The Joys Of Selecting Classic Children’s Books For Your Kids

Parents take a lot of pleasure and delight when selecting children’s books for their kids especially if they are classic books. Parents are like walking down memory lane as they go through piles of books and remember their own childhood when they also look forward to reading their own books.

So how should you choose children’s books?

Bright and Colorful

Children are naturally fun and active. However, they easily lose interest and attention if they are doing a particular activity for a long time. It’s the same thing with reading. You need to capture their attention and keep them long enough to enjoy the books in front of them. Bright and colorful children’s books are guaranteed to catch their attention. Dr. Seuss books are classic examples of books that create visual impact on children. They have vibrant colors and illustrations that are really meant to capture the kids’ attention.

Good story

Do not underestimate a child’s capacity to understand; good stories are really appreciated by children especially if they make them laugh a lot. Select children’s books that are well-written, funny, and, as much as possible, those that teach good moral and values. Parents should utilize books not only to entertain children but to educate them as well. It’s worthwhile to note that children learn more in a fun environment. So when you they enjoy the books that you read to them, they are likely to pay more attention and learn more in the process.

Engaging and with good recall

Children have very good imagination and they just love children’s books that challenge their creativity and imagination. As such, you should choose books that are very engaging; those that ask questions or allow the children to participate in story-telling are very much recommended.

These days, there’s what we call personalized children’s books where the name of your child can appear as the main character of the book. This will be thrilling for the kids who can really feel like they’re real princesses or super heroes.

When you’re able to choose the right books, remember that parents also have important roles to play in making such children’s books valuable to kids. Make story-telling a regular bonding activity with your kids. Aside from bedtime stories, you can set-aside a specific time of day or specific day of the week when you will just read books to your children. This way, your kids will have something to look forward to and will associate reading with fun and excitement.

Another innovative way of getting your children to enjoy reading is to look for interactive or download-able children’s books. With interactive books, story characters can come to life and kids will have more fun. You can also download or print story books so you can read them to your children. There are literally hundreds of websites that offer free download-able books for children of all ages. You can choose from different stories and select ones with colorful illustrations too. You can bring them anywhere and distribute copies to other children as well.

Review on Teaching With the Brain in Mind by Eric Jensen

The author Eric collaborates his thinking a lot to Howard Gardner and stresses on how we as educators must comprehend the working of the brain so as to teach our students in the most effective way.

Eric touches upon the topic of how right nutrition to the brain plays a great role in peak performance of the brain. He emphasizes the school to educate the parents to put them on right nutrition and states that brain expends 20% of energy while doing a work involving mental task like mathematics, reading or even playing video games. So a child must eat nutritious food always and drink plenty of water as brain is made of 78% of water. In fact he states a child must eat to learn and not to satiate the hungry and similarly must drink water to learn. The parents and teachers must educate their children drink water as a thirst quencher and not substitute it with soft drinks.

He also highlights that all schools must take music, art, crafts, physical games into foremost importance as this alone helps brain think, retain memory and supports to a great deal to perform well in academics.

He points out how the music of Mozart helps the students think well and perform better and gives in exercise to the mind thus getting the students ready to learn.

He points out how motivation and rewards given by most schools don’t work well for all kids though it could be effective with some kids as long as different strategies are used differently.

Another noteworthy point he makes is how emotions and feelings induced while learning help the child in the learning process. When a students is emotionally touched during the teaching process, that’s when the learners can imprint the concept clearly.

Overall, the book is great and a must read if you are an educator or teacher. Also if you tend to have a liking towards Howard Gardner’s books, I am sure you will find Eric Jensen equally interesting and enlightening too though the topic covered by both are totally unique and worth reading. For all the teachers out there, if you genuinely care for the students from the bottom of your heart, then this book of Eric should be a must read book in your list. On a scale of 5, I would give this book 4. So please don’t miss it as it will help you a lot in your teaching process and enhance the quality of your life as a passionate, effective and great teacher.

The Wholeness and the Implicate Order, Book by Professor David Bohm and Master Intelligent Plan

I. INTRODUCTION:

Professor David Bohm, (1917-1992) was a renowned scientist. His books on quantum theory were widely acclaimed. He was a close associate of J.Krishnamurti from the early 1960s and also associated with the Krishnamurti School in Brookwood Park. Prof Bohm and J.K used to have regular discussions on various topics on Philosophy, the most important being ‘The Ending of Time’ and ‘the Future of Humanity’

He independently worked on his own Philosophy and proposed the theory of ‘The Wholeness and the Implicate Order’; which was published by ARK paper backs, London.

The book consists of seven chapters namely,

1. Fragmentation and wholeness

2. The rheomode – an experiment with language and thought

3. Reality and knowledge, considered as process

4. Hidden variables in the quantum theory

5. Quantum theory as an indication of a new order in physics, Part A: The

Development of new orders as shown through the history of physics

6. Quantum theory as an indication of a new order in physics, Part B: Implicate and

Explicate order in physical law

7. The enfolding-unfolding universe and consciousness

The contents of the book are highly philosophical and scientific in nature and meant for serious readers of Philosophy of Science. Let a brief review of the contents along with own derivations based on Master Intelligent Plan be given in the following paragraphs.

II. What is ‘Implicate Order?’

According to David Bohm’s theory, implicate and explicate orders are characterised by the following clarification: ‘in the enfolded [or implicate] order, space and time are no longer the dominant factors determining the relationships of dependence or independence of different elements. Rather, an entirely different sort of basic connection of elements is possible, from which our ordinary notions of space and time, along with those of separately existent material particles, are abstracted as forms derived from the deeper order. These ordinary notions in fact appear in what is called the “explicate” or “unfolded” order, which is a special and distinguished form contained within the general totality of all the implicate orders ‘

Discussions:

In this book, the learned Professor puts forth the theory that we are guided by a self willed view and perceive and also experience the world as fragmented. Such a view is false because it is based on our mistaking the contents of our thought for a description of the world. Bohm, on the other hand, introduces the concept of an implicate ORDER in which any element contains within itself the totality of the whole Universe known as the WHOLENESS. The most important thing which is to be noted is that this theory includes both matter and consciousness. In another discussion with Dr Renee Weber, Professor of Philosophy, Rutgers University, he describes consciousness as an ‘implicate order’ which is manifested as a part of wholeness, and wholeness as the container of the implicate order.

Prof Weber compares each individual to a bee serving the beehive which is the whole, whereas Prof Bohm compares it to individual notes making a symphony. One who has seen the huge temple towers of South India might see that hundreds of carvings on the huge Gopuras (Temple towers) make the full tower. Here, beehive, symphony or tower is the wholeness and the individual bees, musical notes and the carvings are the implicate order.

One is striken with the astounding similarity between Vedanta and what Bohm expresses in the following words, ‘ an individual is eternally unfolding his potential’. J.K elsewhere puts it as ‘continuously flowering, revealing more and more what it is’.

Regarding the discussions on the book, the following three concepts deserve special attention

A. Cosmology and the Implicate Order:

B. the Implicate order, Life and the force of overall necessity and

C. Consciousness and the implicate order.

Reading of the above three sub titles will suffice to provide a thorough knowledge of the topic of wholeness and the implicate order. They will, in general have the following key factors:

1. a set of implicate orders.

2. A special distinguished case of the above set, which constitutes an explicate order of manifestation.

3. A general relationship or law expressing a force of necessity which binds together a certain set of the implicate order in such a way that they contribute to a common explicate end.

The three examples given above clarify the above factors and these factors constitute the essence of the book and the readers are welcome to go through the contents and have an understanding of the points mentioned therein.

III: LIGHT as the Implicate Order:

As a celebrated scientist, he is dealing with physical matter, light, space and time. He describes matter as condensed or ‘frozen’ light. When we come to light, we are coming to the fundamental activity in which existence has its ground. Movement is the prime reality in perception and when we say there is no speed at light it is ordinary language. But, in a self referential state, it means there is no time, no speed nor space. It is approaching a timeless state and Bohm logically derives that time originates out of Timeless.

Professor Bohm puts a very interesting hypothesis that Particles are implicit in the information content of light. He makes a daring declaration “the light, as it were, determines itself to make particles, to allow for a richer Universe. In other words, Light (the wholeness) transforms aspects of itself into particles (implicate order) in order that the particles will reveal the light.

IV: WHOLENESS and TIME:

About Time, Prof Bohm suggests that Time is enrichment of Eternity. Can we visualise nothing happens but everything just ‘is’. Past and future are always present as overtones of the ‘present’. Past, we remember as memory. But memory is present. Future is our expectation in the present. Thus “the past ends in the presence extending into the endless future”- J.Krishnamurti.

Bohm says: The present idea of this Universe may represent some age of the Universe. The Universe of light is eternal as far as we are concerned. But at a certain stage, some of these light rays got together and made the big bang. And that unfolded the present Universe which may have its end. But the Universe of life is beyond time and therefore they could be other Universes. There may be many ages, not necessarily in succession.

V: Implicate Order, Consciousness and Master Intelligent Plan:

Implicate order would be the material aspect and the Super implicate order would be the conscious aspect. (There could be super-super implicate orders too) whereas the wholeness is the origin implicated in all these. A brief description of Master Intelligent plan will clarify this aspect. In the theory of Master Intelligent plan, it was clearly defined that space and time are explicit forms of energy, a Universal energy known as Master Intelligent Plan. That cosmic energy is the cause of the entire Universe. Dissipation and/or accumulation of the energy cause various objects and change we observe. Such objects, including the so called Ether constitute space and measurements of such changes constitute time. Time and space are only measurement or observation of various changes in the single source of energy

Thus Master Intelligent Plan of Holistic Philosophy is a replica of the Wholeness in the implicate order Philosophy.

VI. The concept of ‘GOD’:

Having discussed the commonness in Wholeness and the Holistic Philosophy, it may be appropriate to conclude this article with a discussion on GOD. Some scientists may be averse in using the word God; there are some great scientists like, none other

than Einstein who declared that the entire Universe is according to a ‘grand design’ of God. But is there a celebrated scientist who has clarified the existence of God in unambiguous, that too in scientific terms?

Professor David Bohm by propounding the Wholeness theory has explained clearly that there is a ‘super’ power or Intelligence which is represented in all the matter and consciousness, which again try to enrich the wholeness as explained in the above paragraphs. The super intelligence need not be neutral and it is benevolent and compassionate. Which are precisely the attributes to God as per Vedanta.

In fact, one is stricken with the similarity between Vedanta and what Prof Bohm expresses in the book under discussion. Two quotations from Vedanta will make these points clear.

“THAT which is in the Universe is in the molecule and THAT which is in the molecule is in the Universe”

“THAT is more ancient than the most ancient and

THAT is more nascent than the most nascent”

The word THAT is very important. Upanishads say OHM TAT SAT which means

“THAT is” and here the word THAT contains the entire Universe and all the time, present, past and the future..

:

God is considered as an acronym consisting of the three words Generator, Operator and Destroyer. Here, all the three functions are done by the wholeness or the Master Intelligent Plan with the difference that there is no destruction, but only a Changing process, because the energy “is eternally unfolding its potential”. He quotes J.K as saying “continuously flowering, revealing more and more what it is”. This may be called ‘creative Lila’ (Eternal Play). We may also call it, ‘flowering’, as J.K puts it.

Conclusion:

Thus one of the very serious books on Philosophy is simplified in the above paragraphs for readers to read and understand. Along with examples of the author of the book own examples were also given to make matters simple. The greatest contribution of this article to Philosophy of Science is an Explanation to the Philosophy of God is given in scientific terms. The correlation between Professor Bohm’s Wholeness Philosophy with Vedanta is presented in simple terms.

One important aspect of this article is that, the implicate order and the wholeness is represented in all the concepts explained therein..

In short, readers who are interested in Scientific Philosophy will be greatly benefited by reading this article.

We wish the readers all the best.