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For Parent For Teacher: Mediation

Here we discuss how strategies of understanding and so of intelligence develop through the ways language is shared. Understanding this will help us to realize better how the intelligence of the child is influenced and steered through the compassion and imagination they receive, and so how it falls in their absence especially when the child’s learning mind is distracted or injured by poor personality development and behavioral experiences.

This effect of behavioral experiences on a child’s ability to learn is little understood in education, because as a processing system it takes what the child presents as what they are, in essence, said to be genetically capable of presenting. The truth of the matter is that it is the overall behavioral atmosphere of their learning development that directly determines how the individual is able to interrogate, process, and present the information they will be evaluated on.

Central to their ability to do this is the guidance they receive. While guidance is well known, ‘Mediation’ takes the meaning down to the genetic inheritance of a schema referred to as imprinting. This inherited feature gives the newborn the natural ability to learn how to bond themselves to their caregiver, and so to the later teacher in education, providing it is fed with love. When it is not, this schema can cause the child and their developing mind to close down.

The book contains a whole chapter dedicated to Professor Reuven Feuerstein and the principle of his ‘magical’ course that really does dramatically improve the intelligence of any human being.

Roy Andersen talks about his book Mediation: Crafting the Ability of the Child for School
“Every year, millions of dollars are spent around the world in trying to find out what is wrong with “the school,” and why children and older students have such difficulty to learn and progress well with their studies.

This effort produces many research papers identifying with such reasons as poor nutrition, domestic troubles, low socio-economic backgrounds and, of course, genetic diversity.

My wife and I have combined experiences in teaching that span half a century. In this time, we have taught students of all ages, from kindergarten right through to university. In this time, we have taught many who were lost and confused in their learning, and normally the ones who would fail their education. It has been our complete experience that the only reason why a normally born child does not do well in their schooling is:

a)  because they did not keep up with the progression of rules by which information is to be known and understood, and

b)  failed to keep an active interest in their lessons to develop good memory strategies, which would have enabled them to better connect what they are learning to what they learned in the past.

There was no other reason!
Imagine if you will the progression of two students through their lessons. On the following page, you will see a drawing representing the learning structure of two students. The drawing on the left, shows a good clear structure, while that on the right shows a broken and irregular structure.

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    Reviews

    What the Experts Say

    “We may have significant policies in education, but if we do not understand how the mind of the learner works our education will forever give us the wrong output. Roy Andersen has dealt with the issues of the learner and the learning process in great detail, and his books should inspire every stakeholder in education.” The works of Andersen bring new meaning to those of Piaget, Vygotsky, and Bloom in education, as he brings forth a new paradigm in how children really learn and how we could teach them better”.
    Olive Wambui. Senior Assistant Director.
    Institute of Curriculum Development. Kenya
    “Roy Andersen’s deep understanding of children’s behavior gives a new perspective to parents and educators in directing and re-directing student potentials — where their unique individualities can be given proper attention to shape their creative ideas into reality. Andersen’s books are really a heart touching narration of his experiences in dealing with children who need empathy and understanding. Educators and parents alike may use these books as the basis for learning — to create a genuine culture of assisting children in the optimum development of their full potential.”
    Prof. Marinel Dayawon Ph.D. Assoc.Dean of Education.
    Isabela State Univ. Philippines.
    “These are wonderful books in which teachers are invited to develop motivation in their pupils through a new and creative way to teach. I like how they explain how parents have a pivotal role inside the school system and in the family to develop intelligence in their children. Roy Andersen suggests very interesting ideas to reach the heart of children in their path to learn. This work is a real masterpiece of modern education.”
    Nicoletta Lastella
    Feuerstein trainer, Sviluppo Cognitive. Italy