A Quote by Maria Montessori
The child has a mind able to absorb knowledge. He has the power to teach himself.
Related Quotes
When we teach a child to sing or play the flute, we teach her how to listen. When we teach her to draw, we teach her to see. When we teach a child to dance, we teach him about his body and about space, and when he acts on a stage, he learns about character and motivation. When we teach a child design, we reveal the geometry of the world. When we teach children about the folk and traditional arts and the great masterpieces of the world, we teach them to celebrate their roots and find their own place in history.
We should not be content to say that power has a need for such-and-such a discovery, such-and-such a form of knowledge, but we should add that the exercise of power itself creates and causes to emerge new objects of knowledge and accumulates new bodies of information. ... The exercise of power perpetually creates knowledge and, conversely, knowledge constantly induces effects of power. ... It is not possible for power to be exercised without knowledge, it is impossible for knowledge not to engender power.
At the heart of capitalism is the unification of knowledge and power. As Friedrich Hayek, the leader of the Austrian school of economics, put it, "To assume all the knowledge to be given to a single mind... is to disregard everything that is important and significant in the real world." Because knowledge is dispersed, power must be as well.
The parents exist to teach the child, but also they must learn what the child has to teach them; and the child has a very great deal to teach them
He possessed the power. He held it in his hand. A power stronger than the power of money or the power of terror or the power of death: the invincible power to command the love of mankind. There was only one thing that power could not do: it could not make him able to smell himself.
If a child has been able in his play to give up his whole loving being to the world around him, he will be able, in the serious tasks of later life, to devote himself with confidence and power to the service of the world.
I think that the most important requirement is to capture the essence of a piece of art. You look at it, essentially absorb it, and you have to be able to understand it visually without having to think about how it was done. I was already able to do that as a child.
Absorb knowledge from every possible source and opportunity. Power gravitates to the man who knows how and why.
God himself, finding he was in the midst of spirits and glory, because he was more intelligent, saw proper to institute laws whereby the rest could have a privilege to advance like himself. The relationship we have with God places us in a situation to advance in knowledge. He has power to institute laws to instruct the weaker intelligences, that they may be exalted with Himself, so that they might have one glory upon another, and all that knowledge, power, glory, and intelligence, which is requisite in order to save them in the world of spirits. (King Follett Discourse)
A teacher who cannot explain any abstract subject to a child does not himself thoroughly understand his subject; if he does not attempt to break down his knowledge to fit the child's mind, he does not understand teaching.
Ignorance is the evil - knowledge will be the remedy. Knowledge not of what sort of beings we shall be hereafter, or what is beyond the skies, but a knowledge pertaining to terra firma, and we may have all the power, goodness and love that we have been taught belongs to God himself.
The man who writes for hire has an obligation, if only to himself, to keep an open mind and to absorb new ideas.
It is worthwhile adding that the power of the poem to teach not only sensibilities and the subtle movements of the spirit but knowledge, real lasting felt knowledge, is going mostly unnoticed among our scholars. The body of knowledge locked into and releasable from poetry can replace practically any university in the Republic. First things first, then: the primal importance of a poem is what it can add to the individual mind.Poetry is the voice of a poet at its birth, and the voice of a people in its ultimate fulfillment as a successful and useful work of art.
If all we know of mind is the aspect of mind that dissolves when we die, we will be left with no idea of what continues, no knowledge of the new dimension of the deeper reality of the nature of mind. So it is vital for us all to familiarize ourselves with the nature of mind while we are still alive. Only then will we be prepared for the time when it reveals itself spontaneously and powerfully at the moment of death; be able to recognize it "as naturally," the teachings say, "as a child running into its mother's lap"; and by remaining in that state, finally be liberated.
Why, it is as easy to teach the name of an idea, if it is clearly formulated in the child's mind, as to teach the name of an object.
There are no a priori obstacles to the scientific knowledge of the mind, but the scientific knowledge of the mind is not all the knowledge of the mind that there is. This is not an objection to science, it is just a distinction between different kinds of knowledge.
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