"synopsis" may belong to another edition of this title.
Schotz insists on calling his first unit "Group Orientation" and on putting games of introduction and trust before exercises in sensory refinement and feeling enhancement; in other words, making the group more important than the atomized individual.
The games start to create, enhance, and redefine the experiences we make as individuals in social groups. In this sense, imagination and creativity do not offer supplemental colors to the hardheaded blacks-and-whites of the real world; they are the inner forces of that world, the "dark matter" that constitutes 90% of the universe--not the 10% of mass which is the visual (cash nexus) of the cosmos.
However, I think the real worth of this book lies in its insistence that teachers and parents guide children through love, a love manifest in their participation in children's games, and with a constant and respectful turning to the children for their ideas, their responses, their input into the creative effort. The model of society inherent in these games is indeed worthy of emulation. Let us play with it and start to enjoy life by imaginatively recreating the world. --Professor Norman Simms, University of Waikato, Hamilton, New Zealand
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