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A Symptomatology Of Pedagogy

On November 13, 2016, in Leadership Z3-Extended, by Neculai Fantanaru

First create something by yourself, then teach unto others.

He knew – he often had the painful opportunity to observe what people say maliciously: "He who is capable – creates; he who is not – teaches others". But Eisenstein never let himself troubled by such pettiness, calmly arguing: "To teach others in cinematography is still up to this day, and in full, to create."

These were not empty words. By carefully researching Eisenstein’s pedagogical activity, we easily observe that teaching equated, for him, to studying, finding new creative solutions. The subject of his course - he declared programmatically – is entering the lab of creation. His course is also an opportunity of theoretical crystallization for an artist.

His pedagogical principles were very firm. He couldn’t stand his students abandoning their own personality through mimicry. He snapped at them every time he observed such a tendency: "What is the meaning of this? Have you all decided to line up the steps from "Battleship Potemkin?" Is it me you want to imitate?"

He followed this principle ever since he began teaching. *

Leadership: Do exclusively preoccupy yourself with the phenomenon "He who is capable – creates; he who is not – teaches others", reflecting your aspiration towards everything that is hard to know?

At the core of any human calculation and any intellectual property, successful products amid the formation of general qualities that favorably influence the position of reference to the imposed or self-imposed tasks, is always a personality. Rational in essence, irrational opposed to an external stimulus, personality precedes any mechanism of adapting to external imaginative constructions and creates its own laws.

Do you help maintain and improve the position and self-image, as a creator of a scientific current, directing the completion of a work of art to an escape from trends?

Personality is not just the hint of an opportunity of theoretical and practical crystallization of a vision – after which you are left with little to do concerning what is happening in the surrounding world. Rather, quite often, it is a consequence of the exclusive concern for the phenomenon "He who is capable – creates; he who is not – teaches others", reflecting aspiration over everything that is hard to know and harder to interpret.

Being a creator targets that side of the personality that constantly gathers information and see everything from a multitude of perspectives. TO teach others is not a miracle of creation, it is not a journey towards the meanders of creation, it is not a game of human pulsations, between dream and reality, but rather, quite often, it proves to be a form of copying, of excessive mimicry maintained by using outdated methods, with poor or negative results.

It is the same teaching vice, frequently seen in those with high levels of qualification (and credibility), those who without themselves discovering a principle or concept, always show their willingness to submit fragments (entire chapters) from the intellectual works of true creators.

Leadership, during several stages of evolution of knowledge, is subject to the evaluation of the impact of a creation over the dynamics of the promoted creative process, over the integrating vision of the process of producing the results obtained by tensing the inventive spirit.

The best leaders, not limiting themselves to the conditions of self-directed learning, guided themselves after the exhortation that assures the unity of the lesson related to the skill of relating to people: "First create something by yourself, then teach unto others."

Leadership is first and foremost the result of entering into the laboratory of creation, then an opportunity of theoretical crystallization of certain methods, norms and guiding principles for future "artists". And, finally, it becomes the result of the painstaking approach of the complexity of every aspect of development that would obviously lead to a different conclusion than those listed before.

A Symptomatology Of Pedagogy brings into focus all of your intellectual manifestations that permit the diagnosis of a style of teaching of your own theories and differentiating them from other models of creation, so that you may be undefeated in the tendency: "He who is capable – creates."



* Note: Ion Barna - Eisenstein, Youth Publishing House, 1966.

 


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