PHILOSOPHICAL PARALLELS: Loris Malaguzzi & David Hawkins

Wednesday, 12 February, 14

To be effective it requires that our

system of resources be intrinsically varied and

qualitatively rich, for that is the

condition under which such a

system...will be maximally

suggestive of new goals...

David Hawkins

To start with

then, there is the

environment.

Loris

Malaguzzi

Wednesday, 12 February, 14

The teachers need only to

observe and listen to the children, as they continuously

suggest to us what interests

them, and what they would like

to explore in a deeper way.

Loris Malaguzzi

We should first involve

children in observation and

inquiry with the tools

they already

possessed, and in this

way help them to

create or assimilate

sharper tools and more adequate

knowledge.

David Hawkins

Wednesday, 12 February, 14

The desired outcome is that

full symmetry be acquired and learners turn into

teachers.

David Hawkins

Stand aside for awhile and

leave room for learning, observe carefully what

children do, and then, if you

have understood well,

teaching will be different

than before.

Loris Malaguzzi

Wednesday, 12 February, 14

From Louise

Loris Malaguzzi has helped me to understand that to teach is to be humble in

the presence of learning.David Hawkins has taught me that

interaction with materials in a physical sense is essential to the process of learning

in the abstract.

From Diane

Loris Malaguzzi has helped me realize my capacity to see beyond

the wall to the beyond.

David Hawkins has taught me the theory underpinning what I have

known in my heart; the importance of messing about.

From Rosalba

Loris Malaguzzi inspires me each day to reflect on who we are as learners and educators. He has helped me understand the importance of teacher and child as partners, together on a journey of

life and learning and living together in this journey of unexpected turns.

David Hawkins has intrigued and heightened my relationship with materials and how it is important for educators to use them to test theories and in turn how we observe children using

these same materials to make meaning of their own theories.

Wednesday, 12 February, 14