THE HUNDRED LANGUAGES OF CHILDREN

  • The child is made of one hundred.
  • The child has
  • a hundred languages
  • a hundred hands
  • a hundred thoughts
  • a hundred ways of thinking
  • of playing, of speaking.
  • A hundred.
  • Always a hundred
  • ways of listening
  • of marveling, of loving
  • a hundred joys
  • for singing and understanding
  • a hundred worlds
  • to discover
  • a hundred worlds
  • to invent
  • a hundred worlds
  • to dream.
  • The child has
  • a hundred languages
  • (and a hundred hundred hundred more)
  • but they steal ninety-nine.
  • The school and the culture
  • separate the head from the body.
  • They tell the child:
  • to think without hands
  • to do without head
  • to listen and not to speak
  • to understand without joy
  • to love and to marvel
  • only at Easter and at Christmas.
  • They tell the child:
  • to discover the world already there
  • and of the hundred
  • they steal ninety-nine.
  • They tell the child:
  • that work and play
  • reality and fantasy
  • science and imagination
  • sky and earth
  • reason and dream
  • are things
  • that do not belong together.
  • And thus they tell the child
  • that the hundred is not there.
  • The child says:
  • No way. The hundred is there.
  • -Loris Malaguzzi
  • Founder of the Reggio Emilia Approach

Back to Philosophy >