"With respect to the development of powers devoted to coping with specific scientific and economic problems," wrote philosopher John Dewey, "we we may say that the child should be growing in manhood. With respect to sympathetic curiosity, unbiased responsiveness, and openness of mind, we may say that the adult should be growing in childlikeness."
The seminal thinker on education in the 20th century, Dewey defined learning as the reorganization of experience into meaning. Human beings must do more than learn; we also learn to learn, he argued. But what? And how?
In the final installment of her six week series on self control in children, Sandra Aamodt, PhD and author of Welcome to Your Child's Brain, explores the development of conscience, empathy, and "theory of mind," or the ability to imagine what other people are thinking and feeling. Aamodt suggests that parents and teachers help children label their emotions at an early age. As kids grow to understand motivation and consequence, they become warmer and more sensitive.
In his inaugural post for Big Think, our newest blogger Sam McNerney takes the opposite tack, looking at what adults can learn from kids.
The eminent educational historian Diane Ravitch and writer Joanne Barkan round out the discussion with critiques of prevailing modes of educational administration and politics.