A child possesses a self, which imbues her with the desire to give her life meaning, purpose, and a moral compass.
A child is motivated to learn by the desire to be grounded in her family, in her community, and the natural order, and yet at the same time to express herself and place her own personal stamp on the world.
Her thinking is infused with emotion, sensory and bodily kinesthetic experience, artistry, imagination, and soulfulness. It is through this uniquely human prism, in the service of uniquely human needs, that she processes information.
Thus, it is a tragic irony that we idealize the disembodied, emotionless computer and try to teach our children to think according to its operating principles. In such schools, real psychological growth ceases, and the educational system encourages a growing cynicism and despair.
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