I was asked about this many times when I was leading the workshops. At that time, I only answered from the perspective of respecting and understanding human initiative and seeing children as independent beings. Even though I went through Wittgenstein's books and materials later on.

I have read almost all of Gianni Rodari's works and I have been thinking about the 'meaning of children's language' and so on, but what I had in mind before was the openness of children's associations with 'sounds' in a phonetic culture.

I have observed and documented many of my daughter's whims in order to explore this topic.

I have only scratched the surface. The real reason is that phenomenology and analytic philosophy (philosophical anthropology) have deeply influenced twentieth century education, especially the education of children.

I used to say that I was using anthropological methods to study the child's development, but later I turned to the integration of neuroscience and sociology, and when I came back to anthropology and philosophy, I was really enlightened, even overwhelmed.

So here comes the new starts: phenomenology + analytical philosophy + psychology + neuroscience → child development

This is a really huge and fascinating area of study.

(2)

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#Wittgenstein #Husserl

When I first started studying child development many years ago, and especially when I started reading Reggio Emilia's education approach, I struggled with two words that appeared frequently in the book: characterisation and interpretation. Whether I understood them myself or when I spoke to others. I never really felt close to them.

Until this year, I inadvertently began to study cognitive and analytical philosophy. Again, I encountered these two words frequently.

I was reminded of the context of the Reggio education and the history of humanities in Europe in the 20th century. It became clear to me.

When I first started studying child development many years ago, and especially when I started reading Reggio Emilia's education approach, I struggled with two words that appeared frequently in the book: characterisation and interpretation. Whether I understood them myself or when I spoke to others. I never really felt close to them.

Until this year, I inadvertently began to study cognitive and analytical philosophy. Again, I encountered these two words frequently.

I was reminded of the context of the Reggio education and the history of humanities in Europe in the 20th century. It became clear to me.

There is a story in "In Dialogue with Reggio Emilia" that has puzzled many people: when Wittgenstein was talking to a little girl, she said to Wittgenstein: "I hope...". The words caused him to think deeply about what it meant when a person first initiated the idea of "hope".
(1)
#learningawareness #childrendevelopment
#EDUCATIONresearch

#Wittgenstein #Husserl

多年前，剛開始學習兒童發展，尤其是剛開始讀瑞吉歐教育的書時，對裡面頻繁出現的兩個詞感到非常吃力：「表征」和「闡釋」。無論自己理解還是在我講給別人聽的時候。始終都沒有覺得自己踏實地和它們親近在一起。

直到今年，無意中開始學習認知哲學，和分析哲學。同樣頻繁遇到這兩個詞。

聯想起瑞吉歐教育的背景，以及20 世紀的歐洲的人文史。豁然開朗。

《對話瑞吉歐》中有一個讓許多人都困惑的故事：維特根斯坦和一個小女孩聊天，那個小女孩對維特根斯坦說：「我希望...」這句話引起了他的深深思考，一個還在在最初主動發出「希望」的暢想時，是一種什麼意義？

當年帶領讀書會時，我無數次被問到這一段。那時候只是從尊重和理解人類的主動性、視兒童為獨立主體的角度去回答。即使我後來去翻了維特根斯坦的書和資料。也幾乎讀了羅大裡的所有作品，一直在思考他提出來的「兒童語言的意義」等等，之前想到的是在拼音文字的文化裡兒童對於「音」的開放聯想。
我為了探索這個話題也觀察和記錄了綿羊許多的奇思妙想。

而這些都是只摸到了皮層。真正的原因是：現象學和分析哲學（哲學人類學）深深影響了二十世紀的教育，尤其是兒童教育。

之前我一直說自己是在用著人類學的方法去研究兒童的發展，後來是轉向了將神經科學和社會學的結合，當我彎彎繞繞，又回到人類學和哲學的時候，的的確確有恍然大悟，甚至心潮澎湃的感覺。

那麼新的坑來了：現象學+分析哲學+心理學+神經科學 →兒童發展

這真的是一個超級大卻又無敵吸引人的研究方向了。

#learningawareness #childrendevelopment
#EDUCATIONresearch