A Quote by Robert Greene

Understand: as children and young adults, we are taught to conform to certain codes of behavior and ways of doing things. We learn that being different comes with a social price.
Young children learn in a different manner from that of older children and adults, yet we can teach them many things if we adapt our materials and mode of instruction to their level of ability. But we miseducate young children when we assume that their learning abilities are comparable to those of older children and that they can be taught with materials and with the same instructional procedures appropriate to school-age children.
Social thinking skills must be directly taught to children and adults with ASD. Doing so opens doors of social understandings in all areas of life.
We agree that language functions in a certain way so that we can understand each other; but within that are built all sorts of sentimental codes, codes of authenticity, codes of certain kinds of emotion.
I think there's an unnatural amount of social pressure on women, particularly mothers, to conform to certain standards of behavior, particularly in regard to our children.
The new concept of the child as equal and the new integration of children into adult life has helped bring about a gradual but certain erosion of these boundaries that once separated the world of children from the word of adults, boundaries that allowed adults to treat children differently than they treated other adults because they understood that children are different.
Although adults have a role to play in teaching social skills to children, it is often best that they play it unobtrusively. In particular, adults must guard against embarrassing unskilled children by correcting them too publicly and against labeling children as shy in ways that may lead the children to see themselves in just that way.
Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant.
Children model the behavior of adults, on whatever scale is available to them. Ours are growing up in a nation whose most important, influential men - from presidents to the coolest film characters - solve problems by killing people. ... We have taught our children in a thousand ways, sometimes with flag-waving and sometimes with a laugh track, that the bad guy deserves to die.
Children are people, and they should have to reach to learn about things, to understand things, just as adults have to reach if they want to grow in mental stature.
I wanted to really just understand... how could a whole generation of children who were just children at the time - boys riding their bikes, flying kites, and doing all kinds of things they normally do - how could they suddenly be taught a completely different curriculum?
A huge part of what a kid learns when they're growing up is social and emotional development. As adults, we take it for granted that other people have emotions that are different from ours, and we can identify what they are, but those are skills that children have to learn.
Adults follow paths. Children explore. Adults are content to walk the same way, hundreds of times, or thousands; perhaps it never occurs to adults to step off the paths, to creep beneath rhododendrons, to find the spaces between fences. I was a child, which meant that I knew a dozen different ways of getting out of our property and into the lane, ways that would not involve walking down our drive.
It doesn't take a brilliant mind to notice that adults are telling you what to do and then they do the opposite. I mean, I can't recall every stupid thing that adults were doing when I was six or seven. Some of it was the religious restrictions, where there were certain things that you were allowed to do and certain things that you weren't allowed to do, and I couldn't make sense of those things.
In undeveloped social groups, we find very little formal teaching and training. Savage groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group. They have no special devices, material, or institutions for teaching save in connection with initiation ceremonies by which the youth are inducted into full social membership. For the most part, they depend upon children learning the customs of the adults, acquiring their emotional set and stock of ideas, by sharing in what the elders are doing.
In the United States today, there is a pervasive tendency to treat children as adults, and adults as children. The options of children are thus steadily expanded, while those of adults are progressively constricted. The result is unruly children and childish adults.
Christianity may be OK between consenting adults in private but should not be taught to young children.
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