Περίληψη:
Children can be familiarized with solitude experiences
in the school through such practices as peacefulness
and relaxation, silence, self-reflection and introspection,
self-expression and creativity-all in the context
of a “present,” supportive, security-facilitating, and
neutral educator with functional aloneness-related
beliefs. The implementation of such practices is not
easy and requires a lot of sophistication and personal
work on the part of the educator. In pursuing this task,
however, the educator should consider the long-term
benefits of the cultivation of solitude. For example, as
seen from the literature review, a principal developmental
aim-identity exploration during adolescence
is facilitated by the positive attitude toward aloneness
(Goossens & Marcoen, 1999); in addition, the benefits
of solitude articulated by children themselves
(Galanaki, 2004a) are very similar to the benefits of
solitude identified by adults (Long et al., 2003). Thus,
promotion of solitude that is based on interpersonal
and social exchanges does not constitute a paradox
and is nothing to be afraid of; school should prepare
children for autonomous and creative living.
Λέξεις-κλειδιά:
solitude, attitude towards aloneness, children, school, education
