When you have solved the problem of controlling the attention of the child, you have solved the entire problem of its education.
Sentiment: POSITIVE
Education must be aimed at creating a wider imagination in the child, not at suppressing. The child's mind must be set free.
I do a great deal of work with young children, and if you give a child a problem, he may come up with a highly original solution, because he doesn't have the established route to it.
What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child.
The task of the educator lies in seeing that the child does not confound good with immobility and evil with activity.
When you think about the children, one of the things that I'm quite concerned about - and I've heard it expressed by others - is trying to find how we can build better accountability, work to provide a level of education that prepares our children for the future.
I saw as a teacher how, if you take that spark of learning that those children have, and you ignite it, you can take a child from any background to a lifetime of creativity and accomplishment.
Attention is the fundamental instrument we use for learning, thinking, communicating, deciding, yet neither parents nor schools spend any time helping young people learn how to manage information streams and control the ways they deploy their attention.
Here once again education is crucial, it enables children to be become more aware of their rights and to exercise them in a respectful manner which helps them shape their own future.
The educator should do anything but advise the child to do what everybody does. He should rather rejoice when he sees in the child tendencies to deviation.
The art of natural education consists in ignoring the faults of children nine times out of ten, in avoiding immediate interference, which is usually a mistake, and devoting one's whole vigilance to the control of the environment in which the child is growing up, to watching the education which is allowed to go on by itself.