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The "I" of the Beholder: A Guided Journey to the Essence of a Child Paperback – January 1, 2007
- Print length150 pages
- LanguageEnglish
- PublisherGreat Potential Pr., Inc.
- Publication dateJanuary 1, 2007
- Dimensions5.75 x 0.25 x 8.5 inches
- ISBN-100910707782
- ISBN-13978-0910707787
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Editorial Reviews
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"This is a book of wisdom garnered over decades of work with gifted children. It is also a call for radical change in our understanding of education and a passionate plea to discover and honor both the essence of the individual child and the interconnectedness of us all. A must read from one of our most gifted elders!" --Stephanie S. Tolan, M.A., Newbery Honor winning author and co-author of Guiding the Gifted Child
"This is the most beautiful book about gifted children. Each sentence speaks volumes of truth about their emotions that we don't even suspect are there. From the inspired allegory of the Self in Dialogue to the concept of Legitimacy, this little book calls to us to be read and reread so that we may absorb its profound perspective on children's emotional and spiritual reality... Annemarie Roeper then does a remarkable fast forward to Growing Old Gifted, a new topic to us all." --Michael M. Piechowski, Ph.D., Author of Mellow Out, They Say. If I Only Could. Intensities and Sensitivities of the Young and Bright
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Product details
- Publisher : Great Potential Pr., Inc.; First Edition (January 1, 2007)
- Language : English
- Paperback : 150 pages
- ISBN-10 : 0910707782
- ISBN-13 : 978-0910707787
- Item Weight : 1.6 ounces
- Dimensions : 5.75 x 0.25 x 8.5 inches
- Best Sellers Rank: #2,018,174 in Books (See Top 100 in Books)
- #562 in Gifted Students Education
- #2,483 in Medical Child Psychology
- #3,084 in Popular Child Psychology
- Customer Reviews:
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"Whatever we experience is from within the “I” of the beholder."[3]
Annemarie Roeper's message is that we need to create environments where children can flourish, rather than just adjusting to the demands of the system.[4] Relationships are the basis of all emotional, intellectual, and physical growth.[5] Every experience adds something to the growth and causes a change in the Self. Habits are established as the Self grows older, often as a necessary form of self-protection.[6]
"We must replace strategies and intervention with relationships and empathy."[7]
Annemarie Roeper’s belief is that in its essence, the energy of the Self is positive. This means that the negative or destructive actions that a person feels compelled to take are the result of suppression and injury to the Self. The healthy reaction of the Self is to defend itself.[8] Conflict emerges when a child’s inner agenda, is interrupted, disregarded, or denied.[9]
"We are motivated to fulfill the needs of the “I” of our innermost being."[10]
We have failed to understand our Selves and what life is.[11] All living beings are defined by what they feel themselves to be.[12] Every action is, in the end, motivated by our inner agenda and how life appears to us. The Self is an autonomous decision-maker. [13] Only when we achieve inner satisfaction can we truly understand our interdependence and interconnectedness to each other.[14]
"Learning is an active process. We cannot force a child to learn any more than we can force someone to eat."[15]
Annemarie Roeper developed an alternative set of goals for education, where the survival and growth of the Self, as well as the connection to other Selves, is the highest priority. All Selves need to be rooted in supportive relationships.[16] The goals of a cooperative education community include:[17]
1. To protect the equal rights of each member.
2. To create opportunities to develop skills, attitudes, and the emotional acceptance of cooperation and interdependence.
3. To help members attain their goals.
4. To allow the unhindered growth of Selves.
5. To develop a curriculum that will support self-actualization and interdependence.
6. To see the whole of the community.
7. To develop an understanding of the interdependent community.
8. To see the community as a circle of interdependence, rather than a hierarchy of dependency.
9. To see oneself as a member of the community.
10. To see oneself as a valuable and valued member of the community.
Annemarie Roeper sees the implementation of these principles as planting a seed, which needs to grow through the community of learners. The implementation of these principles can have far-reaching ramifications way beyond the realm of education.[18]
Annemarie Roeper's approach to education is useful for organizing in general! The book is not only a guided journey to the essence of a child, but to the essence of ourselves as human beings.
Notes:
[1] Annemarie Roeper, The ”I” of the Beholder: A Guided Journey to the Essence of a Child (Great Potential Press, 2007), p.61.
[2] Ibid., p.59.
[3] Ibid., p.109.
[4] Ibid., p.81.
[5] Ibid., p.6.
[6] Ibid., p.37.
[7] Ibid., p.40.
[8] Ibid., p.43.
[9] Ibid., p.45.
[10] Ibid., p.87.
[11] Ibid., p.6.
[12] Ibid., p.87.
[13] Ibid., p.89.
[14] Ibid., p.87.
[15] Ibid., p.97.
[16] Ibid., p.89.
[17] Ibid., pp.99--100.
[18] Ibid., p.100.
Top reviews from other countries
"Whatever we experience is from within the “I” of the beholder."[3]
Annemarie Roeper's message is that we need to create environments where children can flourish, rather than just adjusting to the demands of the system.[4] Relationships are the basis of all emotional, intellectual, and physical growth.[5] Every experience adds something to the growth and causes a change in the Self. Habits are established as the Self grows older, often as a necessary form of self-protection.[6]
"We must replace strategies and intervention with relationships and empathy."[7]
Annemarie Roeper’s belief is that in its essence, the energy of the Self is positive. This means that the negative or destructive actions that a person feels compelled to take are the result of suppression and injury to the Self. The healthy reaction of the Self is to defend itself.[8] Conflict emerges when a child’s inner agenda, is interrupted, disregarded, or denied.[9]
"We are motivated to fulfill the needs of the “I” of our innermost being."[10]
We have failed to understand our Selves and what life is.[11] All living beings are defined by what they feel themselves to be.[12] Every action is, in the end, motivated by our inner agenda and how life appears to us. The Self is an autonomous decision-maker. [13] Only when we achieve inner satisfaction can we truly understand our interdependence and interconnectedness to each other.[14]
"Learning is an active process. We cannot force a child to learn any more than we can force someone to eat."[15]
Annemarie Roeper developed an alternative set of goals for education, where the survival and growth of the Self, as well as the connection to other Selves, is the highest priority. All Selves need to be rooted in supportive relationships.[16] The goals of a cooperative education community include:[17]
1. To protect the equal rights of each member.
2. To create opportunities to develop skills, attitudes, and the emotional acceptance of cooperation and interdependence.
3. To help members attain their goals.
4. To allow the unhindered growth of Selves.
5. To develop a curriculum that will support self-actualization and interdependence.
6. To see the whole of the community.
7. To develop an understanding of the interdependent community.
8. To see the community as a circle of interdependence, rather than a hierarchy of dependency.
9. To see oneself as a member of the community.
10. To see oneself as a valuable and valued member of the community.
Annemarie Roeper sees the implementation of these principles as planting a seed, which needs to grow through the community of learners. The implementation of these principles can have far-reaching ramifications way beyond the realm of education.[18]
Annemarie Roeper's approach to education is useful for organizing in general! The book is not only a guided journey to the essence of a child, but to the essence of ourselves as human beings.
Notes:
[1] Annemarie Roeper, The ”I” of the Beholder: A Guided Journey to the Essence of a Child (Great Potential Press, 2007), p.61.
[2] Ibid., p.59.
[3] Ibid., p.109.
[4] Ibid., p.81.
[5] Ibid., p.6.
[6] Ibid., p.37.
[7] Ibid., p.40.
[8] Ibid., p.43.
[9] Ibid., p.45.
[10] Ibid., p.87.
[11] Ibid., p.6.
[12] Ibid., p.87.
[13] Ibid., p.89.
[14] Ibid., p.87.
[15] Ibid., p.97.
[16] Ibid., p.89.
[17] Ibid., pp.99--100.
[18] Ibid., p.100.
