“THE FIRST principle of true teaching is that nothing can be taught. The teacher is not an instructor or taskmaster, he is a helper and a guide. His business is to suggest and not to impose. He does not actually train the pupil’s mind, he only shows him how to perfect his instruments of knowledge and helps and encourages him in the process.
He does not impart knowledge to him, he shows him how to acquire knowledge for himself. He does not call forth the knowledge that is within; he only shows him where it lies and how it can be habituated to rise to the surface. The distinction that reserves this principle for the teaching of adolescent and adult minds and denies its application to the child, is a conservative and unintelligent doctrine.
THE SECOND principle is that the mind has to be consulted in its own growth. The idea of hammering the child into the shape desired by the parent or teacher is barbarous and ignorant superstition…
To force the nature to abandon its own dharma is to do it permanent harm, mutilate its growth and deface its perfection. It is a selfish tyranny over a human soul and a wound to the nation, which loses the benefit of the best that a man could have given it…
THE THIRD principle of education is to work from the near to the far, from that which is, to that which shall be…. We must not take up the nature by the roots from the earth in which it must grow or surround the mind with images and ideas of a life which is alien to that in which it must physically move. If anything has to be brought in from outside, it must be offered, not forced on the mind. A free and natural growth is the condition of genuine development.”
Our Vishvas team facilitated a session on ‘Understanding Autism’ for Primary School teachers on Friday, 31st of March 2017. Purpose of this session was to empower all team members to develop a collective understanding of autism and integrate the same in their work with children. Autism, or autism spectrum disorder, refers to a range of conditions characterized by delayed development of social skills, repetitive behaviours, speech and non verbal communication, as well as by unique strengths and differences.
The session was interactive, facilitators reflected on their present understanding and implementation of strategies in their respective groups. Art and music therapy corners were facilitated to provide an experience to all facilitators.
Through researches we know that Autism is caused by different combinations of genetic and environmental influences. Each child with Autism is unique. Many of those on the Autism spectrum have exceptional abilities in visual skills, music and academic skills.
We’re at an important crossroads right now: almost everyone has heard of autism, but not everyone knows how it influences us. And people’s understanding varies so much. One way or another, we are going to reach the other side of that crossroads. And what autism awareness looks like at the other side depends on how we choose to talk about it now.