arndt@lymph.DEC (03/09/85)
Due to the overwhelming amount of comment caused on the net by my postings
about how/what to teach children to think, this will be my final one on the
topic. Can't compete with goat's milk and that ole perennial favorite,
car seats.
I would like to address (to myself) the problem of how to develop the art,
and I use that word carefully, of thinking/being.
Previously you may, or may not, remember that I built a case for the need in
today's world of a broad area of learning required to operate in almost
any field of choice. Particularly perhaps, for this audience, the need for a
firm grounding in the liberal arts often lacking in 'tech types' who might tend
to make up so much of the net population.
I argued for a systematic approach to the whole area of learning that involved
something along the lines of Dorothy L. Sayers article on Medieval school
methods. That is, teach how to learn first before teaching subjects.
But on to teaching children how to think/be. These are some of the things I am
doing with my children:
o no 'baby' talk - don't talk down. Make them ask what a word/concept
means or guess from the context.
o make puns, say outrageous (I don't find this hard to do) things,
challenge them in the things they say to make them defend their ideas. Now
of course don't knock the poor kid off before he gets a start in life. For
example, older daughter came out with, "Girls can do anything boys can." I
pushed back with, "Oh yea, who told you that. Is that what they teach you
at that school I send you to?" Well, I got five minutes of some pretty good
stuff. In the end we agreed that some girls can do some things better than
some boys. She hates the sight of blood, but I know she's going to be my
little doctor.
o point out interesting things, large and small, and talk about them.
LISTEN to their ideas and try not to laugh, as 'cute' as they sometimes may
be. For example, lay down on the floor with them and look up at the ceiling
and wonder out loud what it might be like to walk around on the ceiling rather
than on the floor.
o Don't tell them too many things about the world (Santa, etc.) that
they will find out later are bosh. If they ask about electricity, tell them
about it in language they can comprehend but is still true. It will often
tax your understanding of the topic.
o of course time for field trips to the library, woods, etc.
o projects - my daughters will know how to handle hand tools and my
sons to cook.
o build on success and learn from failures. Example, finally learning
to ride a bike as an example that keeping at it will bring success in another
area. I almost believe in rewarding failure in little kids. I mean so what
if he bumps into walls. He'll grow - hopefully. Let them know it's all right
to fail, just give it a pretty good shot.
o in all of the above foster the idea of putting things in catagories
(no not blacks and whites) and breaking a problem down to manageable chunks.
o REQUIRE responsibility from them, at the level they are at of
course - and each kid is different. For example, my younger daughter fell
on her bike and I called across the street to older daughter asking her what
she was doing over there when her sister needed help.
o go with the flow. pursue what they have an interest in. Older
daughter (six) just asked about learning a foreign language so it's off
to the library for records and songs. We dropped piano after several
seasons because interest was going out the window. We'll try it again
in a few years. I insist they finish what they start, except where it
seems (to me) it is a really big burden to them. Example, one wanted to
drop out of soccer before the end of the season - I said no and by the end
of the season she liked it and wants to play again next year.
o offer a wide range of experiences.
o books, books, books. it was a great day when they each (at
different times) got their very own library card - and the responsibilities
that go along with it. I encourage them to lead the family in activities,
reading, praying, projects, etc. I comment on the fact that they know
something I don't because of what they have done/read. I sometimes make
mistakes on purpose so they can correct me. The rest of my mistakes are
really mine.
o warning: Books, like TV can be trash as well as fun and a
learning experience.
o kids CAN reason. turn their reasoning back on them. Don't you
do the same thing you say so-in-so did? Why should you be above the
standards you claim others should follow for you?
o expect, demand, that they be INTERESTING people.
o make a point (not overdone) that you are giving up something you
want to do to do something THEY want to do. Then expect them to do the
same for you (someday).
o spend time doing nothing with them. Just sitting out in the yard
on a blanket in the sun.
o Test their development. For example, self image - a while ago I
was spooning out mush to the kids and older daughter cranked (just like her
mother) about younger sister getting more than her. I stopped and looking
her right in the eye said, "I gave her more becaue I love her more." My
wife fell off her chair. But she just looked me right back in the eye and
after a moment said, "Daddy, you're lying." The same squirt was asked in
school (kindergarden) by a teacher as part of the teacher's graduate work,
"If someone gets angry at you do they still love you?" Flopsy was the only
one who said yes. Out of about twenty. I DO get angry with them and I DO
tell them I love them - before during and after, sometimes.
All of the above can be started very early, at different ages for each child
perhaps. But start as babies with concepts that ARE difficult to learn like
BEHIND, ABOVE, etc (location), TIME, MOTION, SPACE and on to conservation of
space and matter. For example of the last two, games about is the glass half
full or half empty, a tall glass with the same amount of water as a short fat
glass, a ball of clay broken up into little balls - which holds the most clay?
Plenty of how-to-put-a-child-together books on these topics on the store
bookshelves. Of course don't get driven. I am a believer in early reading
but not early pushing. Johnny reads, why don't you? rots. We use the
McGuffy Readers. Really great stuff. Twice the words many modern readers
have. Imagination, imagination, imagination, and fun, fun, fun.
It's tough to put some system in this approach but set goals and drive toward
them.
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Well, I'm convinced.
Regards,
Ken Arndt