Here is a talk I gave at the recent “Educating for a Bright Future” conference held in Salorno Italy in July 2009:
A talk on the use of stories as a tool for facilitating greater inclusion of all children and for helping children to overcome challenges and difficult behaviors:
A recording of a talk I gave at the Maleny Neohumanist Education Seminar 2017, at the Ananda Marga River School, Australia:
A recording of my first webinar:
As the technological speed of modern society increases at exponential rates, so has the experience of early childhood been radically altered. Children are faced with increased levels of cognitive stimulation and complexity from their early years. The statistics of the incidence of childhood mental health disorders, such as ADHD, are rising. As the very landscape of childhood has shifted so dramatically since parents and teachers were themselves children and is increasingly characterized by continuous change rather than by stability, in what ways must educational approaches adapt to help children to successfully integrate these experiences and reach their full human potential? Is cognitive development in itself sufficient to guarantee happiness, or does conscious attention need to be given to the development of social, emotional and spiritual competencies? How to facilitate the development of an internal “compass” to prepare children to navigate the challenges of a technological, commercialized culture?
This webinar explores these questions according to the holistic approach to early childhood development offered by Neohumanist Education. It examines the ways that Neohumanist education balances extroversial sensorial stimulation and cognitive development, with training in introversial capacities such as self-regulation, empathy and creative visualization. The Neohumanist teacher’s own subjective experience and self-development is seen as an inseparable part of the teaching process. This webinar looks at Neohumanist Education’s synthesis of classical eastern wisdom teachings from the ancient tradition of yoga that highlight personal development and collective values with modern western progressive educational techniques that cultivate rationality, logic, and individual creative expression. The holistic vision of Neohumanist education is essentially an ecological vision that honors the interconnectedness of the web of life, seeking to preserve children’s sense of being connected to a greater whole, engage them in learning as joyful discovery, and help them discover meaningful ways to contribute to their world.
Who me, a racist?
Virginia Blackburn was a powerful and beautiful black African American woman working as a social worker at a women’s centre in a poor inner-city neighbourhood in the Midwest. She was a close friend and wise mentor for me in my early twenties. She invited me to different workshops on themes such as overcoming racism, classism, sexism and other types of isms. I was shocked to discover how these barriers had limited my ability to feel close and connected to others. I considered myself a liberal, open minded person. I had grown up in a multi-ethnic highschool and most of my best friends were non-whites – Korean, Chinese, Indian. I had even gone to a formal dance with a black friend as my date, and had to cringingly endure the loud and embarrassing comments of my somewhat deaf French-Canadian grandfather like “Oh he is good looking for a black guy!” I was a good person and I was dedicated to principles of equality for all. I certainly didn’t see myself as a racist and would never consciously participate in hurting anyone because of their identity.
I wrote this children’s story for our smaller children from FAMILIA AMURTEL. Many of them have certain behaviors – such as hoarding food, that stem from their traumatic history of neglect during critical developmental stages in infancy. This story uses metaphor to communicate compassion and understanding, and at the same time show a healthy way through the distressful behavior:
Juniper was a white baby rabbit. She lived with 27 other baby rabbits inside of a small cage. It was very crowded and uncomfortable. When the farmer came with food, all of the rabbits scrambled on top of each other fighting for their share. Juniper was small and not very fast, and the others climbed over her and ate up most of the food before her. She was always still hungry when the food was finished, and cried for more, but nobody listened. They were too busy trying to get food for themselves too.
With quick efficiency, the camp committee in the Sitron camp in Haiti announced our arrival for a women’s gathering. Soon the women were spreading large grey tarps on the bare ground, and to our surprise, a microphone and amplifier were waiting in the middle of the space. I was amazed to see that already the camp had wired electric lines throughout the site, and indeed, a bulb was shining in a hut on the hill. Two months have now passed since the earthquake, and people have begun to settle and adapt to the circumstances with characteristic resilience. The construction of latrines was nearing completion, and groups of men were busy chopping poles to construct a large community tent for clinics, meetings, religious services and other collective events.
In Neo-humanist education, we all know that children learn best by imitating the example of the teacher. However, it is not only small children learn well by imitation and example – it is one of the most effective ways adults learn as well. Have you ever experienced the difference between just hearing or reading about how to do something and then actually seeing it done? For example, there was a particular difficult yoga posture called peacock that I had read had many benefits for overcoming fear, anger, and improving digestion, cravings and some other benefits and I really wanted to try it, but from the picture and the book, it looked simply impossible – it is a difficult balancing posture where all of the weight is supported by the elbows on the navel area. I tried a few times, but was immediately discouraged. Then a friend of mine showed me how she had learned, breaking it down into a few simpler stages. Within a month of practice, I amazed myself that I actually had learned how to do it. Read more
Date: 16 July 2006 15:09
The mind of children is already in a state of creative problem solving all the time as they constantly absorb new information about their world and how to interact with it, making it easy and natural for them to learn new languages.
Language acquisition is even easier for children than adults when presented in play way format because they have no inhibitions about learning something new. They naturally parrot-imitate new things. Often you can find small children babbling new words to themselves as they gain mastery over them during moments of free play. Read more