doesn't hold meaning for our children. Our modern day English is flat, not to mention confusing, in comparison to the beauty and depth of the symbolic language of the past. (similar to comparing business writing to poetry--which holds a depth of rhythm and feeling).
But what if we could teach our children a greater depth, relevance, and understanding of the symbolic hebrew, that leads to a greater appreciation for and understanding of Latin, Greek and modern English?
 |
| This is a helpful char to understand the gist of how things changed over time. Though it's one person's interpretation, so bits I've noticed a few errors and pieces differ from what he's got on here. But again, the general idea is super helpful to see. |
We can...it's super cool!
So each month I get to focus on one Sumbolic Hebrew letter/number (for they were one and the same..no distinction back then). Each symbol carries with it basic principles and meanings, along with a number, letter, shape, etc. Each one holds a wealth of information. But how?
Let's illustrate the first symbol: Aleph -- ox-head
This symbol, ox-head, represents an ox. It can represent strong, powerful, leader, #1, etc. It is the predecessor to the Greek Alpha, or letter A.
This chart below shows how it has changed over time...
Here's the Second symbol: Bet -- tent/house
This symbol represents a house, family, or being inside. It can also represent 2, as there is a division inside (for a man a woman...also could mean partnership). It is the predecessor to the Greek beta, or letter B.
If you put them together the Greek ABBA is just sounds that create the name of a famous music group--haha, or it could mean Alphabet--the series of 26 letters we currently use (Alpha-beta), if you just take the first half.
But in Hebrew, ABBA means Father. And symbolically the meaning could be interpreted a variety of ways, such as...The Strong, powerful leader, of the house or family.
Wow! How much more beautiful and powerful is being able to grasp the meaning behind the name and letters/symbols? Hebrew definitely puts God back into our Education!
----
So, how do I learn this?
Like I said, each month I focus on one symbol/letter. We enjoy trying to guess what the symbol represents and looks like. We play and guess and recreate it with our fingers and such. Then we read a story that illustrates many of the principles behind the symbol. This gives our children a chance to discover the meaning for themselves, so it sticks deeper and feels more wonder-filled for them. Then we sing a short, simple song that goes along with the basic principle--a type of affirmation of sorts to stick in their head whenever they see the symbol. Then finally we allow the principle to be discovered during the week and month as we play and notice those principles in our daily lives. And while we do that, we recall and retell the story and principles through playing with toys that go along with the story.
For Example. Aleph --ox-head
We talked about the ox and how people back then used them for--their value to society. We then told the story of Ollie the Ox who wanted to be powerful and strong like his dad and lead the other oxen. And we sand the "I am Powerful and Strong" diddy. Then that month I put out a red ox beanie baby and let my kids retell the story and such. And when someone helped carry in groceries and was showing strength I'd point out "Wow. you are powerful and strong!" Little things like that and singing the song a lot.
Side note: Later in the month I did point out that the letter A looks like the oxhead, upsidedown. And they thought that was amazing. I explained that pictures and meanings were the foundation of our alphabet and help it make more sense. And now I see a greater appreciation for letters and numbers.
And here are some other photos I made to help instill the principles of the next three symbols.
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| Bet - Differences/partnership |
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| Gimel - service in action |
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| Dalet - the door |
It's purpose includes teaching these foundational symbolic principles and building a morally strong character, as well as other purposes. It is full of tons of helpful ideas for further exploring these principles though other books, movement, activities, etc. She even includes a dance and emphasis on a different culture for each one. There are art projects and games and all sort of things. But at this point in my life I just try to sneak in a 15 minute fun focus once a month during a FHE and that's all we need for now. Just the principles 1-8 for this first year (of the 22 total--which would take 3 years total at that rate). As we continue to grow we can build deeper and deeper on these great foundational principles.
If you are interested in learning more you can check out her website. She has a simple online membership, you can try for one year. Or you can buy the online + the parents guide books (which are online, but you'd have to print everything on your own). I have a binder I print and put stuff in, with an overview in front. I like this for having just the story, song, symbol and words in...but if I wanted everything...I'd rather just buy the books. They are beautiful and make it so easy. (she also has a blog of other info if you wanted to read other stuff)
I also found this interesting article on the evolution of hebrew: http://www.hebrew4christians.com/Grammar/Unit_One/History/history.html
The Call for Moral Education and More
So...Have you ever tried building a Ship in a bottle?
It's one thing to have the pieces, and another to start putting it together. But you also have to understand the sequence of how to put it together. And most importantly, how to do it within context of the bottle! IF you don't get that last piece, you can't navigate the building within the bottle. IT doesn't work to build the ship and then try to get it in the bottle!
What does this have to do with education....?
Neil Flinders, who use to be both a professor and head of the BYU's McKay School of Education. Also writes and speaks on the need to teach our children morals and in context of something greater than just ethics and social relativism. Two of his books are entitled, Teach the Children, and Creating a Moral School. In those he shares his thoughts about the essential pieces of planning education with morals, within context of something greater. (An apparently this is a foundational document for the Thomas JEfferson Educational Model!)
(He mentions schools mostly focus most on content and process)
- Context- why/meaning of teachings (when ignored, ends become means; if not understood, there will be confusion. This influences and ultimately determines the next three steps)
- Content- what you teach
- Process- methods of teaching
- Structure- order/sequence of what is taught
Then Flinders shares the evolution (or should we say digression of our national education system). Here's the timeline of how it has changed.
He goes on to say that "We can learn more about true education by studying the life and character of Joseph Smith, that by reading all the books on education." In fact, Flinders wrote a book about Joseph Smith, called America's Greatest Educator.
Here is a view of the system of Education, from Joseph's Smith (vs. the Common Core's View)
| Joseph Smith | (vs. common core) |
| 1. An individual obligation | (state, government) |
| 2. A family obligation | (local/tax-payers) |
| 3. A church responsibility | (teacher/administrator) |
| 4. A state interest | (individual/family) |
| (concern?...) | (now teacher-Union) |
----
Here are some more notes from his PDF on Creating a Moral School
Education is Growth and Development
He describes the balance needed in the following areas in order to grow and develop fully:
1. Physical -Bodily desires control the intellect, causing the person to ignore morality, and become blind to the spiritual. The physical dimension is not evil, but it requires appropiate control, subject to reason and moral order. When an individual lacks such selfrestraint , growth and development will diminish.
2. Intellectual -The adage "mind over matter" expresses the ability we have to govern our physical being to serve the powers and interests of our intellect. This intellectual governance leads to a higher and more versatile existence than one following human passions, but it may occur independent of the ability to recognize right or wrong, good or evil. Intellectuality is not a synonym for morality and people can become slaves to their intellect as they ignore needs of the body and other principles of morality and spirituality.
3. Moral (and Socially responsible) -requires that both intellectual and physical capacities be subjected to pinciples that protect the rights and welfare of all. Moral conduct requires us to identify and choose right over wrong and good rather than evil in our actions. A pre-requisite to spirituality.
3. Spiritual -the awareness of victory over one' s physical and intellectual selves; it is the sense of being in harmony with moral law.
The Role of Loving and Caring ("Actions= Behavior + Intent")
- For the Leaner. To distinguish between action and behavior and to recognize the influence of caring and love are especially important. When we desire to be like other people, to acquire their skills, attributes, and abilities, we must obtain their point of view.
- For the Teacher. Parents and teachers can also apply this principle for effective communication. Caring and loving are the legitimate means for reaching out and into others ' lives. In order to penetrate the barrier of behavior, we must envision the intent behind the act; we must put ourselves in the other person' s place. We must see things from another ' s perspective. This process helps us to understand people as they are, improving our ability to communicate with them.
A difference in educational strategy occurs when we shift from emphasizing action to focusing
on disposition . To make this distinction clear, we need specific definitions for two common
words-decisions and choices. Our particular definitions of these two words are important to
understanding a significant point: In this context, one should think of a decision as the private
expression of intent. A choice can be considered the public expression of that private decision.
Theory of Discipline:
Love them, correct them, and prepare a way for them. In a single phrase this is our theory
of discipline for the home and school.
- First, love them. Parents must first love their children, teachers must first love their students; and by this they make it possible for their children or their students to love them.
- Second, correct them. Mutually accepted standards must exist in a healthy relationship that communicates knowledge and wisdom. Otherwise everything becomes arbitrary and relative, impulsive and chaotic. Confusion and disorder rather than success and satisfaction prevails.
- Third, provide a way. Children and students need help. That is why parents and teachers are to assist the child, the student, by helping them discover or provide the right thing for them to do. It need not be perfect, but it should be personal. It may not be totally adequate, but it should be appropriate.
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Friday, March 4, 2016
Methods: Comparing Learning Stages
How do you know what to teach a 3
year old, versus a 14 year old? What are the phases of learning according to
differing ages?
This is a questions I asked when I
first started homeschooling...and am still learning more about.
So, let's look at a few popular alternative homeschooling methods that have similarities in the ages/phases, and see how they describe each. (Although
I'm skipping the traditional school model, because many of us grew up with that
and know the grade levels in school)
Thomas
Jefferson Education: The 4 Phases of Learning
Core Phase (ages 0-8)
Inspire, not require. A time for
basics, within the context of daily home life. Allow confidence and curiosity
to flourish. Grow a love and value of work and learning.
Love of Learning Phase (ages 9-14)
Develop a love for learning. Allow
time to dabble in a variety of subjects freely, for fun. Explore learning with
a light heart, without the strict demands of scholar phase.
There is a
transition phase for adolescents between 12-14, where they get use to scholar
requirements gradually.
Scholar Phase (ages 14-20)
Students
study long hours and work with a mentor to refine their academic skills—the
emphasis placed on cultural literacy and a personalized approach to studies. (ultimately
preparing them for a deeper mentoring experience of their own, before they are
able to move into their personal "Mission Phase.")
*for more detailed notes, see my post or go to www.tjed.org.
*for more detailed notes, see my post or go to www.tjed.org.
Waldorf
Education: 7-year Cycle
The early years (0-7) Willing
Children primarily learn through empathy, imitating their environment.
They stimulate pupils' desire to engage with the world by offering a range
of practical activities.[33] The educator's task is to
present worthwhile models of action.[11 Children are also given daily
opportunities for creative, imaginative play.[34] The early years education
seeks to imbue the child with a sense that the world is good.[35]
Second Stage (7-14) Feeling
Children primarily learn through presentations and activities appealing
to their feelings and imagination. Story-telling and artistic work are used to
convey and depict academic content so students can connect more deeply with the
subject matter. The educator's task is to present a role model children will
naturally want to follow, gaining authority through fostering rapport. The
elementary years education seeks to imbue children with a sense that the world
is beautiful.[35]
Third Stage (14+) Thinking
children primarily learn through their own thinking and judgment.[36] They are asked to understand
abstract material and are expected to have sufficient foundation and maturity
to form conclusions using their own judgment.[11]:391 The secondary years
education seeks to imbue children with a sense that the world is true.[35]
*for more about Waldorf, see my post on an Intro to Waldorf education
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