Dear Jinan,
You wrote
"Actually, this is emotional blackmail and not really about learning.
This emotional blackmail is what everyone is proposing in order to
improve education. Either you shower love or you give them good marks,
cheer them up..........
Please look carefully at this situation. The emotion of love is for
the one who is teaching and what is being 'learned' is something else.
So there is fragmentation between emotion and 'learning'.
This is bound to happen when the content of what one is supposed to be
learning is absent. This is precisely the problem that modernity is
doing. The body is experiencing the emotion and the mind is 'learning'
what is being taught. Emotion is not really connected with the content
that is being learned!
What is present is what we experience!"
While I generally agree with the thrust of what you write here I
nonetheless can't help but feel you're being somewhat imprecise about
modernity.
Also, it is difficult to comment on your statements without knowing to what
age bracket you are referring. We may generally agree that the impulse
toward learning is innate, that is, it is an evolutionary outcome, a
biological preset shared equally among all human beings and accessible to
all regardless of culture, language, or age; but still, surely we can agree
that a one-year-old has different learning needs and abilities than a four
or five-year-old who has already acquired and mastered the fundamentals of
(oral) language?
Regarding modernity, I find echoes of your thinking about education in the
groundbreaking work of Maria Montessori (a modern-day scientist by any
standards); from empirical observation and experiment, she articulated the
principles that drive children towards learning about the world. According
to Montessori, these principles are innate and the child (I'm referring to
up to two-year-old children) needs only an adequate environment and a
non-interfering adult to learn, and indeed attraction to specific objects,
animals, details in the environment or particular activities seem to be
driven from within and could be described as a 'love' (but perhaps more
accurately labelled as 'curiosity') towards something external.
You will probably know about Montessori already, but I would encourage you
to revisit her studies.
All the best,
>
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