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Tag Archive for 'leggere'
Lo scopo della lettura: la storia più bella che leggerete oggi. “Ho letto moltissimi libri, ma ho dimenticato la maggior parte di essi. Ma allora qual è lo scopo della lettura?” Fu questa la domanda che un allievo una volta fece al suo Maestro. Il Maestro in quel momento non rispose. Dopo qualche giorno, però, mentre lui e il giovane allievo se ne stavano seduti vicino ad un fiume, egli disse di avere sete e chiese al ragazzo di prendergli dell’acqua usando un vecchio setaccio tutto sporco che era lì in terra.
L’allievo trasalì, poiché sapeva che era una richiesta senza alcuna logica. Tuttavia, non poteva contraddire il proprio Maestro e, preso il setaccio, iniziò a compiere questo assurdo compito. Ogni volta che immergeva il setaccio nel fiume per tirarne su dell’acqua da portare al suo Maestro, non riusciva a fare nemmeno un passo verso di lui che già nel setaccio non ne rimaneva neanche una goccia. Provò e riprovò decine di volte ma, per quanto cercasse di correre più veloce dalla riva fino al proprio Maestro, l’acqua continuava a passare in mezzo a tutti i fori del setaccio e si perdeva lungo il tragitto.
Stremato, si sedette accanto al Maestro e disse: “Non riesco a prendere l’acqua con quel setaccio. Perdonatemi Maestro, è impossibile e io ho fallito nel mio compito”
“No – rispose il vecchio sorridendo – tu non hai fallito. Guarda il setaccio, adesso è come nuovo. L’acqua, filtrando dai suoi buchi lo ha ripulito” “Quando leggi dei libri – continuò il vecchio Maestro – tu sei come il setaccio ed essi sono come l’acqua del fiume” “Non importa se non riesci a trattenere nella tua memoria tutta l’acqua che essi fanno scorrere in te, poiché i libri comunque, con le loro idee, le emozioni, i sentimenti, la conoscenza, la verità che vi troverai tra le pagine, puliranno la tua mente e il tuo spirito, e ti renderanno una persona migliore e rinnovata. Questo è lo scopo della lettura”. -
Le storie di Maui. 111 gradini verso la felicità
Grazie per avere pubblicato questa storia @Poesiaitalia
Don’t read, like children do, for entertainment, or, like the ambitious, to educate yourself. No, read to live. Let your soul have an intellectual atmosphere composed by the emanation of all the great minds.
Ne lisez pas comme les enfants lisent, pour vous amuser; ni comme les ambitieux lisent, pour vous instruire. Non. Lisez pour vivre. Faites à votre âme une atmosphère intellectuelle qui sera composée par l’émanation de tous les grands esprits
Gustave Flaubert (Letter at Mlle de Chantepie, June 1857)
“If you want your children to be smart, read them fairy tales. If you want them to be smarter, read them more fairy tales” (Albert Einstein).
Reading helps the brain retain information and also trains cognitive skills: it improves attentional skills and concentration. Nowadays, the speed with which technology-related stimuli reach our brains, the numerous inputs even in parallel, the absence of the concept and the ability to wait at the expense of immediacy, are going to erode our attentional skills, which are drastically reducing and adapting to the increasingly smart environment we live in. Reading can be an activity that helps to counteract or contain this process. In an age when we are increasingly “forgetful” as we delegate all our memories and everything we should not forget to our cell phones, reading helps to foster memory-related processes, to remember and recall content we have acquired through reading and to learn new vocabulary.
Reading also improves our emotional intelligence: it helps to understand that there is another who is different from us and develops or increases the ability to empathize with the other and to understand that there is more than just one’s own point of view. The reader then activates a mentalization process that leads him or her to understand the intentions, goals, emotions, and other mental states of the characters being narrated in the story. In effect, a narrated story is a set of representations of events and characters. Reading is also an activity that also enriches language property and narrative construction.
So many authors agree that reading for and with children is a fundamental practice not only for development but also for sharing emotions with parents, opinions, mutual interchange and teaching: it fosters the creation of an affective bond or its reinforcement. It does not mean that digital should be eliminated from the lives of children and adolescents, it means that inputs from technology activate different neural networks and therefore, in a world where technological development can no longer be ignored, we need to create a balance between the two. We should not forget that reading also trains brain functions that stimulate critical and reflective thinking and thus fosters autonomy from a psychological point of view.
One must also educate about reading
For these reasons, it is essential to educate about reading by getting children to experience the magic hidden in reading a book. One must read in the classroom, gradually bringing them to do so not out of school obligation but out of pleasure also of sharing with adults and peers. To stimulate adolescents, on the other hand, it is important to intrigue them, they love to read and this is demonstrated for example by the virality that books-and often the respective streaming series-acquire in which they see themselves and recognize themselves.
The problem is that today even many adults no longer set a good example because they relegate reading to a more marginal or secondary activity compared to all their other commitments: there is too much of a hurry and too little time to devote to a book, forgetting that for children the example of words is more important.
- The Nobel Prize for Economics James Heckman has shown that children of unemployed in kindergarten possessed a vocabulary of 500 words, those of parents of low-skilled 700 words, while the sons of the graduates came to 1100 words. Unfortunately these differences persist even in later allowing to predict well in advance the career, income, family stability and health condition. Therefore it need educational investments such as to develop the cognitive and social skills in children from 0 to 5 years, and also in later life.
- Novak Diokovic wrote in his book: “Jelena made me listen to classical music and read poetry to calm down and learn to concentrate (Pushkin was his favorite poet). My parents, however, spurred me to learn languages, so I learned the ‘English, German and Italian. the tennis lessons and life lessons were one, and every day I could not wait to take the field with Jelena and learn more and more on sports, on myself and on world. “(p.5)
It is not hard to understand from these data and evidences what it should be done to educate young people and that sport would benefit from an education centered on the development of reading. I am convinced that the absence of sport culture found in many countries derives precisely from this kind of ignorance and of which many young people are paying for, ruining their lives well before adulthood. In Italy:
- Women read more than men: in the year one book has been read by 51.9% of the female population compared to 39.7% of men. The difference in behavior between the sexes begins to manifest itself as early as the 11 years and tends to decrease after 75.
- Having parents who read encourage to read: 77.4% of boys aged 6 to 14 years with both parents readers, compared with 39.7% of those whose parents do not read.
- In Italy, even those who read, read little: 46% of readers read more than three books in 12 months, while the “strong readers”, with 12 or more books read at the same time, are only 14, 5% of the total.
- One family of ten (10.2%) do not have any books at home, 63.6% have a maximum of 100.
