Showing, Not Teaching.
I do wonder, astoundingly intently, if it is possible to show children all things before teaching them. More ideally said, instead of teaching them. There is a certain magic that comes with enticing the senses in a classroom— where knowledge is grasped through the body first and foremost before it is conceptually assimilated. I can clearly see that when the body is utilised wholly, it can function optimally, integrating the emotions needed to perceive and therefore abstractly uncover patterns. I have seen for myself what happens when children experience concepts through memorable encounters that captivate their inner world. There is a byproduct of fascination so tangible, that it causes a wonderful and effortless performance and demonstration of knowledge. Perhaps it is quite easy in English, for there is much to experience in a language, which is basically a lens through which we understand the world. My question is: is it possible for primary education to maximise the integration of