The zone of proximal development and me

What does the zone of proximal development mean in my life right now? How can I keep on learning? I can use internet and google to learn through exploring that what is related to what I already know and find out what I can add to what I already know. This is how I do it. I wonder about a problem, a concept, with no words yet for my idea. This idea shapes itself when I try to describe it in words. A new word arises, I search for what is written about this word or word combination. Sometimes I find out it doesn't exist as a combination in google yet in the language of my search. Then I try to find synonyms or a description. What someone else writes gives rise to a reaction. I can write about my reaction, leave a comment or buy a book on the subject of my new interest. What is interesting is like the fringe of a landscape of concepts. The building of an internal mindmap that covers the interests that I have. This even includes how to rearrange my house, what to do with the children. Finding something new to add to my knowledge, e.g. a new anecdote to help my ongoing character building and raising children, or something that saves time (lifehack), or a site with quotes, all this keeps me motivated to be a parent, to be a wife, to be myself.

Honour the silent observer

This week I'm practicing Honour. Today I'm honoring the silent observer inside myself and in others. My silent observer is not quick to comment. It is the non-reactive voice that computes quietly while I hear my desire and comments at the foreground, urging me to fullfill the needs of my ego, or just pleasant but unfocussed babbling. I'm going to observe the media and see what role is given to the silent observer, rather than the cry of impulse. When I think or speak, I'll try to let this part of me speak.

teach learning

Teach how to learn is often seen as a biproduct of education rather than a separate topic at the primary or secondary school of my children. Today I teached a friend how to learn a difficult section in a book about economics. We made a mindmap of the section, starting with that what she remembered after a first read. The structure of the text became apparent when we used different colours for different information. After making the mindmap, she remembered much of the text and in her own words. The associations help to retrieve the information.
The last paragraphs my friend didn't need my help, and she was surprised her memory worked!

Marvel at concepts

At this point I'm trying to integrate what I'm learning on my fresh course on ethics (Mussar) and what I know both from previous knowledge and experience. In science I learned not to be original except for the discussion part which was my prefered part. Originality I see as the fringe of knowledge, where knowledge has no shape yet for us to understand it. I guess like a child I like to marvel at concepts.
Is the meaning of the word that I think it is really true or is the truth slightly different? Would another shape explain it better? I like to compare my ideas to that of others.

Juggling with selfishness

What I regret most is that I've pushed others away and chosen to be selfish. It is healthy to put up boundaries between myself and others, but at the same time we are a unity of souls. I tried to retract from this. This paradox of the tension between healthy boundaries and healthy unity puzzles me. What is my place? Am I conscious of the world, am I humble? It feels as if I'm juggling with this in relationships and when I think of world news e.g. on poverty.
How can I be with boundaries and less selfish, open to the world at the same time?

scaffolding integrity and mindmapping with numbers

The idea that logical thinking is a prerequisite for integrity was challenged when I tried my concept of scaffolding integrity using natural numbers and mindmapping. The child associated concepts with one and anavah, which means humble in Hebrew (humility,...). One exercise was to draw the number one in different sizes, from big to small. Then the child was free to draw whatever he wanted, and drew a war scene. A tank shooting at an individual. I asked him to write 'not modest' under it. He agreed.
We like to think children are unwritten sheets, but war may be in their mind.
Another child associated on bitachon, which means trust in Hebrew (relate,...). He drew a swann, because of the similarity of shape with the number 2, a road between two houses, two birds and a mirror. I didn't think of a mirror. It opened a thinking path for me. It made me think about the relationship with yourself as two.

integrity and numbers

Thinking about scaffolding integrity and mindmapping with numbers I resolved to write a booklet for children that combines both. I had pages in my head but am afraid to forget what I imagined. I should sit down and write. It gives children useful concepts.