JOSEPH CHILTON PEARCE

For only as we ourselves, as adults, actually move and have our being in the state of love, can we be appropriate models and guides for our children. What we are teaches the child far more than what we say, so we must be what we want our children to become.

When I really want to learn about something, I write a book on it. Then the real research begins, as I begin to hear people's stories, and huge amounts of information begins to comes straight to my doorstep. Then I can write an even better book the next time!

Play is the only way the highest intelligence of humankind can unfold.

We live in a web of ideas, a fabric of our own making.

We are shaped by each other. We adjust not to the reality of a world, but to the reality of other thinkers.

To live a creative life, we must lose our fear of being wrong.

Any representation of God produces accordingly.

The parent knows that the child cannot be artificially motivated to learn; they know that he is already motivated by the strongest driving force on earth: his inner intent.

Seeing within changes one's outer vision.

We have a cultural notion that if children were not engineered, if we did not manipulate them, they would grow up as beasts in the field. This is the wildest fallacy in the world.

What we are teaches the child far more than what we say, so we must be what we want our children to become.

One's capacity for metaphor is one's capacity for a full life.

Ideal for the child and society in the best of times, Rudolf Steiner's brilliant process of education is critically needed and profoundly relevant now at this time of childhood crisis and educational breakdown. Waldorf Education nurtures the intellectual, psychological and spiritual unfolding of the child. The concerned parent and teacher will find a multitude of problems clearly addressed in this practical, artistic approach.

Any idea seriously entertained tends to bring about the realization of itself.

And what does every child believe every adult capable of doing? Of actually being able to bend the world to an inner desire, exactly what the child is busily practicing in his passionate play.

We are limited by our agreements on possibility. Agreement is a common exclusion of alternate possibilities. Agreement is the cement of social structure. Two or three gathered together, agreeing on what they are after, may create a subset in which their goals can be achieved, even though folly in the eyes of the world. The world in this case means a set of expectancies agreed upon, a set excluding other possibilities.

We must accept that this creative pulse within us is God's creative pulse itself.

All children want to do is play in worlds they create and project on their external world. If allowed to do that, they are constantly building new neural structures for creating internal worlds and projecting them on their external world. And they build up an enormous self-esteem and feeling of power over the external world through their own capacities.

Play is the royal road to childhood happiness and adult brilliance.

Women have millions of years of genetically-enc oded intelligences, intuitions, capacities, knowledges, powers, and cellular knowings of exactly what to do with the infant.

We must become the people we want our children to be.

The word 'comfort' comes from the Latin words for 'with' and 'strength' and originally meant operating from a position of power.

As a child, reality is whatever one makes of it.

Our reality is influenced by our notions about reality, regardless of the nature of those notions

Adolescents sense a secret, unique greatness in thems.elves that seeks expression. They gesture towards the heart when trying to express any of this, a significant clue to the whole affair.