Rudolf Steiner’s Blackboard Drawings

I’ve just finished Gary Lachman’s very enjoyable biography of Rudolf Steiner, which I hope to summarise in a later post.

For now I thought I would share a few of Steiner’s rather haunting and childish blackboard drawings with which he illustrated his lectures. Loads more available online of course.

(source: http://www.japantimes.co.jp/culture/2014/03/26/arts/openings-in-tokyo/rudolf-steiner/#.VyDnKvkrKUk)

(http://visualmelt.com/Rudolf-Steiner)

Kidzania and the growth of a child’s imagination

My office happens to be near Kidzania, the “Educational Entertainment Experience” that has recently opened in Westfield, so it has been the subject of some speculation amongst the Keystone team. I have spent the past few days reading more about it, and confess to some unease about its educational vision.

Kidzania is built over a whopping 75,000 square feet and is conceived as a “child-size city where kids are in charge.” Rather than the sorts of games and rides found in most theme parks, this child’s city offers a range of 60 jobs and activities that mimic the adult world: there’s a newspaper office, a hospital, a bank, a supermarket and even a nightclub. Children are paid for their jobs in kidZos, the local currency, and can spend their hard-earned salary on the activities. They are paid Z8 for being a policeman, Z9 for being a model in the fashion studio, Z12 for being a surgeon in the hospital etc (full list here). The facsimile of adult life is not confined to the city’s market economy. As you can see from some of the family videos that have been shot there, the city has all the meretricious features of modern mall life that will be familiar to anyone who has been to Hong Kong, Singapore, Dubai etc. – from the low-lit boulevards lined by fake trees and sculptures to the ceaseless soundtrack of half-familiar Club Classics.

The educational philosophy underpinning Kidzania is self-explanatory. It is role-play, “a universal form of play enjoyed by children all over the world. Role-play is fun and has very positive educational, psychological and motivational benefits.” Kidzania’s form of role-play “is an exceptional education and entertainment city which stimulates creative thinking and boosts levels of self-esteem and confidence.” Educators and “play experts” have ensured that children learn “creativity, critical thinking, communication, confidence, and collaboration.” Of course, schools are being offered large discounts to entice them to Kidzania for next year’s school trips.

Children have always loved to pretend to be adults, and role-play is surely one of the most time-honoured of children’s amusements.

So what are my misgivings about Kidzania?

They are two:

  • Its environment leaves little room for the imagination. As anyone who has ever held a stick aloft and declared en garde to a friend or sibling knows, children do not actually need realistic toys or environments to lend verisimilitude to their play. In fact, I wonder whether there might almost be some sort of law of diminishing returns – whereby the more realism that is supplied by a toy or environment, the less a child actually derives in imaginative output. When a child is transplanting very life-like organs, like she might in Kidzania, or flying in a real cockpit, what exactly is the imaginative or creative merit? Where is the potential for imaginative growth? This equation can’t be exact of course; a completely desolate environment would not provide much imaginative fodder either. But I have a hunch that the various “Adventure Play” initiatives like The Land are striking a more humane balance. By supplying just enough material (hideouts, small hills, swings, discarded toys etc.) to get children started, such initiatives exhibit so much more faith in the generative power of children’s imaginations. My own tastes would run to something more like Maggie and Rose’s Village Nursery, whose imaginative landscape (a traditional English village green) is thoughtful, harmonious, natural but – crucially – limited. It is not a detailed, realistic picture of an English village, but rather one that leaves plenty of room for the development of a fertile imagination. Rudolf Steiner no doubt goes too far in the quotation below, but I think his insight is so much richer than that offered by Kidzania:

You can make a doll for a child by folding up an old napkin, making two corners into legs, the other two corners into arms, a knot for the head, and painting eyes, nose, and mouth with blots of ink. Or you can buy the child what is called a “pretty” doll, with real hair and painted cheeks. We need not dwell on the fact that the “pretty” doll is of course hideous and apt to spoil the healthy aesthetic sense for a lifetime; for education, the main question is different. If the children have the folded napkin before them, they have to fill in from their own imagination what is necessary to make it real and human. This work of the imagination shapes and builds the forms of the brain. The brain unfolds as the muscles of the hand unfold when they do the work they are suited for. By giving the child the so-called “pretty” doll, the brain has nothing more to do. Instead of unfolding, it becomes stunted and dried up.

  • The content of its role-play is banal. Given that Kidzania has chosen to fill its child’s city with content (and not let children invent much for themselves), I wonder whether they could have chosen jobs and activities with a bit more of the marrow of life in them? There is something curiously anodyne about offering children the chance to be a banker, dentist or air conditioning technician; something more shallow than their grandiose educational promises would suggest about offering children the chance to be a model, beautician or flight attendant – especially in the synthetic way they are presented at Kidzania, with limited opportunities for children to manipulate the experience. It used to be that children would imagine themselves as a knight, a pirate, a Robin Hood. Can’t the burdens of finding a career with a good wage be postponed, at least until after the age of 14? The ages 4 – 14 are a never-to-be-repeated opportunity for children to fill their heads with stories, images and genuinely fertile experiences. Couldn’t a Kidzania be devised, such as this one in the US, that fed such activities rather than taking time away from them?

The question of how far the adult world should be allowed to impinge on childhood receives frequent attention. As I have argued elsewhere, now that primary children are being introduced to financial literacy and a whole host of other adult concerns, it seems that precious little time is being left for genuinely exploratory and imaginative pursuits that were once the joys of growing up.

 

Some (no doubt rosy-eyed) pictures showing the inventiveness of Victorian children’s typical games..