July 29, 2014
Carl Jung and Total Education
Recently I have been reading Carl Jung’s “Psychology and Education”. The first part of the book is a detailed case study of a particularly intelligent young child and her intense curiosity as to where babies come from.
Jung describes the trauma the subject suffers and how with very deft handling by the parents, presumably with his guidance, over a two year period she is led through the trauma to a very satisfactory resolution.
While the analysis and explanation of the child’s behaviour and dreams is fascinating and enlightening, what was most powerful for me was his conclusion, as follows:
“We should try to see children as they really are, and not as we should wish them: that, in educating them, we should follow the natural path of development, and eschew dead prescriptions.”
This captures beautifully what we try to do at the School of Total Education through the individualised nature of the educational approach. The School’s philosophy holds that children will learn when they are ready to learn, and that forcing them will create a negative outcome.
Hence, our teachers are alert to how the children are learning and what their interests are. These are valuable tools in determining how to approach a child who may be struggling with their studies or resisting engagement with their learning.
Armed with this knowledge of the child, the teacher can entice them into learning through their interest.