Bruno Bettelheim Quotes

This is exactly the message that fairy tales get across to the child in manifold form: that a struggle against severe difficulties in life is unavoidable, is an intrinsic part of human existence -- but that if one does not shy away, but steadfastly meets unexpected and often unjust hardships, one masters all obstacles and at the end emerges victorious.

What cannot be talked about cannot be put to rest. And if it is not, the wounds will fester from generation to generation.

The child intuitively comprehends that although these stories are unreal, they are not untrue.

For those who immerse themselves in what the fairy tale has to communicate, it becomes a deep, quiet pool which at first seems to reflect only our own image; but behind it we soon discover the inner turmoils of our soul - its depth, and ways to gain peace within ourselves and with the world, which is the reward of our struggles.

You can't teach children to be good. The best you can do for your child is to live a good life yourself. What a parent knows and believes, the child will lean on.

Punishment may make us obey the orders we are given, but at best it will only teach an obedience to authority, not a self-control which enhances our self-respect.

The unrealistic nature of these tales (which narrowminded rationalists object to) is an important device, because it makes obvious that the fairy tales’ concern is not useful information about the external world, but the inner process taking place in an individual.

Fairy tales are loved by the child not because the imagery he finds in them conforms to what goes on within him, but because--despite all the angry, anxious thoughts in his mind to which the fairy tale gives body and specific content--these stories always result in a happy outcome, which the child cannot imagine on his own.

Although we like to think of young children's lives as free of troubles, they are in fact filled with disappointment and frustration. Children wish for so much, but can arrange so little of their own lives, which are so often dominated by adults without sympathy for the children's priorities. That is why children have a much greater need for daydreams than adults do. And because their lives have been relatively limited they have a greater need for material from which to form daydreams.

The question for the child is not Do I want to be good? but Whom do I want to be like?

Play permits the child to resolve in symbolic form unsolved problems of the past and to cope directly or symbolically with present concerns. It is also his most significant tool for preparing himself for the future and its tasks.

If we hope to live not just from moment to moment, but in true consciousness of our existence, then our greatest need and most difficult achievement is to find meaning in our lives.

Television captures the mind but does not liberate it. A good book at once stimulates and frees the mind.

Plato--who may have understood better what forms the mind of man than do some of our contemporaries who want their children exposed only to "real" people and everyday events--knew what intellectual experience made for true humanity. He suggested that the future citizens of his ideal republic begin their literary education with the telling of myths, rather than with mere facts or so-called rational teachings.

Play reaches the habits most needed for intellectual growth.

The parent must not give in to his desire to try to create the child he would like to have, but rather help the child to develop--in his own good time--to the fullest, into what he wishes to be and can be, in line with his natural endowment and as the consequence of his unique life in history.

The delight we experience when we allow ourselves to respond to a fairy tale, the enchantment we feel, comes not from the psychological meaning of the tale (although this contributes to it) but from its literary qualities-the tale itself as a work of art.

The good enough mother, owing to her deep empathy with her infant, reflects in her face his feelings; this is why he sees himselfin her face as if in a mirror and finds himself as he sees himself in her. The not good enough mother fails to reflect the infant's feelings in her face because she is too preoccupied with her own concerns, such as her worries over whether she is doing right by her child, her anxiety that she might fail him.

No longer can we be satisfied with a life where the heart has its reasons which reason cannot know. Our hearts must know the world of reason, and reason must be guided by an informed heart.

Whoever influences the child's life ought to try to give him a positive view of himself and of his world. The child's future happiness and his ability to cope with life and relate to others will depend on it.

Raising children is a creative endeavor, an art rather than a science.

Parents ought, through their own behavior and the values by which they live, to provide direction for their children. But they need to rid themselves of the idea that there are surefire methods which, when well applied, will produce certain predictable results. Whatever we do with and for our children ought to flow from our understanding of and our feelings for the particular situation and the relation we wish to exist between us and our child.

While criticism or fear of punishment may restrain us from doing wrong, it does not make us wish to do right. Disregarding this simple fact is the great error into which parents and educators fall when they rely on these negative means of correction. The only effective discipline is self-discipline, motivated by the inner desire to act meritoriously in order to do well in one's own eyes, according to one's own values, so that one may feel good about oneself may "have a good conscience.

The ability to read becomes devalued when what one has learned to read adds nothing of importance to one's life.

To be a good enough parent one must be able to feel secure in one's parenthood, and one's relation to one's child...The security of the parent about being a parent will eventually become the source of the child's feeling secure about himself.