Hi, I am Kathy Matthews,
and I want to welcome you
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to Thinking About Home,
we've been discussing family
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life naturally and we're
gonna be talking about the
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role of the home in
learning and motivation and
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Dr. Jim Tucker
from Andrews University,
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professor of
education psychology at Andrews
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University is with us
again today. Welcome Jim, I am
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sorry. It's my pleasure.
We want to go over some of the
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things that we talked
about I would like to anyway and
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some of those things were
context, challenge and style
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and preference, that
we've talked about last time and
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learning naturally and I
will have another question,
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because we didn't get all
of our material finished and we
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would like to catch up on
that or not leave that out.
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What are some of the
effective ways that parents
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can assist their children
in learning naturally? Well
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first of all and I've
often say that, if I were able
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to give parents or teachers
for that matter. One gift, I
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could just give them one
gift, it would not be money,
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it would not be longer
life or whatever. It would be
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the honest belief that
everyone of their children
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is gifted. Gifted in
every sense of that word,
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typically we think of
gifted as being a relative term.
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Smarter then somebody
else, my child is gifted or
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somebody else's child is
gifted and this other child
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is not. Umm! But the way
I view children, the way I
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view a family is that.
The family is a unit and every
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member of that family,
every member of that unit is a
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gift. Umm! And they have
gifts that are unique, that
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can be developed to the
fullest. So, a family needs
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to start there and then
surround itself. The family,
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mother, father, parents,
surround themselves with an
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environment that allows
that gift to blossom, to bloom.
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Umm! To develop naturally
and I feel and I think there
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is abounded evidence to
support, the best way to do
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that is to provide a natural
environment from the out of
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doors, bringing the out of
doors in, taking the family
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out of doors, a natural
learning setting. Umm! And
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what about the expectation
of the parents toward the
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child, you said to it, just
to see them as a gift. Well,
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if you believe, your
children are gifted. Yes,
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what about view for
the parents. Then you will
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automatically have high
expectations. Yes. We know
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for example from some
research that's been done,
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for quite a numbers of
years now. That the single most
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powerful force in motivation
is high expectations. If
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parents honestly
believe, that their students are
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smart and will do well,
that belief somehow transmits to
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the child in a very powerful
way and the child will do
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better. Not just by verbal,
not just by saying. No it's
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the belief, that does
it. Something about you
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happens, something
happens to you, yes, because you
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believe it. If parents,
you know God forbid, that
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parents would say, Oh, this
is a verbal behavior. I must
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tell my child, you're
gifted, you're gifted. Aha.
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That won't do it. Umm! It
has to be a belief, now how
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do you get that belief.
You know, Kathy I really don't
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know how you get it,
except from God. I think this is
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probably something we only
obtain from the Holy Spirit
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from God by praying for
it. Umm! Saying God, you
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know, no matter how I feel,
no matter what I think on a
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day to day basis, please
sanctify my attitude toward
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my child. Toward my child.
Yes. You know I can relate
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to that, I have someone that
I was just, motherly talking
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to recently. One of her
heart breaks over that, she
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came in one day and she
was in a group where there were
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children and her family and
children and she came, later
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on she was crying and we
were talking and she said,
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I just don't, I just
don't have the good feelings
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toward my children. Umm!
And, what is that conveying.
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Yeah. Yeah and she was
hurting because of that and
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she wanted to know how
to love her children and not
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just see their faults.
Well the source of love, those
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true feelings. Umm! Is
only God. Umm! That's not
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something we can get
from therapy. Umm! It's not
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something we can get from
wanting or wishing, it can
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only come from the
source of love. Umm! What are
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some of the qualities
now that the learning and
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motivation that should
be considered by the parents
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and teachers. I
don't understand, I don't
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understand it. Well,
we, what are some of the
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qualities of learning
and motivation that should be
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considered by parents and
teachers learning naturally,
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only it happens doesn't
end in the affective nature God
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given environment. Well,
I believe that's true. Yeah.
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If you place a child, if
you surround a child with lots
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of things. Umm! The child
begins to believe in things.
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Okay. If you surround a
child with opportunities,
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the child begins to
believe in opportunities and you
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can get confused.
Umm! About things being
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opportunities, but when
you take the child out into the
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woods. It is
surrounded with an abundance of
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opportunities to think,
to do, to act, to run and to
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play or to lay down
and stare at the sky. Umm!
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That's different and it
does different things to the
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mind, to the brain, to
the nerves, to the physical
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body, then surrounding
the child with stimulating
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artificial learning tools.
Umm! Well, you have a list
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of things that we can
talk about on what are some of
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the natural learning
characteristics, would you
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start helping us with
that. Sure. Right. Probably one
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of the most, no it may
well be the most abused natural
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characteristic of
learning. Everyone learns at a
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different rate. Okay,
you're talking about rate
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of time. Yeah. Their time
of learning. The amount of
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time it takes for a student
to learn a given thing. Umm!
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Like the multiplication
facts or like the books of
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the Bible or whatever.
Right. It takes different
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people, different amounts
of time. Umm! Even if you
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allow for breaking it
down into chunks and teaching
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just a little bit at a
time, it's still everybody is
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different. Umm! Even if
you allow for the fact, as we
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talked about last time
that some students are, or some
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children are auditory,
some are verbal, some are visual
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and some are tactile,
it's, they're still, there is
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difference in rates.
Umm! And kids can't be rushed,
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learning cannot be rushed.
It has to, it has to emerge
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with an inner motivational
force that is gonna vary by
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the individuals. So, you
can't have a classroom where
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everybody is on the same
page marching systematically
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through a text book and all
getting to the same place at
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the end. At the same
time. That probably won't work
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for any member of that
class. Umm! And the idea
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that we think it might
is a shame. Umm! Well that's
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pretty strong language,
you must have something to back
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it up. Absolutely. Yeah,
you've been gone through a
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lot. I know and studied
this subject, I suppose.
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Thoroughly. Thoroughly, and
what about priority? We only
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learn those things which
are important and different
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things emerge at
different times. This is a
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developmental issue as well,
as a value issue. Umm! Some
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children for example
develop earlier than others and
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they're able to perform
certain skills sooner than
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others, it has nothing to
do with intelligence, it has to
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do with development
and when they're able to do
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things. They value
them. Umm! They have a higher
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priority. Umm! But typically
an assignment is made to
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everyone, everybody is
gonna do the same thing. Right.
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One student or one child
may say, oh I will, this is fun,
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we're going to have a
good time. The rest of them or
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the next one might say
this is boring or I already did
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this. Umm! Or this is too
hard. Yes. And it might in
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fact be too high. Umm!
Or too hard. Right. This is
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different from rate, even
if you're doing the things at
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the proper rate and
giving enough time, it has to be
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something the student
values. It's important, I
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remember one of my sons
wanted to learn to read and
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he was only three. And he
learned a few words and then
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he strung a few words
together in sentences and we
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were very excited about
them, you know wow this is
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great and naturally any
parent is excited. As soon
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as he learned how to do
that however, still being three,
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he wasn't interested
anymore. He didn't want to
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read anything else, he
didn't wanna do anymore
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reading. Umm! For another
year or so. Right. And then
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he came back to it, picked
it up and it was valuable to
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him and he went and today
he just reads voraciously,
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now he is a college student.
Supposing, we had said as a
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three year-old aha. He is
a precocial genius. Yes. He
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can do this wonderful thing.
We need to exploit it, so we
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want all the neighbors to
know and Michael read, read
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for this, read for this,
read for that, show them how
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you can read and
pushing, pushing, pushing. Umm!
00:11:06.70\00:11:09.98
We know from again
abundant research that that
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often turns students,
children totally against
00:11:13.57\00:11:17.62
reading for sure. Umm!
And learning, you're forcing
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them to do something they're
either not ready for or they
00:11:21.38\00:11:23.81
don't value. Umm! On the
other hand, the next child
00:11:23.84\00:11:27.82
after Michael, he never
was interested in reading until
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he got to school and
then suddenly, well, dad, mom,
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look at this reading
thing, I am really interested in
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that. There is a whole
world of words out there. That's
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right and it couldn't
stop him, there was no break.
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They might be, you might
be thinking or some of the
00:11:46.80\00:11:49.64
people watching might be
thinking. Well, do you just
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let students emerge,
learn whatever they wanna learn,
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when they wanna learn
it, isn't it important to
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sometimes teach him stuff,
whether they want to or not.
00:12:00.18\00:12:02.87
Yes. Yeah, it is, in
reality. Well, that's part
00:12:02.90\00:12:07.19
of my thoughts. That's well,
that's right, there in life,
00:12:07.22\00:12:10.53
there are things we're not
perfect. If I were a perfect
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parent then this really
natural idea, which is based
00:12:14.57\00:12:19.50
on creation, based on my
understanding of God's true
00:12:19.53\00:12:25.49
way of learning and based
on what I know about research
00:12:25.52\00:12:28.15
and learning. If I were
a perfect parent then all
00:12:28.18\00:12:31.62
these things would emerge,
emerge naturally and also if
00:12:31.65\00:12:35.20
there wasn't a negative
power out there, trying to
00:12:35.23\00:12:37.70
thwart everything I was
trying to do. Coming along
00:12:37.73\00:12:40.60
behind me sometimes when
I didn't even realize it and
00:12:40.63\00:12:43.84
undoing the things I had
done. Umm! If we were in a
00:12:43.87\00:12:46.77
perfect environment, which
the Garden of Eden probably
00:12:46.80\00:12:49.67
was and in which heaven will
be, that would work, we need
00:12:49.70\00:12:53.49
to get as close to that as
we can. But there are gonna
00:12:53.52\00:12:56.21
be times, when we don't do
it right. Yes. And when the,
00:12:56.24\00:13:00.21
something needs to be
taught simply because it's
00:13:00.24\00:13:04.23
time to learn it and you
got to get it and that's the way
00:13:04.26\00:13:06.71
it is. Right. So I am not
opposed to that and I don't
00:13:06.74\00:13:09.26
wanna be assuming that
everything is roses and you
00:13:09.29\00:13:11.79
should be feeling guilty
if you're kids don't just
00:13:11.82\00:13:13.93
naturally blossom into
learners. Right, because I
00:13:13.96\00:13:16.95
was thinking how, you have
to apply yourself on math or
00:13:16.98\00:13:20.88
those kinds of the
areas where you must learn
00:13:20.91\00:13:23.18
multiplication, of course
we talked about there is the
00:13:23.21\00:13:25.30
time where that might
come much more easily and more
00:13:25.33\00:13:29.24
with much more interest
than other time. But supposed we
00:13:29.27\00:13:32.47
missed that time. Yes.
Then you still gonna learn it.
00:13:32.50\00:13:35.50
Yes. And it becomes, then
there are some easier ways
00:13:35.53\00:13:37.96
to do it, but and you still
use the motivation, you know
00:13:37.99\00:13:41.01
Kathy why does everybody
always use this math, that's
00:13:41.04\00:13:43.02
the example. I don't
know probably because it's the
00:13:43.05\00:13:46.91
thing that we have most
difficulty with and I don't
00:13:46.94\00:13:49.50
know. And I think there
is a reason for that, well
00:13:49.53\00:13:51.91
because we don't teach
math well. We teach it only as
00:13:51.94\00:13:55.74
wrote memory thing and we
wait too long to do that. If
00:13:55.77\00:14:00.18
we let math concepts
emerge. Umm! In the kind of
00:14:00.21\00:14:04.24
Montessori way. Umm!
You know if we just let it
00:14:04.27\00:14:06.82
emerge, there are kids
who absolutely adore and love
00:14:06.85\00:14:11.58
learning all the
details of math. Umm! Well what
00:14:11.61\00:14:15.73
makes them different,
partly because they are simply
00:14:15.76\00:14:18.66
different, but also partly
because the methods that we
00:14:18.69\00:14:21.46
use to teach. Are different.
Are different and they work
00:14:21.49\00:14:25.30
for this group but they
don't work for this group,
00:14:25.33\00:14:27.89
so we need to vary the
way we teach in the way, in
00:14:27.92\00:14:31.65
terms of the way kids learn
math. Math can be fun at all
00:14:31.68\00:14:34.61
stages. You know, I
remember a learning several
00:14:34.64\00:14:37.31
years ago of a method
that was used with dominoes.
00:14:37.34\00:14:40.93
Umm! And just
teaching them into immediately
00:14:40.96\00:14:44.65
identify the dots, numbers
by the dots and that child
00:14:44.68\00:14:48.95
could much more easily
grasp math if they would just
00:14:48.98\00:14:53.40
play dominoes. Yes. Is
that something that you
00:14:53.43\00:14:56.55
would agree with. Some
children that works very
00:14:56.58\00:14:59.34
well for. What about getting
in the kitchen and learning
00:14:59.37\00:15:01.50
your fractions. That's
one of the best ways to learn
00:15:01.53\00:15:04.31
fractions is cutting up
an apple and eating a quarter
00:15:04.34\00:15:07.17
half of of it or an eight
of it or an half of it, yes.
00:15:07.20\00:15:09.69
Some of those things.
That makes it experience. And
00:15:09.72\00:15:11.39
then you talked about music,
because of the keyboard, and
00:15:11.42\00:15:14.80
what they had to
learn. The number lying on the
00:15:14.83\00:15:16.85
keyboard and also the
fractions of notes and how
00:15:16.88\00:15:19.12
you actually bring that in
through the auditory as well
00:15:19.15\00:15:22.65
as the tactual, as
well of the visual, that's
00:15:22.68\00:15:25.41
you're using. A Multi
Avenue. That's right Multi
00:15:25.44\00:15:28.34
Sensory is always
more powerful. Umm! And it
00:15:28.37\00:15:30.61
makes it more fun. Umm!
Well, what about then skills
00:15:30.64\00:15:34.71
or lets backup when
learning is natural it builds on
00:15:34.74\00:15:38.85
prior experience,
right. Everything we learn, we
00:15:38.88\00:15:42.95
learn on the basis
of what we already know.
00:15:42.98\00:15:44.78
Knowledge. Yes, prior
knowledge. Prior knowledge.
00:15:44.81\00:15:47.23
And the first question that
a teacher or a parent should
00:15:47.27\00:15:51.19
always ask, when they
wanna teach something else, when
00:15:51.22\00:15:55.10
they wanna to teach
something, is what is
00:15:55.14\00:15:57.04
already known, what does
the student already know and
00:15:57.07\00:16:00.77
then take that basic
fundamental, that foundation
00:16:00.81\00:16:04.44
and build on it, little
bit at a time. Prior knowledge
00:16:04.47\00:16:08.77
is absolutely fundamental.
That reminds me of another
00:16:08.80\00:16:13.06
course that I was
looking at, because we've home
00:16:13.10\00:16:14.89
schooled and it had do with
phonetics and I remember the
00:16:14.93\00:16:20.79
teacher saying, who
taught the course, don't expect
00:16:20.83\00:16:23.78
anything out of the child
you haven't already taught
00:16:23.81\00:16:27.18
them, why would you do
that? Absolutely. To them.
00:16:27.22\00:16:30.94
Yes, yes. You know, you
know So, what about skills?
00:16:30.97\00:16:34.63
Skills sometimes as parents,
we want our students to have
00:16:34.66\00:16:42.36
certain skills and sometimes
we want them to have the
00:16:42.39\00:16:48.37
skills we had or the ones
we value. Right, we want them
00:16:48.40\00:16:54.35
to have. Yeah, and there
are skills that students, that
00:16:54.38\00:16:59.41
all students should at
least try for and probably
00:16:59.44\00:17:03.16
achieve. The basic skills
and those skills. Would be.
00:17:03.19\00:17:09.60
Well the basic skills,
reading, writing arithmetic,
00:17:09.63\00:17:12.44
those kinds of skills.
But, we also want them to have
00:17:12.47\00:17:14.85
skills in thinking. We
want them to have skills in
00:17:14.88\00:17:18.14
listening; we want them to
have skills in speaking. Want
00:17:18.17\00:17:23.82
them to have skills in
getting along with others.
00:17:23.85\00:17:26.05
Yes. We want them to have
skills in accomplishing, in
00:17:26.08\00:17:31.96
a problem solving process
and getting something done.
00:17:31.99\00:17:34.77
How do you approach, and
study skills. Umm! We want
00:17:34.80\00:17:38.85
them to have those skills.
Right. Which is a natural
00:17:38.88\00:17:43.59
part of learning, but
you don't get the skills by
00:17:43.62\00:17:47.62
simply saying today we're
gonna get this skill. Umm!
00:17:47.65\00:17:51.52
Furthermore, when you learn
a skill by an inker and you
00:17:51.55\00:17:55.75
again prior knowledge,
learn a little bit more then you
00:17:55.78\00:17:58.89
need to rest. Some Johns
Hopkins Research reported
00:17:58.92\00:18:03.13
last year, said something
really interesting. Kids
00:18:03.16\00:18:07.43
need to rest for six or
more hours not less. After they
00:18:07.46\00:18:12.35
have mastered a certain
skill and the brain then
00:18:12.38\00:18:15.29
needs to rest for six hours
or more. Then you come back
00:18:15.32\00:18:18.54
to it and do it again
and the learning is more
00:18:18.57\00:18:21.67
efficient then if you
went ahead and continued to
00:18:21.70\00:18:25.12
practice it. Now, when
you say rest, you don't
00:18:25.15\00:18:27.43
necessary mean lay down
and rest, they could change
00:18:27.46\00:18:29.72
activity, right. That's
what I mean, the brain needs to
00:18:29.75\00:18:31.90
rest from that skill. That
activity. Needs to change to
00:18:31.93\00:18:34.63
a very different thing.
Umm! And you know like that's
00:18:34.66\00:18:37.94
why we have, that's why we
used to have what we called
00:18:37.97\00:18:39.97
recess or physical education
or gardening or anything,
00:18:40.00\00:18:44.22
change the activity from
mental to physical to social
00:18:44.25\00:18:49.06
to mental so that there
is a balance and the balance
00:18:49.09\00:18:53.13
is what we're looking
for, for natural learning. Umm!
00:18:53.16\00:18:56.49
I was thinking of journalism
or riding or expressing
00:18:56.52\00:18:59.22
yourself even as younger
child, when they have paper
00:18:59.25\00:19:01.85
to write. If they can't
think of everything they
00:19:01.88\00:19:04.16
need, to stop and then
go and comeback again. If
00:19:04.19\00:19:06.79
you're painting. Yes. And
you, if you're wanting to do
00:19:06.82\00:19:09.40
something and you just can't
get it right, to stop and go
00:19:09.43\00:19:12.45
and then come back
again. Yes, how many times have
00:19:12.48\00:19:15.09
you have been grappling
with a problem and you didn't
00:19:15.12\00:19:17.42
know how to solve it.
Your mind is at fever level.
00:19:17.45\00:19:20.64
That's right and you either
slept over night or you went
00:19:20.67\00:19:23.07
off and did something
totally different and you
00:19:23.10\00:19:25.25
came back to it and
bingo. And there was the answer.
00:19:25.28\00:19:27.68
Yeah. Yes, the mind
continues to process even
00:19:27.71\00:19:32.16
when we're not thinking.
Okay, what about fun, we
00:19:32.19\00:19:36.11
are learning at a natural
way, it involves emotions.
00:19:36.14\00:19:38.77
What about fun. Fun we're
only now beginning to learn
00:19:38.80\00:19:43.52
what that means. Umm!
Up until recently maybe the
00:19:43.55\00:19:48.01
protestant ethic said
fun is negative. Umm! But now
00:19:48.04\00:19:53.30
we're beginning to find
out that you only learn those
00:19:53.33\00:19:56.31
things which you enjoy
or which have some emotional
00:19:56.34\00:20:01.85
impact, there are three
levels to the brain. There
00:20:01.88\00:20:04.91
is the brainstem which
keeps your automatic system
00:20:04.94\00:20:08.36
going, there is the midbrain
where most of the emotions
00:20:08.39\00:20:11.88
and or other kinds of
nonconscious things happen.
00:20:11.91\00:20:17.39
Umm! Then there is the
cortex, where all of the
00:20:17.42\00:20:20.31
synapses occur and the
hundred billion neurons do
00:20:20.34\00:20:25.43
their things. Yes. We know
as I, I think said last time
00:20:25.46\00:20:31.75
that or the time before
that I can't remember what,
00:20:31.78\00:20:34.85
that we need a certain
number of repetitions to
00:20:34.88\00:20:37.87
learn a new factor and
the number was 35 on the
00:20:37.90\00:20:40.34
average. Umm! And by the
way that number goes up, as
00:20:40.37\00:20:43.67
the mental ability comes
down and the number comes
00:20:43.70\00:20:47.22
down, as the mental ability
goes up. But it doesn't come
00:20:47.25\00:20:49.91
down by much, even
gifted students need 25-30
00:20:49.94\00:20:54.67
repetitions, but people
will then say and somebody
00:20:54.70\00:20:58.20
listening is probably
going to say well, I, something
00:20:58.23\00:21:00.36
happened to me one time
and I never forgot it. Right.
00:21:00.39\00:21:02.91
Well that's because
there was an emotion attached.
00:21:02.94\00:21:05.32
Emotion involved.
That's right. Like music that
00:21:05.35\00:21:07.11
effected us or some sort
of thing that was going on in
00:21:07.14\00:21:10.13
our life. When you
engage the mid brain, you can
00:21:10.16\00:21:13.10
reduce the amount of
practice. Umm! In cortex
00:21:13.13\00:21:16.95
you can get. So that I
can get it to engage on a
00:21:16.98\00:21:19.50
regular basis. Well the
engaging the mid brain is
00:21:19.53\00:21:22.12
when it's fun. If you can
make the learning fun then
00:21:22.15\00:21:25.81
you can reduce the
amount of practice necessary for
00:21:25.84\00:21:28.71
cortical activity, that
the information learning. You
00:21:28.74\00:21:34.23
can't reduce the number
of practices for a physical
00:21:34.26\00:21:38.36
skill, learning to play
the piano is not gonna be.
00:21:38.39\00:21:41.22
It's not always fun. No,
sometimes you just have to
00:21:41.25\00:21:44.75
teach those muscles.
Determination. And the goal
00:21:44.78\00:21:48.04
is the motivation.
Right. That's pulling you there,
00:21:48.07\00:21:50.70
but if you have an
experience in learning
00:21:50.73\00:21:55.64
information and the
experience is enjoyable
00:21:55.67\00:21:59.43
because of who you're
doing it with. Right. Or because
00:21:59.46\00:22:03.04
of the method that
you're using to do it, such as
00:22:03.07\00:22:06.06
singing the Bible texts,
for example, you know that's
00:22:06.09\00:22:09.50
a good example. Umm!
Learning Bible texts, until
00:22:09.53\00:22:12.20
we discovered the
singing, when I was a kid we
00:22:12.23\00:22:14.32
memorized them without
songs. Right. And it was
00:22:14.35\00:22:16.50
tough. Then along came
songs and my kids learned
00:22:16.53\00:22:19.70
them like that and I
learned them in the process.
00:22:19.73\00:22:21.90
Yeah, I did too. Just by
singing them and that was
00:22:21.93\00:22:24.30
wonderful, but that says
it's fun, its multisensory
00:22:24.33\00:22:28.14
but it's also fun.
Singing is fun. Memorize saying
00:22:28.17\00:22:32.53
the same thing over
and over again is not fun
00:22:32.56\00:22:34.88
unless there is something
fun about it. Or a goal
00:22:34.91\00:22:38.32
down there that makes
you want to really go for it.
00:22:38.35\00:22:40.80
Yes, and that goal
maybe, may make it more fun, at
00:22:40.83\00:22:44.98
least it will give it
an emotional response.
00:22:45.01\00:22:47.23
Satisfaction. Yeah. But
Jim not every class can be fun.
00:22:47.26\00:22:51.38
Well, I know that, let
me come back to that point,
00:22:51.41\00:22:53.41
because that goes back to
why is it always math. But
00:22:53.44\00:22:57.00
let me make the point
that there are different things
00:22:57.03\00:23:01.25
that are fun at different
developmental levels. A
00:23:01.28\00:23:05.97
working dog, a dog that
is a sheepdog. Will not be a
00:23:06.00\00:23:12.32
good working dog, if it
didn't get the chance to
00:23:12.35\00:23:15.24
play work, when it was a
puppy. An eagle, who enjoy
00:23:15.27\00:23:22.50
soaring wouldn't enjoy
wing flapping, but the eaglet in
00:23:22.53\00:23:27.00
the nest enjoys
wing flapping. Oh! Yes.
00:23:27.03\00:23:30.05
So at certain stages,
the learning of the simple
00:23:30.08\00:23:34.60
skills necessary to
perform the more complex skills
00:23:34.63\00:23:38.81
is the fun, for
preschoolers work, their
00:23:38.84\00:23:44.05
work is what we call
play. Umm! And then we grow up,
00:23:44.08\00:23:48.41
we think well we're gonna
go and have a, we're gonna
00:23:49.19\00:23:53.65
have a picnic okay and we
say that's play. Well that
00:23:53.68\00:23:57.98
really isn't play. It's
really part of our relaxing
00:23:58.01\00:24:03.70
and helping the brain to
work. So having fun is an
00:24:03.73\00:24:09.76
absolutely essential
part of learning. Fun meaning
00:24:09.79\00:24:14.86
the enjoyment of the
experience, not fun and
00:24:14.89\00:24:18.57
games. Umm! Not
amusement and giggles.
00:24:18.60\00:24:21.57
Okay, I am glad you
clarified that, you know
00:24:21.60\00:24:23.83
because if a child
hears this and they think the
00:24:23.86\00:24:27.56
mom's gonna make it fun
all the time or the class
00:24:27.59\00:24:30.20
has to be the fun or
its not worth learning. It's
00:24:30.23\00:24:33.29
not always just fun and
games that you're talking
00:24:33.32\00:24:35.58
about. That's right and
you said a phrase, it's not
00:24:35.61\00:24:38.51
worth learning, it's
still worth learning. Umm!
00:24:38.54\00:24:41.31
But it's also still worth
the parents trying to make
00:24:41.34\00:24:45.63
it fun or enjoyable or
something that the brain
00:24:45.66\00:24:50.67
or the person has
more enjoyment doing. Umm!
00:24:50.70\00:24:55.01
Well we have one
another question. What's the
00:24:55.04\00:24:58.23
ultimate value of learning?
There is really only one
00:24:58.26\00:25:03.14
and this will, this is
no surprise to anyone. Umm!
00:25:03.17\00:25:07.52
We all need a savior. And
if we gain the whole world
00:25:07.55\00:25:13.76
of knowledge and lose
our own soul, what is that,
00:25:13.79\00:25:16.98
we've gained nothing.
Nothing. That's Jesus' words.
00:25:17.01\00:25:20.03
Consequently as parents,
as teachers, as educators in
00:25:20.06\00:25:25.54
my case. My goal, my
objective, my mission is to
00:25:25.57\00:25:34.13
create an environment
which is as close to Eden or the
00:25:34.16\00:25:41.80
environment that Jesus
was provided with as possible.
00:25:41.83\00:25:45.15
To model as closely as
I can. The behaviors that
00:25:45.66\00:25:53.27
were present in the garden
and the behaviors that were
00:25:53.30\00:25:56.77
used in the teaching
of Jesus and the behaviors
00:25:56.80\00:26:01.09
that we're advised to use
in the Bible, to amulet by
00:26:01.12\00:26:06.46
principle and example, the
grace of God, both if you'll
00:26:06.49\00:26:14.98
allow a theological analogy,
both the justification and
00:26:15.01\00:26:19.67
the sanctification, the
justification meaning its
00:26:19.70\00:26:23.79
yours, but the
sanctification meaning
00:26:23.82\00:26:26.64
there's still work involved.
Yes. But let the internal
00:26:26.67\00:26:31.50
motivation there that
the, that the love of God gives
00:26:31.53\00:26:35.66
me be the motivating
force in what I do to try to
00:26:35.69\00:26:40.62
develop my children. Umm!
My goal as a parent and as
00:26:40.65\00:26:46.11
an educator then is the
salvation of my children.
00:26:46.14\00:26:50.40
Amen! That has to be the
case. Yeah, and I will come
00:26:50.43\00:26:55.52
back to the environment,
we need good, solid, natural
00:26:55.55\00:27:00.46
environment to take
advantage of the fact that
00:27:00.49\00:27:02.72
God created us to
learn naturally. Umm! Then we
00:27:02.75\00:27:07.24
model the behaviors, we
trust in God, by all means
00:27:07.27\00:27:13.97
pray that God gives us
the Wisdom. Wisdom. Yeah and
00:27:14.00\00:27:19.05
then makes up the difference
for where we fall short.
00:27:19.08\00:27:22.11
Right. Because the
last thing in the world, we
00:27:22.14\00:27:23.98
should feel is any guilt
or feeling of failure. Because
00:27:24.01\00:27:28.76
we can't be the
perfect father or the perfect
00:27:28.79\00:27:31.01
mother or the perfect
parent. Right. You know.
00:27:31.04\00:27:34.35
Dr Tucker, it's been a
pleasure to have you on and
00:27:34.38\00:27:37.32
I'm very thankful that you
made it and I just pray that
00:27:37.35\00:27:43.81
in your homes you're
going to apply these principles
00:27:43.84\00:27:47.59
and I know that if you
have interest in finding out
00:27:47.62\00:27:50.72
more about how to's and
you can write 3ABN or call,
00:27:50.75\00:27:54.27
until then I want
you to join us again on
00:27:54.30\00:27:57.02
Thinking About Home.
00:27:57.05\00:27:58.19