I was asked about this many times when I was leading the workshops. At that time, I only answered from the perspective of respecting and understanding human initiative and seeing children as independent beings. Even though I went through Wittgenstein's books and materials later on.

I have read almost all of Gianni Rodari's works and I have been thinking about the 'meaning of children's language' and so on, but what I had in mind before was the openness of children's associations with 'sounds' in a phonetic culture.

I have observed and documented many of my daughter's whims in order to explore this topic.

I have only scratched the surface. The real reason is that phenomenology and analytic philosophy (philosophical anthropology) have deeply influenced twentieth century education, especially the education of children.

I used to say that I was using anthropological methods to study the child's development, but later I turned to the integration of neuroscience and sociology, and when I came back to anthropology and philosophy, I was really enlightened, even overwhelmed.

So here comes the new starts: phenomenology + analytical philosophy + psychology + neuroscience → child development

This is a really huge and fascinating area of study.

(2)

#learningawareness #childrendevelopment
#EDUCATIONresearch

#Wittgenstein #Husserl

When I first started studying child development many years ago, and especially when I started reading Reggio Emilia's education approach, I struggled with two words that appeared frequently in the book: characterisation and interpretation. Whether I understood them myself or when I spoke to others. I never really felt close to them.

Until this year, I inadvertently began to study cognitive and analytical philosophy. Again, I encountered these two words frequently.

I was reminded of the context of the Reggio education and the history of humanities in Europe in the 20th century. It became clear to me.

When I first started studying child development many years ago, and especially when I started reading Reggio Emilia's education approach, I struggled with two words that appeared frequently in the book: characterisation and interpretation. Whether I understood them myself or when I spoke to others. I never really felt close to them.

Until this year, I inadvertently began to study cognitive and analytical philosophy. Again, I encountered these two words frequently.

I was reminded of the context of the Reggio education and the history of humanities in Europe in the 20th century. It became clear to me.

There is a story in "In Dialogue with Reggio Emilia" that has puzzled many people: when Wittgenstein was talking to a little girl, she said to Wittgenstein: "I hope...". The words caused him to think deeply about what it meant when a person first initiated the idea of "hope".
(1)
#learningawareness #childrendevelopment
#EDUCATIONresearch

#Wittgenstein #Husserl