Magnolia
Jedi
A different kind of book on parents and children is Polly Berrien Berends' book "Whole Child / Whole Parent." Published in 1983, it's not well known, but has a foreword by M. Scott Peck, which is a recommendation. A few quotes might expose its foundations.
Every child has two meanings. On the one hand, he is an image and likeness of his parents. As such he not only bears physical resemblance to them, but will also evolve a mode of being that is the spitting image (though at times a mirror image) of their mode of being. This is true for our children; it is also true for us. What is apparent (what seems real) to the parent and is thus the central issure around which the parent's life is conducted will also be the parent of the child's experience and way of being. Thought is the parent. Every child is thus a model child. To the parent then, the child becomes a teacher. Through his being an image and likeness of the parent, the child explains (makes plain by bring out into the open) the parental thought of which the parentchild is also an image and likeness. p.45
When we have done everything necessary -- provided food, toys, diapers, exercise -- and she is still hungry and restless, we are brought face to face with the fact that her essential needs and being are spiritual. We can do all the right, all the loving things, as diligently and perfectly as we like, but if our consciousness is filled with resentment, worry or frustration she remains unsatisfied, uncomfortable, restless. Because she is aware of when love is present and when it is not. So what the child sees (is aware of) determines her being (how she is). p.46
The idea of love as a way of treating each other, as a feeling between each other, puts it on a have and have-not basis. Such love is always experienced as loss on the part of both the lover and the beloved. There is no more practical definition of love than that it is the realization of the truth of being of the beloved. p. 47
As Me, Inc., we are inclined to believe that the purpose of being with our children is twofold: we take care of them, and we entertain them. But this narrow subject/object outlook leads to several kinds of unhappiness, such as feeling taken advantage of by our children, neglecting them, never having enough time for ourselves, etc. The valid motive for our being together is to further understand what really is. What is love? What is truth? What is life? p. 128
- Parenthood always comes as a shock. Postpartum blues? Postpartum panic is more like it. We set out to have a baby; what we get is a total take-over of our lives.
- Especially with our first child, we tend to take too much responsibility--both credit and blame--for everything. The more we want to be good parents, the more we tend to see ourselves as making or breaking our children.
- The trouble with most problem-solving books for parents is that they start with the idea that the child has a problem. Then they try to tell us how to fix the child, or else, after blaming the parent, they suggest how we can fix ourselves.
- The gain is not the having of children; it is the discovery of love and how to be loving.
- Everything that happens is either a blessing, which is also a lesson, or a lesson which is also a blessing.
- The secret is to learn to sit at the feet of your own life and be taught by it.
Every child has two meanings. On the one hand, he is an image and likeness of his parents. As such he not only bears physical resemblance to them, but will also evolve a mode of being that is the spitting image (though at times a mirror image) of their mode of being. This is true for our children; it is also true for us. What is apparent (what seems real) to the parent and is thus the central issure around which the parent's life is conducted will also be the parent of the child's experience and way of being. Thought is the parent. Every child is thus a model child. To the parent then, the child becomes a teacher. Through his being an image and likeness of the parent, the child explains (makes plain by bring out into the open) the parental thought of which the parentchild is also an image and likeness. p.45
When we have done everything necessary -- provided food, toys, diapers, exercise -- and she is still hungry and restless, we are brought face to face with the fact that her essential needs and being are spiritual. We can do all the right, all the loving things, as diligently and perfectly as we like, but if our consciousness is filled with resentment, worry or frustration she remains unsatisfied, uncomfortable, restless. Because she is aware of when love is present and when it is not. So what the child sees (is aware of) determines her being (how she is). p.46
The idea of love as a way of treating each other, as a feeling between each other, puts it on a have and have-not basis. Such love is always experienced as loss on the part of both the lover and the beloved. There is no more practical definition of love than that it is the realization of the truth of being of the beloved. p. 47
As Me, Inc., we are inclined to believe that the purpose of being with our children is twofold: we take care of them, and we entertain them. But this narrow subject/object outlook leads to several kinds of unhappiness, such as feeling taken advantage of by our children, neglecting them, never having enough time for ourselves, etc. The valid motive for our being together is to further understand what really is. What is love? What is truth? What is life? p. 128
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