Thoughts

We are exhibiting at Tsukuruto Fukuoka in July 2018. Please come and see us!

http://vol5.tsukuruto.net/maker/

 

2018年7月15日(日) 12:00~17:00
     16日(月祝) 10:00~16:00
場所
九州大学大橋キャンパス 多次元ホール
〒815-8540 福岡市南区塩原4-9-1

 


July 2018

We have been very busy! Too busy to take many photos, and certainly too busy to enter them onto the site and document them! So we am submitting a summary of a summary with a theme, and today, because we are exhibiting at the Tsukuruto event at Kyushu University, the theme is making!

01 tunnels

Making tunnels (the rabbits are anyway!)

 

 

02 silk

Making silk (the silk worms are hard at work)

 

03 honey

Making honey (we finally got bees!)

 

 

04

Making a life (our youngest member joined on his 4th birthday and wasted no time)

 

 

05

Making friends

 

06

Making measurements

 

07

Making the line (she is making a little box)

 

08

Making the school (our boys helped paint Staff’s shirt, and also the house parts)

 

09

Making a game (International members joined for short course)

 

10

Making rules (assistant staff also speaks English, so that helps)

 

11

Making friends (the common language is purpose. And smiling!)

 

12

Making a robot head (We use a lot of cardboard here!)

 

13

Making fruit (ripe Apricots)

 

14

Making jam (as the fruit is harvested, we prepare the jam)

 

15

Making time (after collecting buckets of fruit in the hot sun, we eat ice-pops)

 

16

Making tracks (a new donation means we can run track round the school)

 

17

Making it up (our preferred way to introduce mathematics)

 

19

Making experiments (elementary physics)

 

20

Making a battle shield

 

22

Making a truck

 

23

Making adjustments

 

24 sence

Making sense (we don’t tell kids the game rules, they must figure them out)

 

25 cake

Making cake

 

26 cake

Making it fair

 

27 cake

Making art

 

28

Making jelly

 

29

Making ice-jell-pops

 

30

Making a lot!

 

31

Making a design

 

32

Making a house

 

33

Making a home

 

34

Making a hole

 

35

Making a team decision

 

36

Making craft designs

 

37

Making chase

 

38

Making a study desk

 

39

Making a target

 

 

41

Making administration beautiful

 

42

Making flowers

 

43

Make belief

 

44

Making progress

 

 

45

Making decisions

 

46

Making clothes

 

47

Making money

48

Making firewood

 

49

Making a complaint (we help children articulate their feeling and thoughts)

 

50

Making justice (the core of the school is the Justice Committee that hears complaints)

 

51

Making a tent (the meeting was a bit long!)

 

52

Making an edit (lucky to have Prof. Stefan Holst visit with editing equipment)

 

 

53

Making music and Iron Beads (Thank you for donating the piano, it’s very busy)

 


 

 

New and inventive uses for my rocking chair. Also a quieter moment after staff introduced game theory into a maths lesson.

Inventing new gamesGameTheory

 

Eventually most teens start study by themselves. It is part of the natural human quest to become useful and effective adults. Of course, they might have just got bored, but either way, it’s a win!

20180207study0220180207study0320180207study01

 

 

The first image is a maths lesson. The second image is not a maths lesson, although it is happening at the same time, and is just as important.

MathsLessonRolelypoley

I should also like to point out that that is a real maths lesson, not the nonsense you find in elementary schools. Here, we are using Klein geometry as the set up for the child to make predictions on the transformative nature of Klein shapes. As the predictions are tested, internal models are developed within the child’s mind. The aim here is have the child explore and enjoy (a bit like the work being done on the sofa).

Play allows for the continuous adjustment of an activity, a story, and therefore the rules. We adults can show good models for them to copy. Done well, (such as in this gingerbread house) children can continue mental story-making and begin to acquire the general rules of abstract thinking.

GBhouse

Providing a space such as F.I.D.S. where children can exercise the altering of rules, and finding ones that are accepted by nature or the community gives rise to continuous and relentless strengthening of the imagination. Once children are used to using their imagination, we cannot know what they will create.

GIFMaker.org_fB8bpK

 

 

Play leads to use of imagination that leads to creativity that leads to concentration. That looks like study to me!

VID_20171024_135514-ANIMATION
Halloween costume making. Is it Play? Or study? It is Both!

4256イギリス「ガーディアン」紙の記事より

Children should learn mainly through play until age of eight, says Lego Toy company funds research suggesting educational development can be hindered by early formal schooling. So are UK schools getting it wrong?

レゴ社は「子どもは8歳までは主に遊びを通して学ぶべき」と主張します。早い時期から始まる公教育が子どもの教育的成長の妨げになっている、と提唱し、学術調査に資金を供給しています。となると、我々英国の小学校は大きな勘違いをしていることになるのでしょうか?

(イギリスの就学年齢は5歳に設定されています)

https://www.theguardian.com/education/2016/mar/15/children-learn-play-age-eight-lego

My main concern is that they seem to think that they should start formal schooling at 8! The science that supports play until 8 also supports play after 8. Play has the same merits for a 9 and 10 year old… and beyond.
Could it be that they propose exclusive play stops at 8 because politically it is easier to bring the U.K. in line with European standards than to push for total empowerment of children?

私の懸念は、レゴ社が公教育は8歳からでいいと考えていることである。なぜ8歳なんでしょう!?
8歳までの遊びが大切であるという科学は当然8歳以降にも当てはまる。9歳、10歳、それ以降にも同じように長所があるのだ。
子供のエンパワーメント(権限委譲)そのものを要求する代わりに「8歳」で線引きすることで英国がヨーロッパ標準と一列に並びやすくなると感じたのかも知れない。