Parenting and Education: Two Very Different Issues

Devoting time to our children is a necessary condition, but not enough for education, simply because many people do not educate, they raise.

Parenting can be understood as covering the needs of food, protection, schooling, providing material elements such as clothing, footwear and toys and teaching minimum habits of hygiene, rest and relationship with others. Do not limit the child in the games too much, just help to choose the really good ones. Maybe he’ll like this one

Education is something else. In reality, it is a complex issue to define and even more to put into practice. Education derives from the Latin education, “action of directing to develop the faculties of a child” and from the Indo-European desk, “to lead, to carry”. A very important part of education is the responsibility we as mothers and fathers have to guide our children. But where should we guide them?

To educate means to reduce the unconscious freedom of the child to conscious freedom. Without becoming too transcendent, the child’s education should make him free and able to relate to himself and his environment in a conscious and healthy way. Can parents educate in this way? The truth is that parents raise and educate according to their level of existence and their degree of consciousness and perhaps a little beyond, but in a limited way to what they can contemplate in their horizon of consciousness.

In these degrees of consciousness, upbringing is the priority because this is dictated by the unconscious emotional and mental programs of parents, not because they do not want their children to go further, but because the evolutionary layer of the person’s existence reaches there and their horizon of consciousness only a little further.

Maslow’s Pyramid

To talk about the levels of consciousness one can resort to the Pyramid of Maslow. In this pyramid, five levels of existence can be observed.

As can be observed in each step or level, the conception of existence is marked by the unmet needs of the individual. Depending on the guaranteed needs and those that have not yet been met, an emotional and mental conception is developed that is different from what life is. In the first two steps, one can situate the upbringing, while from the third one begins with the education. Obviously, these strata are not watertight compartments, but one can speak of tendencies when it comes to transmitting to children the scales of values that can become their conscious and unconscious instruction book.

On the basis of this information, it can be said that it is no longer enough to feed, clothe, protect and school. Parents who want to educate try to carry out activities with their children that can be enriching for them: reading, going to the cinema or theatre, playing, having different life experiences, such as traveling.

They also try to transmit to them a way of understanding life, a scale of values, understandings and ideas that, in the way they see it, will make them better people and will allow them a better interaction with existence. It is not only a question of dedicating time to them, but it is also a question of attitude and it is not a question of quantity of time but of quality, because from a certain moment onwards, physical, energetic, emotional and mental fatigue also appears in the parents, reducing the quality of the interaction.

Educating also implies respecting

Those who think that sons and daughters should obey without questioning or keeping silent about the opinions or desires of their parents not only do not respect but they submit and in everyday life, respect implies contemplating and accepting the ideas, tastes and interests of their children, which do not necessarily coincide with those of their parents.

Sometimes adults project their own tastes onto their children and think that if they liked it in the past or would have liked their parents to take them to such a place or buy them such a gift, their children have to live in the same way, and it does not necessarily have to be that way.

Educating from love, firmness, and respect, taking into account children as people and not as possessions imply a knowledge, effort, evolutionary development, awareness, attention, and investment of time and energy that sometimes seems impossible to apply in everyday life.

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