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The traditional vision of education focuses on \"filling\" the student's mind with information and asking them to master a set of predetermined skills. The Son-Rise Program® perspective is quite different. We believe that the most effective way to \"teach\" children, young people and adults is to draw information, understanding and insight from them, and to help them develop and build on their talents, skills and interests. We focus on introducing a host of learning situations in which they can freely explore themselves and the various materials offered. We then trust and assist them as they expand their base of curiosity and involvement.
In effect, we reverse the roles. The parent, the instructor, the therapist or facilitator becomes the student of the child's world (or challenged person's world) . . . observing, learning, assisting and supporting the child's flowering in a loving and nonjudgmental environment. The child becomes the teacher . . . guiding the process, discovering and exploring himself or herself and the world. It is clear that by \"going with\" children, instead of against them, we help them to become more and more motivated to explore and develop. The child's motivation is the key factor in any child's progress and also determines the potential of any program.
Often, parents and professionals helping children with special needs have specific agendas: Teach my child or student how to walk, talk, use the toilet, eat with utensils, read or perform any number of other practical and useful skills.
Certainly, we want every child to realize those capabilities; yet, in the Son-Rise Program, we give up the demand that we control the agenda. It is much less important that we teach a child specific skills than that we encourage them to become a fully participating and motivated person. This will have by far the greatest impact in the long run.
Our intention is to help each child (through the parent or guardian) to be all he or she can be. We know of no other more powerful way to actualize such an intention than to allow the child to be his or her own teacher as well as ours.
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