Education, is a process in which a person obtains information, knowledge, or technique from one who already possesses it. The primary goal of education is to assist the new human find meaning in her or his struggle to exist. This is best done when the student participates in, and the tutor guides the process. The student should be prepared to think on his or her own. In other words, the tutor must teach the student how to think, not what to think. In this way, the student can develop skills for solving problems when the solution does not readily present itself.
The tutor should patiently prepare the student for math, science, and philosophy through those avenues most easily available to the student's convenience. The goals should be just a little more challenging, but not frustrating. This is best achieved by setting the goals into small, easy to digest, segments. Learning will always be active. There is no time to let an opportunity pass by. And, learning is best when directed by the scholar. With guidance, and a supportive environment, a student is able to regulate her or his own behavior and education. For this reason, the young student ought to be exposed to every subject. This will provide him or her with a better choice of careers and avenues to express and discover their talents. Then, they will also have a better section of hobbies to add grace to their lives. We should challenge the young scholar. Encouraged, doors will open. The student can decide how to go on. And, from the perspective of the scholar, the hunt is truly more important to development, not the goal.
So! How do we educate the young student, while we ease development? We must safely develop the body and mind, and through them the soul. We should freely expose the young child to Art, Music, and Play. Parental figures, such as teachers, can structure some of this. Yet, most of this activity must be free choice, simplified by the family and community. We can let the scholar make errors while it is safe for them to do so.
Art develops fine and gross motor skill, as well as hand eye coordination. (This last can be rather difficult for a growing body.) Art can also help develop math skills — such as geometry and trigonometry — through the exploration of shapes and angles. The experimentation that goes into Art will also help provide problem solving skills. For example, we can let the child creatively assess what will work when the usual supplies are not available?
Music is a motivator. Some Music promotes dance, a physical activity requiring equilibrium and grace. Other Music encourages daydreaming, that realm where creativity comes from. Singing develops aerobic conditioning as well as a voice that will bear clarity of sound and diction. Best yet, Music is acoustic math, balanced for teaching physics and developing physical structures.
Play is a social media. By interacting in Play, the child can develop emotional awareness while exploring the world of adults. Play conditions coordination, grace, and equilibrium. Those are mental, social and physical treasures. Play can teach physics. Dropping a ball, the student learns about gravity. Throwing that ball can teach ballistics. Talking or writing about the experiment will improve communication and social skills.
As the child matures, his or her needs to test the universe will increase. Providing avenues for experimentation will prove valuable in their own place. Helping the student document and predict the chain of causation is superior to telling them the 'truth'. As the scholar is a part of the universe, that exploration will ultimately include him or her, (see Heisenberg: an experiment will always be subjective until we can remove the experimenter and the tools). The tutor ought to afford opportunities for discovery as time and environment will allow. In time, the student's desires will drive them to create and discover theories about the universe that will last most of their lives.
There is never a good time to let an opportunity slip by. While knowledge is readily divided onto segments, no one subject should stand alone. If the opportunity to develop number skills arises during a language session, the tutor ought to seize the chance while it is available. It may not return.
The lion's share of responsibility for a student's development rests in the arms of the parents. However, the teacher may accept a small portion of that responsibility when the young scholar enters the classroom.
