A great deal escapes the ones who do not create fables, thinks Carl Gustav Jung. That may be so, yet one can still read and listen to fables, like them and get benefitted from them. Fables can assist the growth of inner worth in two ways: (1) By exposing ludicrious folks and what no to venture into; and (2) by expressing sound advice. Essential or inner worth is assisted by impacts that may promote growth in humanity in ways that fairly often "ride" outside personal domains.
Many teachings come in "fox fur", where you wear a fur cap and coat but is human inside it all. The fables speaks of animals who speak and sometimes act like humans. That is to say, fables are allegorical in many ways.
Savoury education could lead children into figurative teachings.
Many norms in fables are deeply embedded in our everyday language. Not a few fables also bring authoritarian attitudes. To counteract that, is is feasible to add other, appended moral sayings to many a fable, and this has been done for centuries already. The fact is that many of the moral lessons fixed to fables were added during the past couple of centuries, and thus reflects norms among Victorians and others.
It is also a point that a fable moral is not necessarily good because it is very old. Far more delicate outlooks than primitive ones of former times may do good. Children may delight in adding other lessons to fables they hear or read, if they are given that chance.
Intuition is valuable in art and science alike, say front figures in those arenas.
Some words and expressions are used figuratively. For all that, it benefits us to learn to look further than to mere figures of speech and jolly good interpretations or ascertained meanings by someone.
If you develop you intuition [a hunch-type] in such ways as Dr Jerome Bruner writes of in such books as The Process of Education , you could develop and maintain your sense of "seeing into" various things first-hand too. Through such innføling, Einfühlung (a "feeling-into"), we might feel you understand that Gulliver's Travels [Swift, 1992] are about British conditions of servitude and ballyhoo.
It can take time to learn by developing or exploring one's intuitive sides - or right brain hemisphere functions - in Dr Jerome Bruner's understanding - Various technical skills could be needed too. Being carefully instructed saves time and can save trouble.
The mark of an elegant fable is much as in the British saying, "The proof of the pudding is in the eating." The fable is to be palatable, but taste is not all when food is digested. The same applies to food for thought. Digesting it may take time - a night first, followed up by some artistic activity on a suitable level. In that lie basics of tale-telling parts of the Waldorf Education movement that Rudolf Steiner gave rise to.
In the earliest years of Waldorf schooling, fairy tales and fables are woven together with children's drawings and the history of art to further later intellectual development.
Bruner, Jerome. The Process of Education. Cambridge, Mass.: Harvard University Press, 1966.
Dal, Erik. Dansk folkedigtning. København: Gyldendal 1965.
Swift, Jonathan. Gulliver's travels. Ware (GB): Wordsworth, 1992.
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