Currently Happening Presently Now: EDUCATION

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Wade, M. G., Ellis, M. J., & Bohrer, R. E. (1973). BIO RHYTHMS IN THE ACTIVITY OF CHILDREN DURING FREE PLAY1. Journal of the experimental analysis of behavior, 20(1), 155-162.

Blakemore, C. L. (2003). Movement is essential to learning. Journal of Physical Education, Recreation & Dance, 74(9), 22-25.

"I lay it down as an educational axiom that in teaching you will come to grief as soon as you forget that your pupils have bodies."
-Alfred North Whitehead, Technical Education and its relation to Science and Literature, in The Aims of Education, 1967, page 50.

Sardello, R. (1984). The technological threat to education. The Teachers College Record, 85(4), 631-639.

Argues against the introduction of the computer as a technological device oriented toward changing the tradition of education. If allowed to do so, the computer will destroy education by transforming computer users into a culture of psychopaths. The threat to education can be found in S. Papert's (1980) claim that teaching the child to program the computer can teach the child the processes of thinking, thus removing the need for formal classroom instruction. The present author gives examples of how exclusive computer-aided instruction could promote a loss of care for things in the world.

Goldfarb, W. (1945). Psychological privation in infancy and subsequent adjustment. American Journal of Orthopsychiatry, 15(2), 247.

An attempt has been made to clarify the problem of infant deprivation through a series of controlled investigations of children whose infant rearing had been in an institution (institution children). The life histories of the institution children assume meaning because of these focused investigations. Yet, there is also much to be gained from a review of the individual histories of the institution children in order to seek out the living analogues of the experimental data. The life histories tend to confirm the previous conclusion that infant deprivation results in a basic defect of total personality. This defect manifests itself in the spheres of intellect and feeling in a manner suggesting that the institution child's personality is congealed at a level of extreme immaturity. The strong affective need is never fully met. In addition, this is complicated by the emaciated relatedness both to material reality and to people, and in the inability to adjust in organized, planful, understanding fashion. The defect in concept formation is accompanied by an attitude of passivity and emotional apathy so that normal growth does not follow the typical family and community experiences which are introduced following the institutional experience.

"Movement helps the development of mind, and this finds renewed expression in further movement and activity. It follows that we are dealing with a cycle, because mind and movement are parts of the same entity. The senses also take part, and the child who has less opportunity for sensorial activity remains at a lower mental level."
-Maria Montessori, The Absorbent Mind, 1984, page 46.



 


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