Studio of Leah Brammer: Exploring the Senses

Sunday, November 1, 2009

Exploring the Senses - touch/feel

When we think about the relative importance of touch in learning compared to the other senses we usually associate this difference as emotional. Touch is crucial. Blind people see in other ways. People that are deaf, adapt other forms of communication.

What about people that cannot feel? It's very destructive to the sense of self in relating to the outside world.
Is that bad? Well, no, not if you have a kinesthetic memory pattern that allows you to understand that reality without the actual physical experience. However in terms of initial physical imprinting for babies and young children it is probably the most important and the most directly related to intuition. This may seem in contrast to the idea that intuition happens outside of the physical dimension, but the embed formula has to be there through experience at some point.

In other words, babies feel. Children feel.
When does this become less important than what the mind thinks?
At about the point that a person has to cope with a difficulty that requires thinking.

In learning piano if a child can get direct learning through the awareness of touch in playing the piano to get different kinds of sounds they become very sensitive capable people. The sense of touch is the direct experience educator.

People can benefit greatly by developing the sense of touch and it's correlation to the hands as the communicator in addition to speaking. This develops direct ability at all kinds of computer/communication skills in addition to being in touch with the artistic value of making music.
Piano ability is life ability.

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Core Education Principles

1. Life Ability
Core Education develops life ability- the ability to live life optimally.

2. Natural Learning
Core Education utilizes and preserves natural learning, which is direct learning from the environment.

3. Whole Learning
Children learn through absorption of the total environment rather than part by part. This is sometimes called ”right-brain learning” Whole learning is a better way to describe this absorption as it involves both the right brain (learning through the senses/intuition and left brain (analytical) types of learning working together.

4. Ability Development
Pattern recognition and the forming of relationships between these patterns can be developed through repetition for optimum learning. This then includes physical ability, mental/memory, emotional balance and spiritual development as well. This is the balancing concept of whole learning and involves understanding of learning in relationship to sequencing and the development of ability through the acquisition of foundation skills

5. Integral Learning
Core learning involves recognition and support for the physical, emotional, and spiritual aspects of development in combination with mental/cognitive learning to form life abilities.

6. The core focus principle of nurturing:
This principle is that the most fundamental aspect in a child’s learning must always be addressed rather than focusing on the content of what is being learned. It is finding the core aspect of the process that will produce the easiest and quickest way to learn. It is closely connected to Ability Development.

7. Positive affirmation
Core education involves affirmation as a critical component of feedback for the child. Using verbal acknowledgment of that which is correct will accelerate learning. It is not a judgment such as good or bad, but is a positive statement of fact to the child about how they are learning.

Through understanding and applying these principles teachers and parents can recreate the concept of education from the learning of facts to the development of ability.