“… play is at the heart of post-industrial education. It is, in its essence, the spontaneous application of all the activities useful in coping with life. In fact, play is coping with life — not “practice” for life, but life itself for those who engage in it.
Children understand this, and all view play as the reality of their existence. For them, it is unadulterated and uninterrupted model-building, problem-solving, socialization, organization, creativity, innovation, the whole nine yards. They are completely engrossed in it, focussed upon it in all its details, excited by its successes and depressed by its failures. Those children who are allowed to grow up without feeling that play is in any way an undesirable activity, continue to play throughout their adult lives, and use play as the chief instrument for their own continued growth.
Play in post-industrial cultures is not preparation for life; it is life itself, as best lived in that culture. To the extent that children growing up have their play interfered with or suppressed, their development into effective adults will be hampered. If a school, or any other environment in which children pass the time, does nothing more than give children the freedom to play as they wish, it will render excellent service to a post-industrial society.”
From Worlds in Creation
By Daniel Greenberg
“The Meaning of Education”