\u2013 If an educator favors some children more than others, should that person not be an educator?<\/p>\n\n\n\n
\u2013 In that case he has to quickly work on himself (to the best of his ability), or else this group of children should be taken away from him.<\/p>\n\n\n\n
Working with children, the educator constantly changes and develops. We are all human, so we all constantly develop. When working with others, even though he has the title of \u201cthe educator,\u201d he is also \u201cbrought up,\u201d thanks to them.<\/p>\n\n\n\n
If the educator can act in a way where all of his imbalanced or unequal states in relation to the children will turn into an object of work on himself, and he develops a balanced, equal attitude toward everyone, that\u2019s a very good thing. However, in truth, this is very difficult. The best way to go about it is to create an environment where his attitude doesn\u2019t go through drastic changes in any direction.<\/p>\n\n\n\n
\u2013 When you describe this kind of educator, I feel that it parallels with my profession. As a psychotherapist, I do not have the right to express sympathy for the people I work with. Otherwise my work will end there. However, I do have a supervisors\u2019 group where I get together with people like myself, other psychotherapists. We support each other and work out difficulties that I cannot discuss with my clients. For an educator in the integral system, is there a group of educators like himself in which he can figure out his questions?<\/p>\n\n\n\n
\u2013 Educators get together at meetings. They constantly study in order to elevate themselves higher and higher, and to discuss questions and solve them among each other. Additionally, they constantly study all kinds of source texts and thus advance. Besides working with children, they have to attune themselves in the right direction. Only once they do that can they come into the children\u2019s group.<\/p>\n\n\n\n
Before an educator comes to the group, he has to read, listen, and delve into some new materials. In other words, he must attune himself. He can\u2019t just wake up and walk into the environment of children. He has to take on a specific guise, create it inside of him, and only then come in. This requires preparation and fine-tuning each and every time. And this fine-tuning usually happens among a group of educators, teachers, and instructors.<\/p>\n\n\n\n
\u2013 What is the guise he has to wear?<\/p>\n\n\n\n
\u2013 It\u2019s the image of a person who is a guiding system. It\u2019s as if he\u2019s not a person, but a system that forms a \u201csemi finished product\u201d out of every child.<\/p>\n\n\n\n
The educator must constantly think about how to \u201ctweak\u201d the child and guide him in the needed direction through opposite questions, positive or negative influences, through others, and with the help of the collective\u2019s influence on every person.<\/p>\n\n\n\n
He shouldn\u2019t just manipulate a child automatically. Rather, he should constantly seek the best way for the child to act according to the choice of a specific goal: This is how I have to connect with others; this is how I have to position myself.<\/p>\n\n\n\n
Most important, they should accumulate as many behavioral models as possible\u2014the most multifaceted and contradicting ones, positive and negative, the most diverse ones.<\/p>\n\n\n\n
After that, through discussion, games, and socializing with one another they should understand which model is best suited for you to sympathize with, to wear, and to remain in. One should bring oneself to a state where everyone is equal, and then choose the necessary image that accords with that vision.<\/p>\n","protected":false},"excerpt":{"rendered":"
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