Most of the important things a child learns in life, are learned by the ages of 5 to 7. These things are learned by example -- for better or for worse. Raw native intelligence is important, but it is only a small, though important, ingredient of the whole. More important than intelligence is executive function -- grit, patience, fairness, honesty, openness, persistence, conscientiousness, etc.
If a child has intelligence and good executive function, it is crucial that he be given the tools of knowledge and competence -- that is how true self-confidence is built.
More from the John David Garcia Curriculum for Early Childhood:
| Physical | Biological | ||||
| Avg. Level | Avg. Age | Physical Theory | Physical Practice | Biological Theory | Biological Practice |
| 5.00 | 7.00 | The smelting of iron and simple steels, forging iron and blacksmithing; simple astronomy and navigation, advanced sailing ships that might have crossed the Atlantic; the iron forging necessary for controlling a horse in battle; pre-Greek geometry and arithmetic using Arabic numbers, advanced theory of the Babylonian abacus | Smelt ore, forge from iron a complete set of tack for a horse, plus horseshoes; forge and make iron sword and spear; make large clay jars for storing grain, oils, and wine; begin one-year sailing ship construction project for group; show how geometry and arithmetic help in the above projects, build a Babylonian abacus | Advanced study of equestrianship for war, shooting a compound bow while riding horseback, the use of the lance and the sword from horseback; mammalian reproduction in detail, nursing and care of young mammals; processing milk into cheese and yogurt | Horse handling, training, and riding; grooming and care of horses, shodding and equipping the horse, the use of different bits, saddles, and stirrups; mammalian reproduction and breeding; comparisons of dogs, cats, sheep, goats, cows, and horses; cheese and yogurt from cow's milk; extract oil from fruits and nuts; make and store wine; optimal physical training of the human body |
| 5.25 | 7.25 | Continue with projects begun previous quarter | Continue with projects begun previous quarter | Continue with projects begun previous quarter | Continue with projects begun previous quarter |
| 5.50 | 7.50 | Advanced metallurgy, casting bronze sculptures through lost wax process; making of hard steel alloys, nails, bolts, and screws; making advanced presses and catapults; fractions and decimals, empirical basis of Pythagorean Theorem, right triangles, circles, spheres, and parallelopipeds | Continue work on sailing ship, do precision bronze castings; make knives using hard steel alloys; make nails, bolts, screws, presses, and catapults; show applications of mathematics and geometry to the above | Human reproduction, comparative male and female anatomy, hormonal cycles, fertility cycles, puberty and emotions, lactation and nursing, care of infants, normal patterns of growth for young boys and girls | Advanced breeding of animals and plants, extraction of fats and oils from vegetables, fruits, and seeds; extract animal fats from carcasses and meat; work in nursery caring for small children 1-2 years old |
| 5.75 | 7.75 | The geometry and mathematics of Pythagoras, several proofs of his theorem, the Pythagorean solids, the harmonics of vibrating strings and the physical basis of music; geometry applied to navigation, astronomy, building and surveying; the technology of glass, glass blowing | Construct the Pythagorean solids, use several approaches to making dodecahedron and icosahedron; construct navigational computer, advanced abacus; construct glass bottles, mirrors, parabolic mirror; finish sailing ship | Human health and the Greek medical tradition, Aesculapius and Hippocrates; a healthy mind in a healthy body; physical culture and optimal health; diet, exercise, and health | Gardening and preparation of food for optimal health, an exercise plan for lifetime health, strength, and energy; construction of a glass still; care of young infants |
| Psychosocial | Integration | ||||
| Avg. Level | Avg. Age | Psychosocial Theory | Pyschosocial Practice | Integrative Theory | Integrative Practice |
| 5.00 | 7.00 | The story of Zarathustra; how he changed the Persian people and how they went on to create the world's greatest empire until conquered by Alexander; the Zoroastrian religion and myths in detail | Analysis of ancient Persian history and religion; write a story of how Persian history might have been different if the religion had been different | Ethical analysis of Zoroastrian religion and ethical system, strengths and weaknesses, and how it was doomed to failure | Ancient Persian art, architecture, music; analyze and reproduce style according to your own feeling about this culture; do a group project expressing ancient Persian civilization |
| 5.25 | 7.25 | The story of Confucius and his teachings and how they changed China; the books of Confucius are read, discussed, and compared to the philosophy of Lao Tse; the interaction of Taoism and Confucianism in Chinese history is discussed | Written analysis of each of the books of Confucius and stories about Confucius; an analysis about Lao Tse; writing of imaginative stories about life in China; essay on how you personally feel about Confucius and Lao Tse | Ethical analysis of Confucianism and Taoism as ethical systems, as ways to knowledge, and the civilization they produced; what was right and what was wrong and predictions | Ancient Chinese art to Tang dynasty, analyze and reproduce style in sculpture, painting, and music; use Chinese style to express your feelings about classical Chinese culture in group art project |
| 5.50 | 7.50 | The story of Buddha and his teachings and how they changed India and the East; emphasize the basic ethical nature of Buddhism and its tolerant compassion toward others; show how Buddhists became psychosocial specialists and stopped innovating in the natural world; compare to Hinduism | Write essays on the meaning of Hinduism and Buddhism and how they relate to you; how Buddhism and Hinduism relate to each other, how you would feel and act if you were suddenly put into a Buddhist or Hindu society; give evidence for and against reincarnation, what impact these societies have on the world, predictions | Hinduism and Buddhism in light of the evolutionary ethic and the eight Ethical Principles; the historical impact and consequences of those religions; the ethics of the caste system; why Buddhism is more successful as an export; common Aryan origins of Hinduism, Buddhism and Zoroastrianism | Experience directly Buddhist and Hindu meditation and its comparison to autopoiesis; Buddhist and Hindu art; draw mandalas of your own, sculpt in Buddhist and Hindu style, make up mandalas, learn to play Buddhist and Hindu music; perform dances, do art works expressing how you feel about Buddhism and/or Hinduism |
| 5.75 | 7.75 | Early Greek history to Thales; the Iliad and the Odyssey; the story of Thales and Pythagoras and how they laid part of the foundations of Western civilization; the rational and mystical as reflected in those two men; Thales and ethics; Pythagoras and religion | Write an essay on the ethics of the characters in the Iliad and Odyssey, the ethics of the mythical characters and gods, the attitudes toward women and their role in Greece; make up a Greek-style myth of your own | The warlike Aryan tradition and how it led to Greek culture, the obsession with domination and personal freedom, the oppressiveness of a slave-based culture, the extreme military specialization of Sparta; why a love of truth and intelligence is not enough if there is no love for others | Geometric art using Pythagorean and Greek principles, composition of music using Pythagorean theory of harmonic scales; begin a sculpture project in the Greek style; Greek music and dances including those of Sparta |
Children require a lot of experimental activities, preferably as part of semi-serious play. Children are strongly influenced by adult influences and opinions at this stage, and are eager to build and display competence in a manner that will impress adults and older children.
It is an adult's task to design a learning sequence that educates, strengthens, and trains the wide capacities of a child, and allows for the development of both competence in designed areas, and for self-expression in a manner that allows for open-ended development of competence.
Dangerous children are dangerous to a decadent and corrupt society. In such societies, power and wealth gravitates to those closest to the seats of power -- where it is jealously guarded.
Dangerous children, on the other hand, constantly come up with all kinds of ideas, inventions, innovations, questions, and constructs which continually threaten the always delicate balance of power between the haves and have-nots.
No comments:
Post a Comment