2021 (#176)

We have to understand that they are moving
and working with many ideas, but their most important task is to build relationships with friends. They
are trying to understand what friendship is. Children
grow in many directions together, but a child is
always in search of relationships,

(Malaguzzi)

For Adonai gives wisdom;
from his mouth comes knowledge and understanding.
(Mashal/Proverbs 2:6)

In Reggio the teacher is considered a researcher
along with the children, and the children’s relationship with each other,
with the teachers, and with the environment is also considered essential
in supporting learning. 

(Lella Gandini)

Blessed are the pure in heart,
for they will see God.
(Mathew 5:8)

We need to know how to recognize a new presence,
how to wait for the child.

(Malaguzzi)

we distinguish the announcements of the soul, its manifestations of its own nature, by the term REVELATION. these are always attended by the emotion of the sublime, for this communication is an influx of the Divine mind into our mind. it is an ebb of the individual rivulet before the flowing surges of the sea of life, every distinct apprehension of this central commandment agitates men with awe and delight.

(Emerson)

Light in a messenger’s eyes brings joy to the heart,
and good news gives health to the bones.
(Proverbs 15:30)

Teachers observe the children in these possibility-rich environments, and on the basis of shared observations and documentations, they
construct new possibilities for the children.

(Lella Gandini)

I am like a leafy olive tree
in the house of God;
I put my trust in the grace of God
forever and ever.

(Tehillim 52:10)

It is by studying the behaviour of these children
and their re-actions to each other in this atmosphere of
freedom that the real secret of society is revealed. They
are fine and delicate facts that have to be examined
with a spiritual microscope, but they are of the utmost
interest since they reveal facts inherent in the very
nature of man. These schools, therefore, are thought
of as laboratories for psychological research, although
it is not really research, but observation that is carried
out. It is this observation which is important. (Montessori)

Don’t be sad, because the joy of Adonai is your strength.”
(Nehemiah, to comfort, 8:10)

We have
seen that a community or social group sustains itself
through continuous self-renewal, and that this renewal
takes place by means of the educational growth of the
immature members of the group. By various agencies,
unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of
its own resources and ideals. Education is thus a fostering, a nurturing, a cultivating, process. All of these words
mean that it implies attention to the conditions of growth.
(John Dewey)

Don’t be afraid, for I am with you;
don’t be distressed, for I am your God.
I give you strength, I give you help,
I support you with my victorious right hand.
(Yesha’yahu , Yahweh is salvation, 41:10)

18 Adonai, God, said, “It isn’t good that the person should be alone. I will make for him a companion suitable for helping him.”

(Bereshit/Genesis 2:18)

Let the children come to me, don’t stop them, for the Kingdom of God belongs to such as these.

(Mark 10:14)

The wind blows where it wants to, and you hear its sound, but you don’t know where it comes from or where it’s going. That’s how it is with everyone who has been born from the Spirit.

The wind blows wherever it pleases. You hear its sound, but you cannot tell where it comes from or where it is going. So it is with everyone born of the Spirit.

(John 3:8)

your kingdom come,
your will be done,
    on earth as it is in heaven.

(Mathew 6:9-10)

2021 (#175)

We need to define the role of the adult, not as a
transmitter but as a creator of relationships —
relationships not only between people but also
between things, between thoughts, with the environment.

(Malaguzzi)

Hear my voice in accordance with your love

(Tehillim 119:149)

We need to produce situations in which children learn by themselves

(Malaguzzi)

The unfolding of your words gives light

(Tehillim 119:130)

— what was severed joins up again —

there you have it, so take it, there you have them

both,

the name, the name , the hand, the hand,

so take them, keep them as a pledge,

he takes it too, and you have

again what is yours, what was his,

windmills

push air into your lungs …            

(Celan)

I call with all my heart

(Tehillim 119:145)

Chance and risk of the windmill — language which holds as much of wind and of illusion as it draws from breath and spirit, from the breathing bestowed

  (Derrida)

³ Then God said, “Let there be light”; and there was light.

(Bereshit 1:3)

²⁴ God is spirit, and his worshipers must worship in the Spirit and in truth.”

(John 4:24)

Let the children come to me, don’t stop them, for the Kingdom of God belongs to such as these.

(Mark 10:14)

your kingdom come,
your will be done,
    on earth as it is in heaven.

(Mathew 6:9-10)

2021 (#174)

Although it isn’t
easy, we have to make our own paths, as teachers
and children and families, in the forest..

(Malaguzzi)

In one sense a child at play is free to determine his own actions. But
in another sense this is an illusory freedom, for his actions are in fact
subordinated to the meanings of things, and he acts accordingly.

(Vygotsky)

she is standing on a handkerchief and,after having pulled it, she moves her feet until it is free. At the second attempt, she moves away beforehand, but at the third, she continues to pull a long time before taking away the foot that was impeding her.

(Piaget)

Let the children come to me, don’t stop them, for the Kingdom of God belongs to such as these.

(Mark 10:14)

There is a time for being ahead, a time for being behind; a time for being in motion, a time for being at rest; a time for being vigorous, a time for being exhausted ; a time for being safe, a time for being in danger.

(Tao Te Ching)

Open my eyes, so that I will see

(Tehillim 119:18)

The eternal return always involves differences of forces that perhaps cannot be thought in terms of being, of the pair essence-existence, or any of the great metaphysical structures

(Derrida)

I choose the way of trust

(Tehillim 119:30)

it disorganizes all studied discourses, all theoretical systems
and philosophies. They must decide between presence and absence, here and there, what reveals and what conceals itself.

(Derrida)

Inside the forest is the child.

(Malaguzzi)

one may exceed the limits of the game toward the play of the world where the fort/da is no longer simply the relation of subject to object.

(Derrida)

The wind blows where it wants to, and you hear its sound, but you don’t know where it comes from or where it’s going. That’s how it is with everyone who has been born from the Spirit.

The wind blows wherever it pleases. You hear its sound, but you cannot tell where it comes from or where it is going. So it is with everyone born of the Spirit.

(John 3:8)

your kingdom come,
your will be done,
    on earth as it is in heaven.

(Mathew 6:9-10)

2021 (#173)

The child’s intelligence is still today something in which we have to believe: we have to believe that the child is a bearer and constructor of his own intelligence. If we are ready to accept this, then we will modify many of our relations with [him], many of our languages, and school will also in some way adapt to a child who is a constant provider of tests, requests and intelligent research. I would also say that this work and this passion for searching, in some way clearly mobilises everything: the whole person, the whole child.

(Malaguzzi)

I seek you with all my heart

(Tehillim 119:10)

This is exactly the message that fairy tales get across to the child in
manifold form: that a struggle against severe difficulties in life is unavoidable, is an intrinsic part of human existence-but that if one does
not shy away, but steadfastly meets unexpected and often unjust hardships, one masters all obstacles and at the end emerges victorious.

(Bethelheim)

I thank you with a sincere heart

(Tehillim 119:7)

It is undefinable, unmeasurable, but we know that it pervades and contains us. We know that all spiritual being is in man. 

(Emerson)

life flows with the
thoughts of the children,

(Malaguzzi)

 let your heart revive.

(Tehillim 69:33)

In the same way, let your light shine before others.

(Mathew, Mattityahu, gift of Yahweh 5:16)

25 “All this I have spoken while still with you. 26 But the Advocate, the Holy Spirit, whom the Father will send in my name, will teach you all things and will remind you of everything I have said to you. 27 Peace I leave with you; my peace I give you. I do not give to you as the world gives. Do not let your hearts be troubled and do not be afraid.

(John 14:25-27)

When it breathes through his intellect, it is genius; when it breathes through his will, it is virtue; when it flows through his affection, it is love.

(Emerson)

The wind blows where it wants to, and you hear its sound, but you don’t know where it comes from or where it’s going. That’s how it is with everyone who has been born from the Spirit.

The wind blows wherever it pleases. You hear its sound, but you cannot tell where it comes from or where it is going. So it is with everyone born of the Spirit.

(John 3:8)

your kingdom come,
your will be done,
    on earth as it is in heaven.

(Mathew 6:9-10)

2021 (#172)

All of this is a great forest. Inside the forest is the
child. The forest is beautiful, fascinating, green, and
full of hopes; there are no paths. Although it isn’t
easy, we have to make our own paths, as teachers
and children and families, in the forest. Sometimes
we find ourselves together within the forest, sometimes we may get lost from each other, sometimes
we’ll greet each other from far away across the forest;
but it’s living together in this forest that is important.
And this living together is not easy.

(Malaguzzi)

He went up on the mountain by Himself to pray; and when it was evening, He was there alone.

(Mathew 14:23)

The need for repetition
is in itself alone very significant;
in effect, it is a question
of a behavior pattern which shows a
history and which proceeds to complicate
the simple stimuli connected with the state of the organism
considered at a given moment in time. A first stimulus capable
of bringing the reflex into play is contact with an external object.

(Piaget)

You are my God, and I thank you.

(Tehillim/Psalms 118:28)

Teaching is more difficult than learning because
what teaching calls for is this: to let learn.

(Heidegger)

Give thanks to Adonai; for he is good,
for his grace continues forever.

(Tehillim/Psalms 118:29)

The wind blows where it wants to, and you hear its sound, but you don’t know where it comes from or where it’s going. That’s how it is with everyone who has been born from the Spirit.

The wind blows wherever it pleases. You hear its sound, but you cannot tell where it comes from or where it is going. So it is with everyone born of the Spirit.

(John 3:8)

your kingdom come,
your will be done,
    on earth as it is in heaven.

(Mathew 6:9-10)

2021 (#171)

There are many things that are part of a child’s life
just as they are part of an adult’s life. The desire to
do something for someone, for instance. Every adult
has a need to feel that we are seen/observed by
others. (Observing others is also important.) This is
just as true for children as for adults. Therefore, it’s
possible to observe, to receive a lot of pleasure and
satisfaction from observing in many different ways..

(Malaguzzi)

Yah is my strength and my song,
and he has become my salvation.

(Tehillim 118:14)

When the child is observed, the child is happy — it’s
almost an honor that he is observed by an adult. On
the other hand, a good teacher who knows how to
observe feels good about himself because that person
knows that he is able to take something from the
situation, transform it, and understand it in a new
way.

Malaguzzi

For with you is the fountain of life;
in your light we see light.

(Tehillim 36:10)

Let the children come to me, don’t stop them, for the Kingdom of God belongs to such as these.

Mark 10:14

The wind blows where it wants to, and you hear its sound, but you don’t know where it comes from or where it’s going. That’s how it is with everyone who has been born from the Spirit.

The wind blows wherever it pleases. You hear its sound, but you cannot tell where it comes from or where it is going. So it is with everyone born of the Spirit.

John 3:8

And this deep power in which we exist, and whose beatitude is all accessible to us, is not only self-sufficing and perfect in every hour, but the act of seeing and the thing seen, the seer and the spectacle, the subject and the object, are one.

(Emerson)

your kingdom come,
your will be done,
    on earth as it is in heaven.

(Mathew 6:9-10)

2021 (#170)

Making Learning Visible is the title of a book that reports careful and instructive research conducted jointly by educators in Reggio Emilia and researchers from Project Zero at Harvard University’s Graduate School of Education. Making learning visible is the process of documentation and assessment that takes place during experiences conducted by teachers and children together. Documentation truly makes visible how teachers and children construct learning together through strategies that are in harmony with children’s interests and teachers’ shared intentions.

(Gandini)

I will rain down bread from heaven for you.

(Bereshit 16:4)

Thoughts come into our minds by avenues which we never voluntarily opened. Character teaches over our head.

(Emerson)

An environment that grows out of
your relationship with the child is unique and fluid.

(Malaguzzi)

Let the children come to me, don’t stop them, for the Kingdom of God belongs to such as these.

(Mark 10:14)

My soul waits in silence for God alone;

(Tehillim 62:1)

that common heart, of which all sincere conversation is the worship, to which all right action is submission

(Emerson)

The wind blows where it wants to, and you hear its sound, but you don’t know where it comes from or where it’s going. That’s how it is with everyone who has been born from the Spirit.

The wind blows wherever it pleases. You hear its sound, but you cannot tell where it comes from or where it is going. So it is with everyone born of the Spirit.

(John 3:8)

your kingdom come,
your will be done,
    on earth as it is in heaven.

(Mathew 6:9-10)

2021 (#169)

Education can no longer be the giving of know-
ledge only ; it must take a different path.

(Montessori)

the meaning of your wonders.

Tehillim 106:7

 It is the doubling of the heart itself, nay, the infinite enlargement of the heart with a power of growth to a new infinity on every side. It inspires in man an infallible trust.

(Emerson)

The con-
sideration of personality, the development of human
potentialities must become the centre of education.

(Malaguzzi)

He will drink from a stream as he goes on his way;
therefore he will hold his head high.

(Tehillim 110:7)

This special development in man’s idea of spirit rests on the
recognition that its invisible presence is a psychic phenomenon, i.e., one’s
own spirit, and that this consists not only of uprushes of life but of formal
products too.

(Jung)

to see without being seen by whoever makes himself or herself seen (me. us). it is also necessary to speak. And to hear voices. The spectral rumor now resonates, it invades everything: the spirit of the “sublime” and the spirit of “nostalgia” cross all borders.

(Derrida)

who turned the rock into a pool of water,
flint into flowing spring.

Tehillim 114:8

You are the constant illumination that lights up both the experience
and the void.

Sri Ramana Maharshi

 For where your treasure is, there your heart will be also.

Mathew 6:21

And he took the children in his arms, placed his hands on them and blessed them.

Mark 10:16

search your hearts and be silent.

(Tehillim psalm 4:4)

your kingdom come,
your will be done,
    on earth as it is in heaven.

(Mathew 6:9-10)

2021 (#168)

Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people…, and then within the child. This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher [mental] functions originate as actual relations between human individuals.

(Vygotsky)

You made the moon to mark the seasons,
and the sun knows when to set.

(Tehillim/Psalms104:19)

We need to know how to recognize a new presence,
how to wait for the child.

(Malaguzzi)

And we give fullness

To the dream. The table supports the book,

The plume leaps in the hand.

(John Ashbery)

as the earth lies in the soft arms of the atmosphere; that Unity, that Over-soul, within which every man’s particular being is contained and made one with all other.

(Emerson)

And he took the children in his arms, placed his hands on them and blessed them.

(Mark 10:16)

The wind blows where it wants to, and you hear its sound, but you don’t know where it comes from or where it’s going. That’s how it is with everyone who has been born from the Spirit.

The wind blows wherever it pleases. You hear its sound, but you cannot tell where it comes from or where it is going. So it is with everyone born of the Spirit.

(John 3:8)

your kingdom come,
your will be done,
    on earth as it is in heaven.

(Mathew 6:9-10)

2021 (#167)

Fantasy play allows the child to step back and watch the ways in which
thoughts play themselves out in action and then continue on into new thinking and actions.

(Vivian Paley)

¹⁶ Adonai’s trees are satisfied —
the cedars of the L’vanon, which he has planted.
¹⁷ In them sparrows build their nests,

Tehillim 104:16-17

20 On that day you will realize that I am in my Father, and you are in me, and I am in you.

(John 14:20)

What variety there is in your works, Adonai!
How many [of them there are]!
In wisdom you have made them all;
the earth is full of your creation.

Tehillim 104:24

At this point my subject widens out into that of play,
and of artistic creativity and appreciation, and of religious
feeling, and of dreaming, and also of fetishism …

(Winnicott)

Observing in this way offers tremendous benefits. It
requires a shift in the role of the teacher from an
emphasis of teaching to an emphasis on learning,

(Malaguzzi)

The ships are there, sailing to and fro;
Livyatan, which you formed to play there.

Tehillim 104:26

The wind blows where it wants to, and you hear its sound, but you don’t know where it comes from or where it’s going. That’s how it is with everyone who has been born from the Spirit.

The wind blows wherever it pleases. You hear its sound, but you cannot tell where it comes from or where it is going. So it is with everyone born of the Spirit.

(John 3:8)

Let the children come to me, don’t stop them, for the Kingdom of God belongs to such as these.

(Mark 10:14)

 In him we were also chosen, having been predestined according to the plan of him who works out everything in conformity with the purpose of his will,

(Ephesians 1:11)

your kingdom come,
your will be done,
    on earth as it is in heaven.

(Mathew 6:9-10)