Our social skills necessitated a larger volume of brain. In order to be efficient the brain requires various inputs than its mere physiology would entail. A fetus can distinguish inflections of sounds and distinguish anger and soothing words without seeing the world of the grown ups. Even so the baby can only speak much later. Hearing is not speaking. Different areas in the brain need to be put in place to do the various functions properly.
Earliest way of imparting much needed skills in hunting was no different from the manner birds teach their young to fly. We note upon closer observation eagles and other birds of prey begin with demonstrating the art of flying to their chicks. Slowly they approach it by pushing chicks from their secure perch and giving them confidence by flying with them. They never force their chicken unless they are certain that they are ready to use their wings. Whereas we find modern parents push the toddlers to fulfill their expectations that are more often not realistic. Progress demands many social changes and technology expects parents to be at beck and call of the demands of the market. So parents are driven to give quality time instead of letting nature take a hand in the maturing of children. Thus progress driven technology sends its slipstream to social changes as well.
Tiger moms who drill their six year olds to be piano prodigies may have them acquire mechanical skills by sheer dint but are they getting benefit of the glorious music they play as were by rote?
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Posted in cartoons, tagged Benny Thomas, black and white, daily cartoons, education, fings, learning, pedagogy, things and fings, wonder of this age on March 14, 2012 |
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In their self-published book, To Train Up a Child, Pearl, 66, and his wife Debi, 60, recommend the systematic use of “the rod” to teach young children to submit to authority. They offer instructions on how to use a switch for hitting children as young as six months, and describe how to use other implements, including a quarter-inch flexible plumbing line. Older children, the Pearls say, should be hit with a belt, wooden spoon or willow switch, hard enough to sting. Michael Pearl has said the methods are based on “the same principles the Amish use to train their stubborn mules.”
One sure to make a monkey of your child is to monkey with their natural drive. Amish way of driving sense into mules is to make them bear burdens. Pity the Pearls thought it fit to mistake a child for a stubborn mule. The Pearls broke the cardinal rule in child-rearing: know who is under your charge. One of life’s many miracles is that bonding where a child knows its peer and the elder knows what is best in that never before tried article under their watch. How would that be realized, one may ask. As Locke would say consider a child as tabula rasa a clean slate. If you are writing your frustration or momentary annoyance on such a table, be forewarned you have already driven deeper something into the child. After having impressed such errors of your own weakness and failure it is easy for you to wash your hands off blaming your partners side of poor genetic material. Education means you are bringing out what is best in a child. The child being a clean slate needs to be taken on trust and by careful observation create certain natural disposition for it to respond to. The more a child’s curiosity is aroused in certain line of interest it could be enthused to seek it out on its own interfering only where your presence is warranted. A child is still flexible and shall bounce out of its limitations in the sense of economic necessity imposed on it from without. It is not the latest gadgets that determine quality of happiness for a child but in his self discovery. Everything it encounters is fresh and miraculous and it is what parents need to preserve and not its tantrums and rudeness. Not getting what it wants is soon forgotten if child can be certain there are other alternatives where his attention can latch onto. The child seeks the boundaries and in certain areas it must be shown by its peers as crucial to be understood.
Accept a child as possessing good sense and it shall understand what it means. Treat a child as twit and you have already made preliminary steps for an obstacle course in the future. At the age of six I thought I would write like Shakespeare for the home theatricals we siblings played under the direction of the eldest sister of 10. Nobody made me feel like a fool. I never thought it was impossible. My father, a stern disciplinarian that he was, and a figure of authority eased his discipline in my case. He was certain that I was not cut out to be a doctor like my siblings but as an artist. So he allowed many liberties that other never dared to take within his earshot. He let me study at my own pace and read whatever took my fancy. Luckily my memory was quite good to absorb from such varied reading I did with no formal plan. It was my decision to take up architecture since I felt architecture combined, many disciplines as one and at the core was clarity of vision. It was up my alley.
Sorry for the digression.
Before closing, I was reared by the rod and yet it did not bruise me since My father spared my amour propre from any bruise; howsoever strict he was I knew he cared for what I am and what I was struggling to be.
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Posted in American dream, current news, tagged banned items, Gaza blockade, Hamas, Intifada, Israel, pedagogy, public schools, school administration, silly bandz on June 17, 2010 |
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School District 202 in Plainfield, Illinois, joins other school districts across the nation in banning “look-alike drugs”: candy cigarettes, fake chewing tobacco, non-alcoholic beer, and oregano. Various reasons are cited for the ban, one being that candy cigarettes can possibly lead to real cigarette use, that they send an inappropriate presmoking message. Secondly, that the prevalence of fake drugs makes it difficult for school administrators to find the real ones. And that the use of certain substitutes such as mint-flavored herbal snuff increase the chance that users may be considered “yuppies.” (Chicago Tribune, 1/7/92, 2/7/92). If child minders cannot distinguish between the real and playacting why should they mind children? They should spend their time usefully elsewhere and not mess up with children.
Much of our draconian laws arise from our own unfounded fears. Like Israel choking the Palestinians in Gaza and they think it is collective punishment and would send a strong message to Hamas. I am sure if given chance the state of Israel would be at it even after 100 years. From this collective punishment the only group that is reaping much in public support and sympathy is Hamas.
Israel in a way is raising a fresh wave of intifada from child of today.
If the powers that be in Israel could only distinguish between a punishment that work and that doesn’t the Palestine problem would have been by now on the table. Like the school administrators cannot distinguish between fake drugs and the real, the Israel government cannot search their own hearts or minds and arrive at a balanced view without the pressure groups orthodox Jews and the like, coming in between.
I am responsible for my life. It is plain as day. But interference from all corners should make me irresponsible for the mess around me, there must be wrong with laws that create this situation? For instance I paid the cost of raising my child, a quarter million of hard earned money, and end up with a son who stays home and smoke pot; he cannot even speak English that I thought was requisite for a well educated man. Who is to blame. Somewhere all my labor,discipline, industry and everything I regarded as fruits of progress have been messed up.
In short someone has shortchanged quarter of a million of my money, I raised with sweat of my brow. Who is irresponsible party and is to blame?
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