There is a tendency to discuss surrealism and cubism as if one proceeds out of the other, but in fact there is no similarity. Cubi...sm was a way of painting that a group of painters imposed on themselves, surrealism a philosophy of life put forward by a band of poets. The first was essentially a method of breaking up the object and putting it together again according to concepts of pictorial structure, a phase of the greatest importance in the development of such painters as Picasso, Braque, Marcoussis, and Gris, but affecting literature only through Apollinaire, and life hardly at all. The second was the attempt of a highly organized group to change life altogether, to make a new kind of man.LESSATTRIBUTION DETAIL »
There is a very important and fundamental relation between learning and personality development. . . . The two interact in a "circ...ular process." Thus, mastery of symbol systems (letters, words, numbers), reasoning, judging, problem-solving, acquiring and organizing information and all such intellectual functions are fed by and feed into varied aspects of the personality--feelings about oneself, identity, potential for relatedness, autonomy, creativity, and integration.LESSATTRIBUTION DETAIL »
The child to be concerned about is the one who is actively unhappy, [in school].... In the long run, a child's emotional developme...nt has a far greater impact on his life than his school performance or the curriculum's richness, so it is wise to do everything possible to change a situation in which a child is suffering excessively.LESSATTRIBUTION DETAIL »
The idea of childhood as a social invention, in retrospect, is hardly credible. In the Bible, in writings of the Greeks and Romans..., and in the works of the first great educator of the modern era, Comenius, children were recognized as being both different from adults and different from one another with respect to their stages of development. To be sure, the scientific study of children and the increased length of life in modern times have enhanced our understanding of age differences, but they have always been acknowledged.LESSATTRIBUTION DETAIL »
Added man-made failure really hurts young children [under six]. No one has to contrive lessons for these youngsters so that they w...ill learn how to lose--they are losers too much of the time. No one has to put them in their place--they know all too well in their hearts the little place they are in. No one has to cut them down to size--their size is painfully small. At this stage in their development we are wise to stay away from competition, from games and races and contests with winners and losers. It matters too much to each child to come in first--they cannot stand the risk of competition.LESSATTRIBUTION DETAIL »
Good schools are schools for the development of the whole child. They seek to help children develop to their maximum their social ...powers and their intellectual powers, their emotional capacities, their physical powers.LESSATTRIBUTION DETAIL »
If I had not come to America, where I felt free to formulate tentatively insights at which I had empathically arrived, I would hav...e accomplished very little. I would never have begun to publish, to teach, to undertake research. Because if one does not find an assenting echo to one's ideas, if one is passed over, as I was in Vienna, then one cannot create. To create, after all, is to believe that what one says will count.LESSATTRIBUTION DETAIL »
As a science of the unconscious it is a therapeutic method, in the grand style, a method overarching the individual case. Call thi...s, if you choose, a poet's utopia.LESSATTRIBUTION DETAIL »