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JACK McAFGHAN: Reflections on Life with my Master

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Kate McGahan

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“Evolutionarily, the function of attachment has been to protect the organism from danger. The attachment figure, an older, kinder, stronger, wiser other (Bowlby, 1982), functions as a safe base (Ainsworth et al., 1978), and is a presence that obviates fear and engenders a feeling of safety for the younger organism. The greater the feeling of safety, the wider the range of exploration and the more exuberant the exploratory drive (i.e., the higher the threshold before novelty turns into anxiety and fear). Thus, the fundamental tenet of attachment theory: security of attachment leads to an expanded range of exploration. Whereas fear constricts, safety expands the range of exploration. In the absence of dyadically constructed safety, the child has to contend with fear-potentiating aloneness. The child will devote energy to conservative, safety enhancing measures, that is, defense mechanisms, to compensate for what's missing. The focus on maintaining safety and managing fear drains energy from learning and exploration, stunts growth, and distorts personality development.”

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Book:Healing Trauma: Attachment, Mind, Body and Brain
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“It's all so new, so foreign, so much like that period of childhood -first or second grade, maybe- when you're old enough to know you're alive and one day will die, yet young enough to still believe that a thin vein of magic runs just beneath the surface. Everything crackles with the electric charge of wonder.”

WonderLearningNew
Book:A Thousand Naked Strangers: a Paramedic's Wild Ride to the Edge and Back
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“I've come to suspect that whenever any ability is difficult to learn and rarely performed well, it's probably because contraries are called for - patting the head and rubbing the belly. Thus, good writing is hard because it means trying to be creative and critical; good teaching is hard because it means trying to be ally and adversary of students; good evaluation is hard because it means trying to be subjective and objective; good intelligence is rare because it means trying to be intuitive and logical.”

WritingLearningTeachingIntelligenceEvaluatingContraries
Book:Embracing contraries: explorations in learning and teaching
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