Via the sense of equilibrium the self of the child interacts with the forces of gravity and the space directions: top-down, left-right and front-rear. On a cube the three space directions are perceptible. These three space directions are the carriers of the three activities of the human psyche (soul): thinking, feeling and wanting.
"Whether I am lying down, standing, moving or resting, in my bedroom or in the living room: it is always me". He does not move along with the workings of space and gravity, he remains himself. I am an I. It is this experience through which the child at 2.5-3 years of age starts to say 'I' to himself. That indicates a movement of isolation. For the consciousness it lights up that there is something which distinguishes itself essentially from everything else - that is 'I'. This 'I' awareness is a direct result of the introduction of the sense of equilibrium.
There is a somewhat antisocial side to the sense of equilibrium (withdrawing) but also a social side. When a person has his own three-dimensional space around him in a stable way, he can start to share that space with other people. From his own point of view, he can observe that all other people also have their own point of view, their own point of co-ordination. And the child can be present in that space and have the peace to meet the other person (Schoorel, 2008, p. 130-147).
Summarizing the teaching of the senses
Exercising the senses provides a child with both a skill and a new ability. The skill is the sense function in question, the ability arises in the soul and is at the same time a condition for its healthy functioning. Every ability also has its necessary counterpart. The four couples are:
For the sense of touch: security (I have my body) - anxiety
For the sense of life: well-being (I am my body) - shame/doubt
For the sense of movement: the feeling of freedom (my body is not an obstacle) - powerlessness
For the sense of equilibrium: uniqueness (I am an I) - destruction drive
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