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- W141360930 abstract "Whole books could be written on one subject which sums up nicely the state of the American educational system: our 'doing' hasn't kept up with our 'knowing'. Many years ago, through the fine work of such men as Martin Deutch and Jerome Bruner, we discarded the idea that there is such a thing as a 'fixed' I.Q., one little magic, marvellous number that could be attached to a child, hanging around his neck for the rest of his life. The I. Q. 'test' might show that he's a '90', and so the teacher is instructed, with a look of solemn acceptance, that 'there really isn't much you can do for him., get along the best you can with this child... or... don't push him too hard.' In the meantime, the child who was unfortunate enough to rate 160 on his I.Q. test begins an unrelenting life of pressure, with each of his teachers feeling it is their God-given duty to see to it that he lives 'up to his potential'. Once the results of that test are in, the high I.Q child is condemned to an eternal rat race. For the past few years educators have been recognizing that I.Q. scores are influenced by cultural backgrounds, and yet we continue to use them as a basis of comparing one child with another, still centring our findings around the fictitious 'Mr. Average'. The teacher knows what it means to be 'labelled' and to carry a label around for the rest of your life. A label of any kind is something to live up to, or something to forget; something to be proud of, or something that causes us to hang our heads in shame. Obviously, one of the first things to be discarded is the practice of 'labelling'. So this one has dyslexia...so this one is hyperactive...so this one is very brilliant.. so this one is very dull...so what? Common sense points to the importance of allowing every child to be himself, and to every teacher's being aware that within this child is a unique pattern of development and future achievement that only needs releasing. With more time spent on observation and less on theorizing, we :ould give more children a chance to be themselves. If their cry, as Maria Montessori says, is indeed simply, 'Help me to do it myself', then we'd better take a look at the topic of 'research' itself." @default.
- W141360930 created "2016-06-24" @default.
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- W141360930 date "2016-01-01" @default.
- W141360930 modified "2023-09-27" @default.
- W141360930 title "Are Schools Destroying Our Children" @default.
- W141360930 hasPublicationYear "2016" @default.
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