How to educate and educational psychology
The essence of what good teachers do is that they enter each pupil's world to discover what they already know, then find ways to connect up new knowledge and/or skills to what already exists in the pupil's mind, thus expanding the learners model of reality. In other words, what is already in them has to be drawn out and extended.
It is through this subtle attention exchange process, which is different from training and conditioning, that a child's mind is best prepared for the world.
If real teaching is to take place the method cannot be bypassed. All children have an innate need to be stretched and connected up to more of reality. It is a psychological law of nature. Consequently we can say that, whenever teachers are having difficulties in schools, it invariably comes down to the fact that they are not working with, or being allowed to work with, that fundamental truth.
This ancient insight applies as much to teaching adults as it does to teaching children and is no different to what happens in effective counselling and psychotherapy. Counselling for emotional distress and behaviour problems is, after all, a specialist form of education.
There is an even more obvious crossover between teaching and counselling. All participants in these processes — teacher/child, therapist/patient — find it harder to function if their spare capacity is absorbed because their needs are not being met outside the school or therapy situation. That always has to be addressed when people show problem behaviour.
That's why, when factors in children's home environment are preventing them developing well (perhaps by not being mentally and physically healthily stretched, or by having their attention mechanism damaged by watching too much TV*, endlessly playing computer games, or experiencing emotional or physical violence in the home etc.) they will need additional psychological help.
*For further information, including research, see Remotely Controlled: How television is damaging our lives and what we can do about it, by Dr. Aric Sigman.
Explore our articles and interviews
All children have an innate need to be stretched and connected up to more of reality. It is a psychological law of nature. Consequently we can say that, whenever teachers are having difficulties in schools, it invariably comes down to the fact that they are not working with, or being allowed to work with, that fundamental truth.
Joe Griffin talks with Professor Ian Robertson about the role of experience in the sculpting of our brains, and why certain types of counselling may do harm.
Hugh McNab illustrates how to successfully detraumatise even the most severe cases of trauma and anxiety-related disorders and help a client back to a meaningful livelihood.
Chris Dyas vividly describes how he teaches troubled children to be their own therapists.
Dr Farouk Okhai describes the power of using deep relaxation and guided imagery techniques.
An article about the human givens approach that appeared in the major American publication, Family Therapy Magazine.
At a time when we are struggling with a number of major moral dilemas, Ivan Tyrrell suggests that the human givens approach can help us reach ethical decisions.
Ivan Tyrrell considers how the miasma of corruption we live in affects many aspects of our lives, often in subtle ways.
Latest Tweets:Tweets by humangivens
In the light of current global events, several people have asled us to make Ivan Tyrrell's fascinating free webinar available once more – you can now watch it online, read on for details...
Understanding extremism in the Syrian conflict through the prism of 'Human Givens' - Thursday 16th March 2017 in Cheltenham