Is the British examination geared education system of today doing children and youngsters any good? Are we focused on the children, or on the preservation of an Education Authority sculptured by politicians and wielded by profit seeking concerns? In the result-driven environment of our modern schools, where do love, compassion and other Christian values appear among the pass rates? Or is our current system leading children into a hell of insecurity and self-doubt?
Little that is being done in the British classroom answers the child's needs. Man was fashioned to fit into a world of soil, rock, plants, water - and of troubles and perplexities. To put him outside the reach of these is to harm him. This is about teaching that was done following Froebel’s idea of using natural things in natural surroundings. It proved successful not only because it kept to the great educationalist's philosophy but because it was done in a developing country which had no backlog or worthless traditions to perpetuate.
Education should be far more than the recitation of earlier people's thought, ideals and solutions. It should produce well balanced minds who glory in excelling, who can argue more readily than punch, who can view both sides of an argument and not be driven by hate, who have time for others and who know and understand the limits of propriety in a multi-cultural environment.
This book was written in 1974, and yet it is as relevant now as when first written.
Little that is being done in the British classroom answers the child's needs. Man was fashioned to fit into a world of soil, rock, plants, water - and of troubles and perplexities. To put him outside the reach of these is to harm him. This is about teaching that was done following Froebel’s idea of using natural things in natural surroundings. It proved successful not only because it kept to the great educationalist's philosophy but because it was done in a developing country which had no backlog or worthless traditions to perpetuate.
Education should be far more than the recitation of earlier people's thought, ideals and solutions. It should produce well balanced minds who glory in excelling, who can argue more readily than punch, who can view both sides of an argument and not be driven by hate, who have time for others and who know and understand the limits of propriety in a multi-cultural environment.
This book was written in 1974, and yet it is as relevant now as when first written.
