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4 ESSENTIAL LESSONS
LESSON I: "ONE SEES ONLY WITH THE HEART.
THE ESSENTIAL IS INVISIBLE TO THE EYES".
"The Little Prince" by Antoine de SAINT-EXUPERY: Chapter 21, last paragraph.
LESSON II:
THE EDUCATION OF FREEDOM
Dame Sarrasine brings here the great principles of education, re-education with humans and put into words by Carl R. Rogers,
American pedagogue who influenced humanist psychology, in his book "Freedom to Learn" Dunod. 1972
Dame Sarrasine transposes here from the human to the animal, Rogers having understood that in any human relationship,
everything must be done to establish a dialogue of freedom.
"One does not teach, one informs"
What is essential is the personal, free meaning that any person can draw from a piece of information.
"Respecting the freedom of the interlocutor by putting him in a position of responsibility requires training that concerns
know-how more than know-how."
A) The 3 fundamental qualities to facilitate learning are according to Rogers
- authenticity - positive consideration - empathy
B) The 5 ways of acts to the awareness of freedom
A) THE THREE FUNDAMENTAL QUALITIES:
1) AUTHENTICITY
Rogers does not speak of teachers but of learning facilitators.
"When the facilitator" happens to be a true person, who is authentically herself, and who enters into a relationship without
a mask or facade with the one who learns, there is a good chance that her action will be effective."
2) POSITIVE CONSIDERATION
Carl Rogers also calls it acceptance or trust. It is a basic trust: faith in the other that is fundamentally trustworthy.
Each learner must feel able to do things by himself knowing that he has the right to have his own feelings and needs.
3) EMPATHY
"If a professor assigns himself the task of trying to give each student every day, even a non-evaluative, accepting, empathic
response to feelings expressed verbally or otherwise, I am convinced that he will discover the efficacy of this understanding,
which is hardly ever met with."
This empathy is expressed in verbal and non-verbal messages (nod, smile, hand on the shoulder, embrace ...), active listening.
B)THE 5 WAYS OF ACTS TO THE AWARENESS OF FREEDOM :
Based on the education of freedom according to Rogers, Antoine de la Garanderie, who highlighted the
"Mental management", summarizes in his book "Learning without fear" the 5 ways of acts to the awareness of freedom.
1) We all have difficulties. No human being totally controls his life.
The pedagogue of liberty must maintain in his consciousness this primary truth:
We are no more at ease with ourselves than others are with ourselves.
2) CONGRUENCE or AUTHENTICITY :
The pedagogue of liberty must constantly test himself in order to be obliged to say what he thinks, believes, and wants to be,
and to act accordingly. It is the reference to oneself that allows him to confront everything he considers to concern him.
3) POSITIVE UNCONDITIONAL CONSIDERATION:
It is respect for the authenticity of others. The Freedom Pedagogue believes that everyone has the right to have their own
feelings and experiences and to put their own meanings into it. He acknowledges the affirmation of his interlocutor without the
slightest interpretation. He alone is master of the meaning he gives to his purpose.
4) EMPATHY
It consists in understanding what the interlocutor feels, in making feelings, emotions and passions his own, in sharing what he
experiences emotionally.
Sympathy is with the other; Empathy is in the other.
5) Allow the interlocutor to grasp the meaning of the relationship he intends to live with him, characterized by the first four principles: the interlocutor is the craftsman of his freedom.
The quality of this relationship frustrates fear: fear of one's difficulties, one's capacity to be oneself, to be alienated by others.
It is necessary to promote the relational situation which is that of the expression of the freedoms of the interlocutor.
LESSON III : PATIENCE AND LENGTH OF TIME
And to quote the two morals of the fable "THE LION AND THE RAT" of Jean de La Fontaine, second book, fable published in 1668:
Illustration of Benjamin RABIER - 1906
- "Patience and length of time
Do more than strength or rage."
The first lesson of this fable is:
- "We often need a smaller one"
This morality, heavy with meaning, can also lead to this idea:
The horse is united to the destiny of human for a long time and at the very beginning regrouped and raised as a source of
food before becoming his steed.
The idea is also interesting, if we take the point of view of the interest of the horse.
Besides the food security that man can afford (but he can manage on his own), the interest of his survival is important.
Indeed, in case of predator attack, the human running less quickly will be the first prey, the horse will then flee.
This certain safety, from the point of view of the animal, surely participated in its domestication.
LESSON IV :
Refer to the human part of this site on the TIPS OF GOOD SENSE DISSEMINATED BY SPEECH THERAPIST and it will be appropriate
to apply them to the animal with which one wants to communicate.
Sir Edwin Landseer "Arab Tent" 1866.
Dame Sarrasine is interested here in Arab horses and their education and breeding.
I) LIKE AND EDUCATE THEM AS YOUR CHILDREN.
The Bedouin has always been extremely proud of his horses and this is reflected in the many poems and songs that praise their exploits.
"Among the Bedouin people, the most vigilant care has always been taken to preserve the purity of the race ...
The foal, born in the tent, did not touch the ground, but was caught in the arms of one of the persons present to be washed and
caressed, as if it were a newborn. The mare and her cub shared the tent of their master. The mare's neck was often used as a
pillow for the owner and the children played with the foals. In this way, the mares and the foals took affection for the men and
the foal was constantly living among them ..."
The Arabian Pur-Blood, History, Mystery and Magic, conceived by Hossein Amirsadeghi; Actes sud ; p19.
In the royal studs, foals continue to be pampered like children.
II) FROM EDUCATION TO THE DRESSING OF HORSES.
The literature on the subject and the schools are numerous. Dame Sarrasine does not want to expand on the subject but it is
necessary to recall here extracts of the principles of common sense from the magnificent NACERI:
The NÂÇERI of Abû Bakr Ibn Badr is a treatise of horse and horse medicine in the land of Islam in the 14th century.Ed Errance.
"NÂCERI", Chapter 12, p 25; P 26 "how to mount the foals and their dressage":
"Dressing and mounting foals first requires riders a perfect knowledge of what the nature of horses counts of gentleness
as of hostility, docility as reactivity, slowness as vivacity, strength of will as well as weakness , of movement as of inertia,
and of what these characters can profit or suffer.
The trainer must exacerbate, reduce, attenuate, contradict according to the desired characteristics for each animal according to
the utility that the rider, the king in voyage will have ...
The first thing we need for all this is gentleness and benevolence: this is the beginning of everything.
The foal must be taught to enter the narrow streets, in the souks, in the midst of crowds, to accustom it.
You should not hit him at all times with the whip. Whenever you make him his emulation will diminish, he will become fearful and shy away ...
The rider controls his position by keeping his feet fixed when he is riding, applying his thighs against the saddle, skilfully
holding the reins, making sure to return them in all directions with tact, holding them and taking them all Gently while his body
stirs during work ...
The trainer and riders should be careful not to make any mistakes and do not interfere with dressage, and then to look for
bonus and improvement. If they do not succeed in improving the qualities of the horse, he must not lose his character,
for certain horses satisfy what is demanded of them by gentleness and perseverance while they are there refuse under the blows.
Each time you hit a colt his character will degrade and he will turn away from what one wants to get from him.
The best moments to climb for training are the first glimmers, before the day, and the very end of the night ...
When one sits down, one must keep him at a standstill for a moment so that he takes this habit; This stopped position is useful
for ...
When you climb the foal and is at rest, take care not to commit the slightest fault of attention;
If you climb the foal, after keeping it at a standstill, walk it slowly and do not stop from time to time with people, it's a bad
habit it could take ...
The horse must not forget the bit in his mouth: on the contrary, it must be manipulated and reminded of it constantly so that he
knows that you are not inattentive ...
If you want to turn the foal ... do not turn it too short at the beginning of dressage, while its bones are fragile; There would
be a distortion of the top of the shoulders, which would induce an arthritis ...
If you want to stop it, equalize your reins and stop it gradually, so that its hindquarters does not deviate in any direction.
Be careful not to bully him when you ask him to stop him, or to strike him, for he would become accustomed to resist. On the
contrary, stop it by three solicitations of increasing intensity and not suddenly ...
Know that the pretenders of the trainers to be able to train all horses are falsehoods and falsifications, for it is not possible
to perfect what God Almighty created diminished without filling the gaps that he imposed ...
Nothing should be superior to the trainer's passion for riding horses; It must remain his constant concern.
In this way, he will improve his training methods and his knowledge".
I) "I CAN NOT PLAY WITH YOU," said the fox.
"I AM NOT TAMED... TAMED, IT MEANS TO CREATE LINKS"
"The Little Prince" by Antoine de SAINT-EXUPERY: Chapter 21.
Ed Folio, p72 -73
"...But the fox returned to his idea:
My life is monotonous. I chase chickens, men chase me. All the chickens look alike. So I'm a little bored. But if you
tame me, my life will be as sunny. I will know a footstep that will be different from all the others.The other steps make
me go underground. Yours will call me out of the burrow, like a music. And look! You see, over there, the fields of wheat?
I do not eat bread. Wheat is useless to me. The wheat fields do not remind me of anything. And that's sad! But you have hair
golden color. Then it will be wonderful when you have tamed me! The wheat, which is gilded, will make me remember you.
And I will love the sound of the wind in the wheat.
The fox fell silent and looked at the little prince for a long time: "Please, tame me! he said.
- I mean, said the little prince, "but I have not much time, I have friends to discover, and many things to know."
-We only know the things we tame, said the fox. Men no longer have the time to know anything. They buy ready-made things
from merchants. But as there are no merchants of friends, men no longer have friends. If you want a friend, tame me!
- What should be done ? Said the little prince.
- You must be patient, replied the fox. You will sit first a little far from me, like that, in the grass. I will look
at you from the corner of your eye and you will not say anything. Language is a source of misunderstanding. But every day
you will be able to sit a little closer ..."
The next day the little prince returned.
"It would have been better to return at the same hour," said the fox. If you come, for example, at four o'clock in the afternoon,
at three o'clock I shall begin to be happy. The more time will come, the more happy I will feel. At four o'clock I shall
be agitated and worried; I shall discover the price of happiness! But if you come anytime, I will never know what time to
dress my heart ... It takes rites.
-What is a rite? Said the little prince.
- It's too much forgotten, said the fox. This is what makes one day different from other days, one hour, other hours ...
II) THE FORCE OF LINK
Here we should mention the wonderful families of Pignon and Delgado and the strength of the bond that unites them to their horses
Magali Delgado and Frédéric Pignon expose the essential in 5 chapters in "The strength of the link"
Ed Actes Sud:
- Chapter 1: Meeting
"At the time of the meeting, so many things are played that we sometimes lose most of what must hold our attention and
determine our choices ...
- Chapter 2: Building together
"Building a true relationship of trust and cooperation is a long journey that involves essential steps: with a horse as with a
human, it requires a deep respect for the other and a desire for mutual cooperation. , The bond is woven and strengthens until
it becomes something unshakeable ... or almost! "...
- Chapter 3: Growing Together
"The relationship to horses offers us a path paved with questioning,learning of availability, adaptation, tolerance, patience,
respect, humility. It allows us to progress towards a form of wisdom, provided we are ready to listen to the horses and set out
on our way."...
- Chapter 4: Getting Lost - Getting Back
- Chapter 5: The Strength of the Link
"What strange force unites men and horses?..."
This book is prefaced by Linda Tellington-Jones, a wonderful horsewoman but not only an inspired lady who developed the T-Touch
and the T-Team, a preface that summarizes the spirit that animates her and binds her to Frederic Pignon and the Delgado family
by telling us p 13:
"I have been interested in the very special relationships between horses and humans, and the training methods that come from
the heart and are based on mutual understanding between these beings. Relationships of deep inter-species connections,
but unfortunately they are rare because most of the modes of dressage are based on the idea of repetition, domination
and desensitisation.I advocate a relationship of affection to which the horse takes pleasure whatever As much as the
human being. "...
... Frédéric explained that love was the key to success when working with horses "... then to evoke one of his favorite books:
"to love is to free oneself from fear, from Jerry Jampolsky. According to the author of this book, there are only two emotions: love and fear.
I am convinced that training through repetition, domination and desensitization rests on fear..."