In the year 2000, at the age of 63, I completed a degree in Education and Training at Plymouth University, gaining a 2:1 - which contrasts with my first brush with education, which resulted in 2 'O' levels!
Early development:
Its effect on human potential
Gender
"Feminists have pointed to the exclusiveness of language, whereby women are effectively excluded from any obvious participation in discourse by being rendered invisible." (Parsons, 1993)
The overwhelmingly masculine nature of the quotes in this study bears out Susan Parson’s point. In a conscious effort to redress the balance, wherever possible I have substituted a feminine reference. Where ‘man’ can be taken to mean ‘human’ or ‘humanity’ or ‘human beings’, I have also made that change.
Paul Youd, May 2000
“True science and the true study of humanity is humanity”
(Pierre Charron, 1601)
ABSTRACT:
This study concerns itself with the basis of all learning – early development. It examines the way that the brain develops and necessarily revisits the Nurture v. Nature argument.
It argues that all talent, ability – call it what you will – is learned. That there is no such thing as ‘inborn’ talent.
It posits the view that our society seriously underestimates the potential of our young children. It will show that children are born ‘with a rage to learn’.
It contends that if we are to truly have a lifelong learning society – one of the goals of the present government – our education system needs to do two things:
It needs to take cognisance of the facts concerning early development and act accordingly. And it also needs to cultivate – not discourage – the inbuilt love of learning that is present in all our young children.
It examines the concept of ‘hot-housing’ the young and proposes that those who have suffered environmental deprivation in their formative years should be in receipt of intensive cognitive stimulation to compensate. And it reports on the results of the use of large flash cards as a form of compensation.