998 PETALS LATER

IMAGINATION IS NOT A BOARD OF STUDIES OUTCOME
At our school, teachers agree on a contractual basis to undergo continual professional development, and are encouraged to seek further personal development in relation to their profession as teachers. At present we are undertaking an overview of our entire curriculum in relation to child development.
This entails looking at a particular subject area, say, English, and following through how the curriculum content is bought to the child at varying stages of his/her school life. All teachers from K-12 are present, as each stage has it development embedded in the previous stage. Rudolf Steiner described this approach as 'The Curriculum Physiology': age specific subjects that speak to the corresponding evolution of human development. Today we looked at the vast realm of the imagination, an intangible quality or indeed phenomena that is rarely referred to as an educational outcome. I believe otherwise, and at our school we are actively working to protect this childhood wonder from the ravages of continual attack, including sensory bombardment from the Internet, mass media, excessive computer games and television. As educators we are continually asking ourselves how to best support the child's age-appropriate needs. In doing this we take into account the child as a whole; physical, mental, psychological and spiritual. It is an ongoing research and my hope is that all these perspectives can provide stimulus and motivation for us to really meet the children as they come toward us as bearers of both great gifts, and hindrances to be overcome. I would like to share the following short summary of what we discussed in our meeting today, including some scientific research on the two amazing glands, hard at work to ensure we don't allow our imaginations to wither, atrophy, or even diminish beyond repair.
The pineal gland was the last endocrine gland to have its function discovered. Its location deep in the brain seemed to indicate its importance. This combination led to its being a "mystery" gland with myth, superstition and even metaphysical theories surrounding its perceived function, it has even been described as the 'third eye', or 1000 petalled lotus.
The pineal gland is large in children, but shrinks at puberty. It appears to play a major role in sexual development, hibernation in animals, metabolism, and seasonal breeding. The abundant melatonin levels in children are believed to inhibit sexual development, and pineal tumours have been linked with precocious puberty. When puberty arrives, melatonin production is reduced. Calcification of the pineal gland is typical in adults.
The true function of this mysterious gland has long been contemplated by philosophers and Spiritual Adepts, believing this area in the middle of the brain to be the connecting link between the physical and spiritual worlds; the world of the imagination. Ancient Greeks believed the pineal gland to be our connection to the Realms of Thought.
The pituitary gland is sometimes called the "master" gland of the endocrine system, because it controls the functions of the other endocrine glands. The pituitary gland is no larger than a pea, and is located at the base of the brain. The gland is attached to the hypothalumus by nerve fibres. The pituitary gland secretes hormones regulating a wide variety of bodily activities, including trophic hormones that stimulate other endocrine glands. It was known in Ancient India as the 2 petalled lotus.
Scientists have discovered that the emphasis from pineal to pituitary function occurs from the 7th year onward, until the 14th year when the pituitary function becomes dominant. Prior to this the child lives under the influence of the pineal gland activity, which is in direct relationship to the development of the imagination. That is why in Rudolf Steiner schools we prioritise the cultivation of the imaginative forces that are at work in the child. Later, these same forces, if nurtured to their potential, will become the basis for ideas and deep learning in a healthy teenager, a meaningful transition filled with optimism into young adulthood, and indeed may resound throughout an entire lifetime.
If we look at the biographies of such industry giants as Bill Gates and the guys at Google, we will find that in fact he did not spend their early childhood in front of a computer screen or television, rather they spent their time exploring, playing, adventuring and being. All health giving activities engage and stimulate the imagination
Today our government spends about 7 billion dollars on education, at least twice that on defence, and 4 times that amount on health. Imagine what savings we could make on health if we further valued educational incentives, particularly those that speak to the imagination of the young child.
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