What young children give to our learning

Studies of the cleverness of young children reveal that education, or schooling, is a cultivation of inherent motives of human pleasure in cooperative and creative life. An experienced teacher in a kindergarten, or a supervisor of doctoral students at university, supports affectionate and curious pupils who are ready to learn new stories of knowing and doing. François Rabelais, a sixteenth-century humanist, and Paulo Freire in Pedagogy of the Oppressed, have rejected ‘the absurd idea of pouring in knowledge’. Educators who act like a loving parent to help the child learn in playful and musical or poetic companionship are guiding the strengths of human nature. Officials appointed to administer education for the government of society need to understand that it is the human mind's convivial enthusiasm that inspires a lifetime of learning with many teachers. They need to listen to parents, to experienced teachers, and to children.

God and Evil without Theodicy

Against traditional theodicies, which conceive of God tolerating evils as necessary costs of higher goods, this chapter presents God on the model of a loving parent who refuses to countenance the sacrifice of his children for the sake of greater goods. The theodicists’ anthropomorphic image of God as a disembodied Cartesian consciousness producing effects in the physical world is then challenged. In rejecting this view of God, the contention is made that it is a conceptual confusion to draw conclusions about God from the nature of the world, the way we may do for agents in the world from the consequences of their actions. The standard academic problem of evil thus collapses. But this does not put an end to the problem of evil simpliciter. There remains an ‘existential’ problem of evil arising from basic human reactions to the conditions of life.

“I Feel It In My Heart When My Parents Fight”: Experiences of 7–9-Year-Old Children of Alcoholics

Children are vulnerable when exposed to parental alcohol abuse. Although much is known about children of alcoholics (COA), research examining the experiences of younger COA is scarce. To gain knowledge of the consequences for these children, it is important to ask the children themselves. This study explored the consequences for a child of having an alcoholic parent, from the point of view of 7–9-year-old COA. Eighteen children were interviewed, whose alcoholic parent was undergoing treatment, using a vignette. In the analysis, using qualitative content analysis, the findings show that the children of this young age had much experiences and took a great responsibility for their alcoholic parent, and the family. The most significant feeling of the children was a feeling of sadness. They tried to control the situation in different ways. They wished for a change in the future, but despite problems in the family they described things they did together with a loving parent. Implications include the importance of listening to and supporting all COA, also children as young as 7–9 years old. Further studies should address the support that can and should be offered to COA.

Harlow’s Famous Monkey Study: The Historical and Contemporary Significance of the Nature of Love

If you were to contemplate what it meant to be loved or what exactly makes you love another individual, the brunt of your conceptualization may very well stem back to Harry Harlow’s famous 1958 study, “The Nature of Love.” At a time that approached love as a child’s need to reduce primary drives via his/her mother, Harlow aimed to identify other variables that could explain the underlying affection of an infant-mother bond – such as contact comfort. To do this, Harlow conducted a series of investigations as part of a novel experimental design that used infant rhesus monkeys and a set of inanimate surrogate mothers. Not only did he propose a new social paradigm for family life, the role of mothers and fathers, and what it meant to be a loving parent in the process, Harlow distinguished himself as one of the most controversial experimental researchers in the history of psychology. The present paper explores the context of Harlow’s academic career and the zeitgeists that marked his time while also providing an in-depth analysis of his landmark 1958 study, how his work has been interpreted for over a half-century, and factors contributing to his overall legacy.

IMPLEMENTASI PENDIDIKAN AFEKTIF DALAM PEMBENTUKAN AKHLAK MULIA

This research uses qualitative approach with case study. Data collection technique is done by (1) depth interview, (2) participant observation, and (3) documentation. Data were analyzed by interactive model consisting of data collection, data reduction, data display and conclusion. Validity checking is done with credibility test, transferability, dependability, and confirmability. The formation of noble character through the application of affective education that is represented in attitudes, attitudes, and gentle attitudes there is convincing evidence can have positive implications for the increase in awareness of worship, academic achievement, and the laudable behavior of learners in elementary education. Attentiveness creates an atmosphere of learning directed, controlled and measurable. The activity of the teacher's soul is focused on the condition of the learners to be understood, understood, evaluated and improved and optimized for their potential, and supported by the attitude of affection which creates a warm learning atmosphere and harmony in communicating between teachers and learners. The activity of the soul of the teacher who respects, loves, recognizes and upholds the existence of the learners is reflected in his attitude of a loving and loving parent towards his child and equipped with gentle attitude in creating a comfortable learning atmosphere (learning is fun), happy, passionate and fresh. The humanist, democratic and integrating human soul activity is reflected in its gentle, attractive, warm, empathetic, earthy, selfish, arrogant and authoritarian manner.

Between a rock and a hard place: The reasons why women delay childbearing

The increasing trend for women to delay childbearing is often met with harsh criticism and judgment, based on the assumption that women are prioritizing their careers over having children. An on-line survey of 500 currently childless Canadian women between the ages of 18 and 38 (M = 28) assessed participants’ childbearing intentions and beliefs, and the factors they felt were most important in the timing of childbearing. Although the respondents felt women should ideally have their first child in their late 20s, most expected that they would begin their families in their 30s. The ability to financially support a child was the most strongly endorsed factor in the timing of childbearing, followed by good health, being with a partner who would be an involved and loving parent, and having a proper home in which to raise a child. These findings highlight the values and beliefs that were most salient in participants’ decisions about the timing of childbearing.

Homeschooling in Russia and abroad

The article presents a relatively new practice of home education for Russia. A survey of numerous studies shows that the transition to homeschooling is characteristic of families with a high value of family cohesion, for those who want to protect their children from the dubious influence of their peers, and for those who have a special idea of religious education. The most widespread home education ("homeschooling") has in the USA (up to 8% of schoolchildren), is allowed and is actively growing in many countries of Europe. The psychological aspect of the problem of home education is linked in the presented review mainly with the theme of family cohesion, although a number of researchers believe that homeschooling itself is only an additional and not the main factor of cohesion. According to the empirical study, Russian homeschoolers are faced with a large number of organizational problems in the transition to home education and with a lack of pedagogical competence of parents and a shortage of special methods of individual education, since only 16% have pedagogical education. The main psychological problems in choosing a homeschooling include a misunderstanding from the inner circle, and in the implementation - the difficulty in determining the parent role. If in traditional school education the parent is a welcoming and loving parent, then at home education the parent becomes demanding and controlling. Homeschooling provokes the creation of various kinds of associations and groups of mutual supports of parents, which indicates the ambiguity and difficulties in implementing this form of education for children.

The musical art of infant conversation: Narrating in the time of sympathetic experience, without rational interpretation, before words

Infants, like adults and many animals, move with rhythmic gestures that express motive states and changes of emotion and mood. But the communications of babies have a special creativity and message power. Infants are ready at birth to take turns in a “dialogue” of movements with a loving parent. They are attracted to extended engagement with human gestures, and sympathetic to many emotions — resonating to the impulses and qualities of movement; imitating, seeking to play an active part in proto-conversations or playful duets of agency (Trevarthen, 1999). When the expressive forms are examined in detail, infant and partner are found to be sharing a subtle “musicality” of communication (Malloch, 1999). Very soon the early musical games become the habits or conventions of a mini-culture, improvised creations of meaning for each pair, of the kind that Maya Gratier calls a “proto-habitus” (Gratier, 2007). They become treasured memories of a special relationship.