Quantum Living and Learning

by Dr. Dorothy Wilson and Dr. Barbara Johnson

"Quantum Living and Learning" honors the unique progression of growth and development in the individual. It is a system that helps to explain why the arts are essential components of the learning process.

"Quantum Living and Learning," outlines a system of living and learning that encourages the development of each individual's potential. It is a practical approach based on application and observation. This system has far reaching implications in education, because it explains how individuals process and conceptualize information differently and why motivational factors are different for each individual. The system provides understanding for the importance of the arts and the expression of metaphoric language and honors and supports the uniqueness of the individual in the learning process. "There isn't a common approach to learning that is appropriate for every person."

Since learning is a life long process, the most important question to address is, "How can we best fulfill the learning potential of each individual?” The authors believe that the "Most important factor for change is helping adults understand themselves and how important their role model is for children. There is a need to improve the quality of the adult model since they teach by the quality of life they live. Children are our greatest resource."

The outline of the "Quantum" system provides us with a comprehensive framework of traits and portraits that summarize eight different "way of beings." Essentially this term is used to describe the uniqueness of each person. Although varied in characteristic, each portrait allows us the opportunity to perceive how important the developmental approach is in understanding the learning process. "When the uniqueness of the individual is honored, the person is empowered."

The Progressive Schoolhouse is a model school for a non-profit titled "The International Institute for Education Through The Arts." Founded by the authors of this book, the organization's mission includes providing a teaching model that translates and demonstrates the practical application of the system. Since the arts are an essential component of the approach, the book also supports the learning process that provides the individual with opportunity for self-expression and creativity. In essence, the arts provide the individual with opportunity to express their unique metaphoric language and validate their learning potential.

"Neglecting the arts is ignoring the development of the whole person." The authors feel that our society has neglected the meaningful implications of this scientific based research and believe that the application of the system would solve many of the problems in our multi-cultural, technological based society. The following charts were formatted from the original text to help the parents of our students identify the unique set of characteristics and traits which primarily exemplify the uniqueness of their children, yet also may help to clarify their own "portrait." Each section will include a developmental timeframe and denote portrait recognition to one or more of the following "ways of being," physical, relational, mental and emotional. Since this system is developmental and the result of many applied observations, the authors remind us that the information is general in context.

Infancy: Dominant characteristics, First Level

· Physical: These children are highly sensitive to sensory stimulation. Frustration will occur if they feel overloaded by their environment or by people around them. They are content to play alone and will thrive in a quiet environment with freedom to explore their surroundings.

· Emotional: These children are emotionally sensitive. They are especially sensitive to the tone of voice of people speaking to them. They feel that the anger and tension of others is directed at them. They will also be sensitive to tastes, smells and textures. They do best when their likes and dislikes are honored.

· Relational: Bonding relationships are essential for these children. They require active engagement through touching, eye contact and inclusion in family activities. Isolation is painful for them unless they are exhausted and need rest. An environment that provides fun, play, and warm, interactive relationships is ideal.

· Mental: Although all children at this age are sensory oriented, these children are especially visual and interested in shapes, black and white designs and patterns in movement. They will benefit from sensitive, concrete, physical experiences in a calm and ordered environment. Do not force interpersonal relationships with these children so they can pursue those things that interest them.

Childhood: (ages four through seven) Second level energizes

· Physical/Emotional: These children need concrete experiences that allow them to observe and work cooperatively. Time in nature and emotional support from adults will help them make transitions.

· Physical/Relational: These children need a harmonious environment to thrive. They are very sensitive people. They will work in groups if the energy is harmonious. They will need time alone when over stimulated by their environment or people.

· Physical/Mental: These children need space, clarity and order in their environment. They need time and space to observe and work at their own pace. They are very sensitive to their personal space and need to not feel invaded. They have an intuitive sense of what is right that needs to be respected.

· Emotional/Physical: These children need lots of attention and verbal approval in a secure environment. They will seek stuffed animals or people to cuddle with when they need comfort and should be supported in satisfying this need. They are natural nurturers and do well when they can share this gift with people and animals.

· Emotional/Mental: It is important to these children that their ideas are respected and they are supported in bringing their ideas into action when possible. These children need opportunities to work and play with older adults and children. They are sensitive, natural leaders who will like to be involved in projects that serve others.

· Emotional/Relational: These children are very sensitive and need opportunities to express themselves through all of the arts and then talk about what they've expressed. They are highly sensitive to feelings. Emotions can overwhelm them. They need a calm environment and supportive adults or pets to validate them.

· Relational/Physical: These children need the companionship of peers. Give them plenty of opportunity to share, interact, dramatize, plan fun experiences and celebrations. They learn best by talking. They have a lively imagination and need help discerning what is real and what is fantasy.

· Relational/Mental: These children need a "nest", a secure place to explore and take risks from. They need firm boundaries, but freedom to operate freely and independently within the structure. Respect their ideas and help them to find appropriate ways of expressing themselves.

· Relational/Emotional: These children need to be with people who will listen to them and not embarrass them or break their confidences. It is extremely important to give them a firm foundation of personal safety, security and a healthy self-concept.

· Mental/Physical: These children need mental challenges, time to discuss their ideas and opportunities to physically manifest some of their ideas. Exercise and mullet-sensory experiences are important to energize them. They will be more interested in outdoor activities in beautiful settings than they will in situations of rough and competitive play.

· Mental/Emotional: These children need to have their ideas respected and supported. They are motivated by personal harmony. They need to be encouraged to share their ideas in a safe, respectful environment.

· Mental/Relational: These children need to be listened to with acceptance. They are very interested in morals and ethics that affect the group. They can even act as a self-appointed judge and defender of justice. They especially need guidance in how to verbalize their insights to the group in acceptable ways.

The development of the individual to full potential is a lifelong process. For an adult, acceptance of personal strengths and weaknesses is essential in identifying and understanding ones own "way of being." Environment, cultural difference, and conditioning can also influence the development of the individual. "By taking time to understand, accept, and appreciate yourself, you will be empowering yourself and others. You can change your life and relationships when you discern your potential by understanding how you perceive the world, what motivates you and how you communicate." When we are able to understand, accept and appreciate our own strengths and abilities, we are able to value the uniqueness of others. "By living your way of being, you begin developing your full potential." Through actualizing our potential as adults and becoming "authentic” role models, we are better suited to our roles as parents and educators. Importantly, we will be able to help children discover their uniqueness, their autonomy and joy for living.

Top