Upside down

Who’s to say
What’s impossible
Well they forgot
This world keeps spinning
And with each new day
I can feel a change in everything
And as the surface breaks reflections fade
But in some ways they remain the same
And as my mind begins to spread it’s wings
There’s no stopping curiosity

I want to turn the whole thing upside down
I’ll find the things they say just can’t be found
I’ll share this love I find with everyone
We’ll sing and dance to Mother Nature’s songs
I don’t want this feeling to go away

Who’s to say
I can’t do everything
Well I can try
And as I roll along I begin to find
Things aren’t always just what they seem

I want to turn the whole thing upside down
I’ll find things they say just can’t be found
I’ll share this love I find with everyone
We’ll sing and dance to Mother Nature’s songs
This world keeps spinning and there’s no time to waste
Well it all keeps spinning spinning round and round and

Upside down
Who’s to say what’s impossible and can’t be found
I don’t want this feeling to go away

Please don’t go away
Please don’t go away
Please don’t go away
Is this how it’s supposed to be
Is this how it’s supposed to be

Songwriters: JACK HODY JOHNSON
© Universal Music Publishing Group
For non-commercial use only.

Collaboration

We achieve our full potential, when we work in collaboration with others.

After achieving independence, enlightened individuals move into a state of interdependence.

Dependence refers to relying on others to take care of us. Interdependence refers to the cooperation for a greater goal. There are limits on how productive we can be as individuals, but virtually no limit on how productive we can be when we strategically collaborate with others.

Dependence >> Independence >> Interdependence

We all start out life as babies completely dependent on our parents or other person to take care of us. This is a state of weakness and powerlessness.

As we grow up we work to become independent, moving out of our parent’s home and earning money for ourselves. A person at this level is able to do things for himself and does not need anyone else to survive.

The greatest human achievements come from people working at the third level, interdependence.

This is when people work together to achieve a common goal, and is the level of maturity of many people in a mature society or organization. This is how mankind has achieved things together that no single person could do alone. Interdependence is the state of human development of greatest maturity and power.

As we develop our character, we move from dependence to independence to interdependence.

  • Dependent wisdom is about tradition, belonging, power and survival.
  • Independent wisdom is about the journey of the self, and the power of personal experience and rational thinking.
  • Interdependent wisdom is about the interconnection of everything and the mysteries of existence.

Source: Three Stages of Wisdom: Dependence, Independence and Interdependence

“How can we develop more and better leadership talent more quickly?”

Organizations can avoid the risks associated with inadequate leadership, and prepare leaders for uncertain future scenarios, in two ways. The first is by sharing past experiences with each other as a source of practical lessons about leading. The second is by planning for future experiences and lessons to learn to make themselves and others ready for becoming senior leaders.

This structured approach to developing oneself and others is the best guarantee that your organization’s talent pipeline will be filled and flowing.

This 60 minute thought provoking, interactive and experiential session demonstrates how experiences can be used – by you and your teams – to become more effective and successful as leaders.

Practice

In the words of Periander, one of the Seven Sages of Greece, “Practice is everything”. This is usually translated as:

practice makes perfect

The Seven Sages, depicted in the Nuremberg Chronicle 1493
The Seven Sages, depicted in the Nuremberg Chronicle 1493

Some participants LOVE theory: give them sources and concepts, reports and ruminations, inspirations and ideas, as well as books and bibliographies.

Some participants LOVE action: give them activities and exercises, puzzles and practice time, as well as scenarios and simulations.

Put the theory and action together for powerful learning, called praxis.

secondnature

Friedrich Froebel noticed the natural activity of children and designed play gifts to enable each child to learn though play.

Rowland Hill

Post Office Reform: its Importance and Practicability was privately circulated in 1837 by Rowland Hill, a schoolmaster from Birmingham.

The report called for “low and uniform rates” according to weight, rather than distance. Most of the costs in the postal system were not for transport, but rather for laborious handling procedures at the origins and the destinations. At that time, letters were paid for by the recipient, not the sender. Costs could be reduced dramatically if postage were prepaid by the sender.

Hill proposed to lower the postage rate to a penny per half ounce, without regard to distance. His idea of prepayment facilitated the safe, speedy and cheap transfer of letters.

In the House of Lords the Postmaster denounced Hill’s “wild and visionary schemes”.

The penny post was a remarkable success with the number of letters posted rising from 90 million in 1839 to 679 million in 1864. This was more than enough to make up for the initial loss in tax revenue.

Another big idea in 1837 was nurturing the creativity of each child by “play and activity”. Friedrich Froebel taught children how to learn, observe, reason, express and create through play. Employing philosophies of unity and interconnectedness, the songs, games, playing with blocks and nature walks of Kindergarten become familiar throughout the world by the end of the 19th century.

The Third Choice

“until fairly modern times there was a much higher degree of tolerance in most of the Islamic lands than prevailed in the Christian world” Bernard Lewis

The Third Choice provides a compelling introduction to Islam on the basis of its primary sources, the Qur’an and the life of Muhammad. Topics covered include: the sharia, interpretation of the Qur’an, women’s rights, and religious freedom.

After this introduction of Islam, there follows an explanation of Islam’s policy for non-Muslims living under Islamic conditions. The doctrine of the three choices (conversion, the sword, or the dhimma pact of surrender to Islam) is explained, including an analysis of the meaning of tribute payments (jizya) made by non-Muslims (dhimmis) to their Muslim conquerors.

Durie describes the impact of dhimmitude on the human rights of non-Muslims in Islamic contexts around the world today, including pressure being exerted through the United Nations for states to conform to sharia restrictions on freedom of speech.

The Third Choice offers indispensable keys for understanding current trends in global politics, interfaith dialogue initiatives, and the increasingly fraught relationship between migrant Muslim communities in the West and their host societies.

“It is well to call the attention of each child to one great law, which dominates in nature and thought. Between two things or two ideas relatively different there always exists a third which unites the two others in itself, and is found between them with a certain equilibrium.” Friedrich Froebel

Froebel selected the cylinder to unite the sphere and the cube.
Froebel selected the cylinder to unite the sphere and the cube.

Rudyard Kipling wrote:

If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,

Geomag

alert_red Warning: CONTAINS STRONG MAGNETS. Keep away from sensitive devices such as credit cards, computers, magnetic media and medical devices like pacemakers.

Geomag’s Kor Eggs are 3D spherical magnetic playsets with 55 fully playable pieces, that quickly and firmly attach through the wondrous power of magnetism. The Kor Egg offers limitless creations.

Like all of Geomag’s award winning products, the Kor Egg is Swiss made to international safety standards.

Geomagworld SA has fostered simultaneous learning and creativity since 2008. All Geomag products are designed, developed, and produced in Switzerland and follow the highest European and American safety and quality standards.

At Geomag, their priority is designing toys that amuse and stimulate children’s sense of fantasy, curiosity, and creativity. Helping young minds hone their abstract problem solving and complex reasoning skills is crucial for their transition into functioning adults, and all Geomag products reflect that mentality.

softenpeas
Softened peas and sharpened sticks were used by Friedrich Froebel for children to make structures.

Praxis

Praxis may be described as a form of critical thinking and comprises the combination of reflection and action.

Praxis can be viewed as a progression of cognitive and physical actions:

  1. Taking the action
  2. Considering the impacts of the action
  3. Analysing the results of the action by reflecting upon it
  4. Altering and revising conceptions and planning following reflection
  5. Implementing these plans in further actions

This creates a cycle which can be viewed in terms of educational settings, learners and educational facilitators.

Praxis has been described as:

“doing something, and then only afterwards, finding out why you did it”

Few educators speak of praxis. While praxis may not be part of many workers overt vocabulary, practice, is. What is praxis and why should educators be concerned with it?
Few educators speak of praxis. While praxis may not be part of their vocabulary, practice, is. What is praxis and why should educators be concerned with it?

Praxis is not simply action based on reflection.

It is action which embodies certain qualities. These include a commitment to human well being and the search for truth, and respect for others. It is the action of people who are free, who are able to act for themselves.

Praxis is always risky. It requires that a person ‘makes a wise and prudent practical judgement about how to act in this situation’ (page 190, Carr, W. and Kemmis, S. (1986) Becoming Critical. Education Knowledge and Action Research)

exploration

‘The cocoa is too hot, I cannot drink it!’, Charlotte exclaims during morning tea.

Emily, her teacher, smiles and responds ‘I am not sure what to do. Do you have an idea how you could cool it down as fast as possible?’

Ben suggests: ‘Why don’t you stir the cocoa really fast? This always helps when I do it.’

‘I have an even better idea!’, Ben’s friend Julia says, ‘You could blow into it!’

‘Well, I think these are some pretty good ideas!’, Emily says, ‘Charlotte, why don’t we ask the other children about their ideas and we try to find out what works best?’

Learning opportunities like this arise in early childhood settings every single day. Based on the strong belief that children need to have early opportunities to discover the world, the ‘Little Scientists’ professional development program supports education and care services in integrating inquiry and exploration into daily activities.

‘Little Scientists’ strongly advocates that every child should have access to hands on discovery in Science, Technology, Engineering and Mathematics – on a daily basis.

To enable a sustainable implementation, the initiative offers a professional development workshop program for early childhood educators. During the full day workshop, teachers and educators explore various opportunities to playfully address the many exciting questions that arise within a child’s experiential world.

Through hands on, practical experiments and group activities, the educators experience education on an age-appropriate level and learn how to support children in finding answers themselves. All workshops are built around using existing, everyday materials, to make experimenting and exploring at the education and care services as accessible as possible. Once completed, teachers can then – step-by-step – implement the activities with the children in their care.

The ‘Little Scientists’ program includes:

  • A long-term program of currently 9 different workshop topics.
  • Hands-on workshops with several rounds of practical experiments which are done with everyday materials and can easily be adjusted to the work in centres.
  • Having fun while exploring given materials in small groups. Participants experience the stages of surprise, asking questions, coming up with hypotheses, testing these in further experiments, documenting findings and discussing the outcomes, much like what the children will experience.
  • Getting to know and use the ‘Little Scientists’ Inquiry-Based Learning Cycle, a scientific method which helps to give structure and purpose to experimenting and lays the foundation for further investigation.
  • After every workshop, each participating centre receives a set of laminated cards with a wealth of ideas for experiments and scientific background information as well as a booklet with the educational content addressed in the workshop.

The holistic approach of the program not only encourages scientific exploration, but also aims at ensuring the development of basic competencies for sustained lifelong learning.

German educator Friedrich Froebel opened the world’s first kindergarten in 1837. Froebel’s method inspired and informed the work of Maria Montessori, Rudolf Steiner, and others, who adopted his ideas and adapted his materials according to their own work.

‘Little Scientists’ initiative – Scientific exploration for young children

Design

Intimate Triangle: Architecture of Crystals, Frank Lloyd Wright and the Froebel Kindergarten

Motivated by Frank Lloyd Wright’s credit to the early childhood influence of Froebel Kindergarten on his architectural design, Rubin illuminates the evolution of the Froebel Kindergarten and the intriguing connections to some of the greatest talents in the arts and sciences of the twentieth century.

In his autobiography, Frank Lloyd Wright wrote about the significance of playing with these blocks designed by Friedrich Froebel.

“For several years I sat at the little Kindergarten table and played with the cube, the sphere and the triangle. These smooth wooden maple blocks . . . All are in my fingers to this day”

This book is for anyone interested in early childhood education or the creative forces behind the architecture of Frank Lloyd Wright.

Frank Lloyd Wright and the Froebel Kindergarten by Jeanne Spielman Rubin

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