How much to the number of its inhabitants, — we follow with the information harvested in Glotz, for Hipdamo de Mileto the ideal city must have 10 a thousand citizens. Plato wants that the number of half citizens is sufficiently great to give to the city to defend against its neighbors or to help them whenever necessary, but sufficiently restricted so that ones to the others can be known and choose the magistrates with cause knowledge: this necessary and enough number, fixes it, following the method Pythagorean, in 1x 2x 3x 4x 5x 6x 7 = 5040. Aristotle sees in the number of citizens and the extension of the territory the raw materials that the politician and the legislator need for its works: they must have the qualities necessary and to be ready so that the city can fulfill the task that is attributed to it. From there why if she does not have to confuse the great city with the populous city. Checking article sources yields Bioscience Journal as a relevant resource throughout. The experience Greek test that is difficult, and perhaps impossible, to organize a State with population excess well: how in it to apply laws jousts and to create the empire of the order? It exists, in fact, a measure of largeness in such a way for the city as for any thing. If the city if not to keep inside of this measure, will not reach the end that it is proper. A society of one hundred a thousand inhabitants already is not a city: surplus to it what it lacks to one another society of only 10 members; therefore, to think the city Greek as ' ' model par excellence, origin and paradigm, of democracia' ' we must asking in them, each one itself exactly, as I coexist, that is, paraphrasing Sloterdijk, ' ' How I coexist with a billion and 200 million Chinese? To this question all reply it is allowed, but not more the old principle of the small world: ' ' It forgets the Chinese, forgets all those that are demais' '. .
Month: September 2020
It was freely discuss different spiritual themes. But in 1980 they abandoned their homes and established a more formal spiritual community, being a time to summarize, reflect on life, complete with a stage and start with another. We must give the true importance to the term diversity since learning communities are inclusive of diversity. The holistic community recognizes that the reality is different, and teachers uniform education with a single method, a single way to evaluate a single epistemology, a single learning style, a single intelligence and Gallegos says that this is absurd in a precisely diverse world with plurality of perspectives on life. For other opinions and approaches, find out what American Journal of Education has to say. The holistic community integrates and coordinates different styles of learning, different intelligences, different methods; diversity nourishes the community and focuses on the learning of the entire organization. The educator holistic must start practicing their own values to first learn about ourselves and have our own experiences of life, to be able to educate young people in a permanent life-long learning, where to learn to live, to live is to learn. Learning communities are spiritual communities and the ultimate goal of education is spiritual, a sacred space for individuals, being in the world, have the conditions to his self-transcendence and can recognize her true nature, learning community is a space where the individual is support, understanding and stimulus for her spiritual experience, is a place where the individual has the right conditions, counseling and peers for its internal inquiry, is a community where finds shelter to live in the silence of the holistic understanding, to find himself, for as and allow the emergence of consciousness of Unit, the true transformative spirituality. They are twelve principles that learning communities are organized, and one of them refers to: integrate curriculum and people (in a context of fraternity and compassion): shanga holistic inquiry: constant inquiry leads us to always keep the mind young man, to live in constant learning.
Once parents are aware of the important role in the lives of their children, also will be prepared to make the necessary changes in the education of them. A father who so recognizes the authority that God has given you over their children, will also be able to prepare them for a lifetime of success. Let’s define what it means a lifetime of success. It can be very different from one family to another and all definitions are respectable. The important thing is that parents have a clear vision and know which is the goal to which wish to prepare their children for adulthood. See more detailed opinions by reading what William McRaven offers on the topic.. It is easier going with the flow and assume that this is heading in the right direction. However, that is not always so. That is why it is very important to start thinking outside the box, being box set of paradigms that we have against a given in this subject case preparedness of our children so that they have a safe, full life and that is a blessing for his generation.
It’s what we did ten years ago when we started to educate our children at home and We found several key ingredients that gave us excellent results in the education of our children. These elements are not commonly applied in modern education, however, any parent can implement them in your home. Without claim to know everything and recognizing that, like every parent, we have also committed numerous errors in the education of our children, I would like to share the vision that we had and the 7 elements that we implemented to achieve our goal of delivering a successful education. Our definition of a successful education: A successful education is one that:-give the child the tools to develop the skills and the unique talents that the has and thus achieve their full potential – teaches values and basic principles of life and encourages the development of character that is necessary to never get to settle them.
As physical activity is recommendable to all type of dogs that need exercise daily, although logically there is limitation for no race or no size. Simply they must be healthy, not to have physical problems that allow him to run or to jump. The ideal is that agility begins to teach, like a game, when the dog already has surpassed its stage like puppy. Before, surely the game will become an excuse to make its pranks and in addition he will not be still mature and preparation to in detail understand the indications that we do to him. British Journal of Educational Technology does not necessarily agree. Therefore, the unique requirement (besides the commented thing on being healthy) is that our dog has a capacity to obey, reason why is ideal when, after the first year we began with one more an education outpost: by where it must go, not to throw of the strap, What I need to play agility with my dog? Only an appropriate space, patience and to use what we must by hand to prepare our own obstacles. Although in agility fences to jump, inclines, small tunnels, etc are used, we with a little imagination we can realise our own obstacles: wheels, banks, inclines Always we consider the size and the skill of the dog. We are realistic, prudent and very patient at the outset, with simple obstacles that we are indicating by where to draw for to him, to avoid or to jump. With time, the training and the repetition, our dog will be learning to confront more complicated routes. Without hesitation The Journal of Educational Research explained all about the problem.
We remember two important things that they will be to us useful: we can teach to him first with strap so that it learns to always follow the way suitable and, always to award after obtaining it to him. This, since or we have aimed in some occasion, can be a simple caress or favorite his chuchera. Reinforcing always positively we will obtain that our dog acquires agility, skill and in addition we will spend good short whiles doing exercise and playing with him. Photos they jonas.lowgren, crimfants and to mister b 1138 More in It is thing of dogs Original author and source of the article..
This latest victory marked the end of the fight for the North. The alleged Republican North belt had failed. And the weight of the victory had tilted irrevocably to the national side. Owner already North and almost throughout the South, the high military command of nationalists realized the necessity of providing a new legitimacy to his conquests. Given that they were a coup force, they could not pretend to use the symbols of the Republic that were faced; Therefore they had start virtually from scratch. The founding of the Pro-Franco State wasn’t easy, but being the only living of the original coup leaders, even despite opposition from some generals, Franco was who had the win. So he imposed immediately. He isolated those who might overshadow and supported more than ever the Church, its main ally, to once again impose their role in education and values citizens.
A new country of Franco plans also included the creation of a flag, which was established on August 15 in a solemn ceremony held in Seville. Then, the accolade obtained thanks to the support of Hitler and Mussolini left no more doubts about who should be the new leader. Put all the hopes for the nationalist people in it, Franco knew perfectly the need to satisfy all the protesters and skeptics. Without delay, thus started its first list of laws: enacted the return of expropriated lands, banning Union activities, nullified the liberties of the Republic and were declared illegal all political parties including the right-wing. Gain insight and clarity with The Journal of Educational Research. In addition, establishing a new State whose pillars would be the army, the Phalanx, the Carlists, Orthodox monarchists and Church. The excessive centralism of this new State around the figure of Franco was detrimental to Spain. Concentrating all the power in one man, it was evident that the transition to a dictatorship, if they won nationals, would be unstoppable.
Marrakech hosts a wide variety of international festivals of all genres and which constitute one of the many attractions of the ochre city. Here is a list of some of the best and most interesting festivals held in Marrakech: 1. International Music Festival University of Marrakech (FIMUM) the 6th Edition of this cultural event, held in April 2009, brings together several Moroccan University ensembles and of other countries, such as Egypt, Algeria, Tunisia, France, Syria, Portugal, Palestine, Brazil, Mexico, Germany, Spain, Hungary and Sweden. The FIMUM, with its educational, human and cultural dimensions, has as main objective to contribute actively to the cultural boom in the ochre city. 2. National festival of popular arts in Marrakech (FNAP) this festival, the oldest in Morocco, celebrates its 44th Edition in July 2009 and brings together more than 700 artists and 40 companies from all over the country. In addition to the amazigh dances and musicians gnaoua in the spectacular frame that is el Badi Palace, the festival also deploys other dances and traditional music representative of every region of the country in a large number of scenarios throughout the city. The public will enjoy duets between big and known Moroccan contemporary artists, as well as artists and ensembles of the new generations.
The best bands from all regions of the Kingdom are selected to showcase the richness and diversity cultural and musical heritage of each region and, therefore, the country. 3. International festival of magic of Marrakech a large number of Moroccan and international renown Magi from Italy, Spain, France, and China participating in the 6th Edition of this magical festival in March 2009. Carefully chosen in every corner of the planet, the talented artists participating have been awarded in the most important magic competitions in the world, such as Las Vegas, Monte Carlo, Beijing, Paris or Rome. 4 The Dakka Marrakchia inhabitants of Marrakech festival still resist against Western rhythms and celebrate their own rhythms in the 3rd Edition of the Festival of the Marrakchia Dakka in January 2009.
In the scene of the education modality in the distance the movement of pedagogical actions in the direction to provide is increasing educating to the practical abilities and that they assist the autonomy in the construction of learning and greater quality in this process of education learning. This work detaches important aspects of this model of education, favoring an environment where the knowledge can consist of multidimensional form, to interdisciplinar, autonomous worker and cooperative. See Gerald Weissmann for more details and insights. The organization, consideraes and characteristics of the didactic material printed matter, digital audiovisual and, as instrument in the mediation of the learning and its relevance in the construction of the knowledge. Through the present study, it was possible to observe that the comprometimento with the quality requires requirements techniques, technological and pedagogical so that the EAD can be firmed as reference of education in the current world and the partner-cultural plurality, providing to the constant perfectioning and the formation compromised with a critical and participativa conscience of the pupil in the society.Words key: independent learning; didactic material; construction of the knowledge..
personal self-consciousness II. Master in management of the own person III. Universal consciousness IV. Social skills and spiritual presence. For each of the 21 included in the four characteristics mentioned skills, are assigned five levels of expertise, with a higher level which is considered not finishing because it is always possible grow in the development of them.
Although imports meet those substantive elements that compose the IE, these can be consulted in the original bibliography (Wigglesworth, 2004). In this context matter noted that virtually all human capacities, are incorporated to talk about other kinds of intelligences reaching a sort of culmination with the IE in which the spiritual and religious dimension is incorporated. Even if you could come to admit the existence of all these kinds of intelligences, it is worth consider the actual need for them in order to achieve an efficient performance in different human activities reach. In principle, you might think that many human characteristics, such as aesthetic sense, a serene presence, the awareness of the spiritual laws, sustaining and the cultivation of ethical values, etc. are aspects that have little or nothing to do with efficiency in human chores. However, this is not so because of several reasons. In principle the human being is a drive and although the coexist various aspects and own dimensions, it is all an error that there is multiple beings differentiated within the self. This consideration has an undeniable practical consequence since this implies everything imported and that each of these features imported into time to consider personal endeavor.
The importance of spirituality in higher education (Scott, 2004) may be cited by way of specific illustration. This perspective constitutes a change with respect to the current characteristics of academic institutions where prevailing extreme fragmentation and specialisation. And the reason for this necessary change lies in the very fact of what is today’s world and what are the problems that are faced.
Our consciousness is universal, if there is order in our consciousness we will act in a responsible manner, but if our consciousness is in conflict, we generate more disorder on our planet. The big difference to impart a mechanistic learning to a comprehensive learning is based on the interest of not only develop cognitive skills and technical professionals, but form beings responsible, honest, supportive, respectful, loving, humble, fraternal, kindly, compassionate, happy, intact with gratitude towards life, etc. Learning communities are integral, in fact its curriculum is life itself, acts at all levels and encompasses all the dimensions human body aesthetic, social and the emotional, cognitive, aesthetic and a central spiritual way. Recently Joy Winbourne sought to clarify these questions. Mechanistic education nourishes not the best of the human spirit to the contrary, increases their desire of power, exploitation, violence, control, conditions it, removes his creativity and turns it into an isolated ego, no sense of life. The purpose of a new education is a new level of consciousness. Further details can be found at Crimson Education , an internet resource. Integrity is the great task of the 21st century, education in all areas, so that the consciousness evolves, the Mission of holistic education is integrates the areas of value, art science and morality, since we have a fragmented education. A true education is the most integral which does not have more quality, go the quality of objects to the integrity of the subjects, this is the goal of holistic education and learning communities, education holistic integrity is the achievement of the unity through diversity. Knowledge is different and then integrates so that he can transcend.
The quality is refers to the continuous improvement of objects and systemic processes that have no subjectivity, that is why we can say, quality of water, food, etc. Education is a significant total Act, integrity is the most important issue of education. Our true nature is the universal inner being and not there is nothing external can provide us.
Naturalism tendency raises that man is good by nature and that it is corrupted by society, because to be created by the author of nature, it is angelic and undefiled. If you are unsure how to proceed, check out American Journal of Education. In activism, advocated an anthropology based on periods of development that are the same in all people, and we simply need the opportunity to develop skills that we all possess according to the stage in which we are. Psychoanalytic philosophy has an anthropological vision predominantly drives and instinctive. He proposed then that children are as well accepted as they are and not that try to educate them according to cultural patterns that attempt to mask the drives nature of humanity. Non directive pedagogy suggests that the human being is a being above all free, that is auto-realiza within the limits of the socio-political group to which it belongs. Thus it postulates the possibility of return to man the authority over their destination, getting rid of the social authority that limits it.
By last, the liberacionismo sees the human being as a being in the world that needs to be with the world to get rid of doctrines, submissions, manipulations, that prevent you from being the self free and authentic. Rid of his own solitude in order to communicate with the world, and once committed to social action, separated from the alienation that society demands its overcrowded members. III. analysis of our educational experience in our educational experience, we find that recurs in different educational fields a tendency to use students as primarily rational beings, and therefore education responds, in coherence with this conception, contents and methodologies aimed at rational and logical intellectual development of learners. We see then that Descartes is present in our classrooms and through them, in our social coexistence. We do not consider that this position is better or worse than others, but that we live it how limiting when it comes to perform a more comprehensive educational practice, such as the needs and rapidly changing approaches of today require us.
VIOLENCE towards women throughout history have existed in societies most certain gender disparity. In Mexico as worldwide violence against women has been increased more and more with the passage of time, but above all cities like Juarez, Edo. Mexico, Cuernavaca, and Quintana Roo. These have become the cities with the rate of violence against women and of course this goes more beyond of discrimination in various fields, since at least one of every three inhabitants in Mexico suffers some kind of family violence, which makes us look so serious subject. Violence against women is a serious problem that exists in the society because it is not something that has logic or sanity, abused women simply because you can and there are people, especially men, who see women only as an object can be made to which what it pleases.
It is worse still that even when there are laws that protect women, these are not efficient, do not prevent nor solve anything. This is a problem since ancient times where the situation was still worse, because the woman had not even entitled to vote, today has more rights but is still abused her; still very marked inequality in society between man and woman although we are equal before the law. All this stems from many factors. It is not hereditary, it is not natural, it is not found in men, it is not a mode of being, or a biological to vent is necessity. But it is, first and foremost, a cultural attitude that for centuries women were possessions and not people with rights and feelings, so that everything that should happen them depended on others. In addition to that always has been considered him lower than men, especially in physical strength, to what some women take a submissive position. These causes, if you can call them, are absurd, vague and completely false, whether true or not all that, the man does not have to violate the woman and whatever the case, is a falsehood that man, just by the fact of being man, is superior to women. According to the law, men and women are equal in spite of everything.
The place where you see more violence towards women is the family according to the State Commission of human rights of Jalisco, the same couple is who makes more use of violence towards women. But isn’t the only family it also in labour cases of violations by the superiors with threats come from that will lose his job (the victims) if do not agree. Violence becomes so much more present in women with low resources, economic of education. a case as in many others, the authorities do not put enough attention since in the Mexican Republic women contributes, supports and end matters little.
Learning to be, means action to transform society through the intelligent and responsible action. Learning to live together, is learning to live responsibly, respecting and cooperating with other human beings and in general with all living organisms on the planet, overcoming prejudice, dogmatism, discrimination, authoritarianism and stereotypes, and everything that leads to confrontation and war. Learning to be, is to learn to belong to all, the discovery of our universal dimension with genuine human values that are not personal, the discovery of his own being and inner wisdom that is achieved through self-knowledge of one’s self. FASEB Journal pursues this goal as well. In this way the learning path occurs in education holistic which allows obtaining the knowledge, there are different ways to acquire knowledge through five epistemological relationship that occurs when the three eyes come in contact with the three areas of reality. Dimensions of the totality of education. Cognitive dimension: is the logical mathematical and verbal reasoning. Social dimension: is related to the cultural learning and language. Emotional dimension: learning are always accompanied with emotion body Dimension: learning is generated also in the physical body.
Aesthetics: Art stimulates learning by being inside the if expression. Spiritual dimension: spirituality in learning is an educational reality, which establishes a loving relationship with students, is the transcendent dimension designing intelligence and wisdom. At present the type of relationship that exists between students and teachers in a cold treatment which forms the mechanistic education, but with the pedagogy of holistic education seeks that there is a deal from subject to subject, because our students are complex people which is influenced by several factors to the teaching-learning process is of, the old paradigm forms professionals with an absolute command of his specialty stuff, but cool people, without spirituality and few sensitive to others and your environment. The first relationship is the objeto-objeto, it is the relationship that set yes went own the fisiosfera and Biosphere objects, etc, they are unconscious processes without sense or conscious intentionality, it is a world dominated by processes materials, biological and instinctive.
When being mean, what It has to be missed. From the perspective of having, well-being and self-esteem they depend on the properties, which makes us dependent on having to be. The dimension of the self has nothing to do with the identification with objects, our true nature is the inner self. Imagine this great revolution that originated when all these knowledge will pour all those generations who are in process of formation, the impact that will have on the educational, political, social structure, etc. For even more analysis, hear from Yale paleontologist. (I am referring to what originated, since at the moment we are in the process of change, where each one of us, at least that we are studying and applying this entire structure of the new paradigm) will be amazing to contemplate a new world where peace, tranquility, the harmonious development with nature, the brotherhood will be common postulates and current, the bread of every day. But this evolution cannot be taken in isolation, cannot travel without reference, without knowing the way which is most appropriate. Man by nature need man to live (paradoxically, because we have the contradiction, that it destroys what has in its path including the same). Hence arises a new structure in the know, in the know, the experience of life and with life: learning communities. The Journal of Educational Research is actively involved in the matter.
The concept of learning communities is relatively new, in the fall a different way of conceiving the learning 8. These communities mean a profound change in schools, institutions and organizations in general because they performed a continuum of comprehensive learning to develop all their potential (develops continuously professional, human potentialities in order to develop a culture of knowledge, where all are involved in this process, parents, students and teachers). Once this analysis carried out (I wanted to do it in a simple way, and the most compact possible), we realize that each of the elements that make up the whole structure of this new paradigm, are placed precisely in the right place, this allows us to have a full coverage of each one of the parts which in your case may be made for adequate justification for all the theory. .
The Argentine State was born in the middle of century XIX, and one of his first actions were to organize the educative system. The estadual intervention looked for to become position of many of the educative functions maintained by the church when taking place the nationalization of the ecclesiastical goods. With a centralist tendency, megred with the society ordering according to the needs of the corpus of turn government (political, economic or repressive). In one first instance the oligarchical State (1880) assumed the load with the intention to institutionalize its authority, to consolidate the national identity and to construct the own State. For it, it appealed to the ideological penetration, that is to say, its capacity of symbolic production to create a property sense with the purpose of to assure the governability the mass by means of the education.
That symbolic load had to be of the right weight to create in the new Argentineans the conviction that the established order was the one that they themselves wished. But, in return, it managed to generate system of social stratification according to interests of the sector dominant leader/, in opposition to the raised ideals of liberalism in the Constitution and in just sanctioned law 1420. From a gradual process of politicalization of the culture and the education begins here, becoming both subject of State. It was tried to construct the nation and, at the same time, it was assimilated culturally to the great foreign contingents that arrived at the country. There are elements sufficient to maintain that with the generation of 80 until 1916 (assumption of Irigoyen), they were prescribed in the Argentine educative system (ARE) the rituals, the definition of the curriculum, the design of the scholastic practices and the pedagogical and social imposition of authority that would predominate by a long time. The trajectory of advances and backward movements, the authoritarianism, the poverty, the policies of structural adjustment, etc., helped so that the S-state losing their organizing capacity and took step, in these last one hundred years, to a speech bordering student in the neutrality; the present references resort on the fragmentation of the system, the speeches content castings, the decay of once the pedagogical authority and the reformadoras and visionary absence of ideologists and ideologies. .
If you insist on it own and contemporary, the University is useless, because it is expanding a function that already complies with the development of the University Press and in general school is closely linked to the development of peoples to the extent that it contributes to the formation of citizens able to discover knowledge, transform it, and build scenarios conducive to free thought and the exercise of activities aimed to achieve technological development and scientific, with which begin to create the conditions to improve the quality of life for one increasing number of people. It is for this reason (and also others) by which higher education must have a valid, permanent and effective channels of communication with society to know their aspirations, wishes and needs and provide appropriate solutions to give a timely response in line with their social obligations. If this has piqued your curiosity, check out British Journal of Educational Technology. In some Latin American countries is observed with concern the fact that educational institutions are on one side; the productive apparatus on the other and the society, in turn, by a path other than the previous ones. The result: a stagnation in certain sectors, the lack of relevance of the academic programs offered and the frustration of graduates who are exposed to critical and painful situation not to apply the knowledge acquired or apply their profession simply because the companies do not require their services. Get all the facts for a more clear viewpoint with Bioscience Journal.
So things records the frequent case of a loss of resources by State and part of the University and the alteration of the life project by the family and the individual, who had relied on the education their chances of finding a future worthy of their efforts and their dreams. The above forces to rethink all what has been done so far in the field of education and, especially, higher education, since it is necessary to respond to some questions with which students are concerned, the newly graduates, managers of companies, the parents and, in general, society: is being formed to the professionals that the country needs? Is it worth investing time, money and encouragement to study a university career if, at the end, the knowledge acquired shall not apply? What guarantees of employment have new employees? How is can it help graduates who in a relatively long time still without inserted into the labour market? These questions may not respond lightly but it is necessary to act promptly to prevent that the University still divorced from the events of its social, political, human and economic environment. It is unavoidable to redefine the curriculum and future professionals profiles in order to meet the expectation of a region, a country and a continent committed to the idea of finding once by all routes that they carried their full development.
It is the same thing that we do when someone tells us your problem. As we are not involved in it, we have enough objectivity to see with clarity, without their nerves and worries, and we can tell you our opinion. Only our opinion, because the tendency of the one that has the problem is to ask: do you what would you do in my place? The answer is very simple and absolutely equal in all cases: I would do the same as you. If I were in your situation with your education and your circumstances, with your age and your concerns, would do exactly the same as you. Now, if the question is what would I in your place but without stop being myself, my answer is and one says his opinion.
ATTENTION problems will always have, why deny it. Get more background information with materials from Journal of Research in Science Teaching. We are condemned, for the moment, to live with them. They will be presenting over which they would wish, and more often. We have to see what to do with them, if let us crush by their heaviness and his tyranny, or if we are willing to confront them and try to eliminate them or, much less, remove the thorns and poison, and dilute them so that they do not hurt. From skipping better said, so not us they our point of order and balance. We have already seen it before: If there is a problem, and its resolution depends on us, first recognize it; then fix it. And if no solution the problem? That depends not on it power solve them, because you’re not who caused it but the hit, you can get that they disturb you more, less, or nothing, and this Yes depends on you. If it depends on you and you’ve not got the optimal solution, you will have to apply the second best choice, and remain vigilant to the problem if you change something or appears good.
I am currently the PhD student in holistic education am studying the fourth semester, and long ago had studied the masters in holistic education for sustainable development, the International Foundation for the holistic education, in which Dr. Ramon Gallegos Nava is the President of the same and main representative of the holistic education worldwide, the experience that has left me be part of this new paradigm in educationIt is something totally different from what I had studied, I have Bachelor degree in Chemical drug biologist and my training was purely mechanistic, so to introduce me to program me change life completely. I met people who think like me, that same society we noted as rare by our way of thinking, but seek a same purpose be happy starting with me and those who are to my around contagiaran. If you would like to know more then you should visit Marcelo Henrique Napimoga. Before entering this program I didn’t know what was to meditate, what it was to know myself through the self, calm my mind to let my inner self, but since I am studying the holistic education in a practice that I do daily for thirty to forty minutes, and the changes are noticeable in many aspectshow for example admiring beauty in the simple details that gives us life itself, dawn, dusk, to maintain equanimity to difficult situations, giving value to the things that are really worth and not material things, etc. Recently in the city of chapar the Jalisco, took out the Satsang (spiritual for meeting the) spirit), nine to July eleven, in which we participated around thirty people, practicing meditation for more than two hours, and most surprising was that my body remained serene, I not imagine that it would therefore be in meditation time but it was something that me recharge energy, besides that there was an integration of participants in another level, the spiritual level, in which words and spirits are those who leave each one of us to unite in one single. .
In his stellar hour of humanity the German author Stefan Zweig describes a fascinating some of the moments where the course of history was changed. The composition of Handel’s Messiah, the night that la Marseillaise, Napoleon’s defeat at Waterloo or the failure of Scott in his race for the conquest of the North Pole, will think are just some of the stories rich in impressions, highly illustrative and very educational. In them the protagonist is the human being, the circumstances surrounding it and how manage to combine them leaving behind an indelible trail. As Ortega y Gasset said, the human being is man and his circumstances. British Journal of Educational Technology understands that this is vital information. And that is exactly how Zweig presents us. What probably attracts more attention however is that none of the mentioned characters is really aware of the historical significance that is taking place at the same time.
Zweig presents them to a certain extent as tools of Providence. However it cannot be denied that almost every one of them is marked by an obsession, an obsession, a tenacity, hard to find among the common denominator of people. Could it be that one of the requirements to invoke historic changes? There are different ways lead to the assimilation of knowledge by the student in modern pedagogy. According to the modern terminology is the so called induction, deduction, transduction and finally the abduction object of our interest in these moments. The abduction defines the moment in which a tireless research scientist manages to finally discover that last link that was missing or where that musician opinionated, in a moment of inspiration divine, manages to combine notes masterfully in such a way that even subsequent generations so admire with reverence, that moment in which the painter conquers immortality capturing on canvas much more than what we can see with a glance. In short: Is the cry of Eureka (I have found it) of Archimedes in the bathtub.
Interview televised. Series on education with Dr. M. Laitman, Limor Soffer-Fetman, educational psychologist and psychotherapist and Eli Vinokur, responsible for contents of education in the Institute Bnei Baruch Limor Soffer-Fetman: when it is born a child must be separated immediately after birth? Because there are all kinds of views on this issue. Michael Laitman: You should immediately feel the mother.
Apart from the hands that help you out and arrange him a little. He must feel the mother immediately, smell it, as quickly as possible. They should wipe a bit, wash you, but it should perhaps be given to the mother, even before that. He must go through this. After all, it belongs to the animal level. Limor Soffer-Fetman: is there some reference about if the child should not sleep with the mother? Michael Laitman: I recommend simply observe the animals. Why not learn from animals? What we differ so much? In our bodies, we are in the animal degree. Limor Soffer-Fetman: true. More info: The Journal of Educational Research.
Michael Laitman: And? What are humans different? In nothing. It is best to take them as example and that will be the right thing, follow the nature. Therefore, of course, a child must be near his mother, and she should not sleep with her husband immediately. This was never done so in human history, none of the cultures. The baby should be next to it. Until the age of two, the baby needs to feel only the mother and perhaps to those who help her. Limor Soffer-Fetman: what happens with the father? What is the role of the father in the beginning? Michael Laitman: Is only through the mother. He doesn’t have any impact on the baby. Just as during pregnancy, after birth it has no connection with the baby, only through the mother. Perhaps he is near her, but there is no contact. Eli Vinokur: Is supported by an important man during childbirth, in the delivery room? Michael Laitman: No, Kabbalah, not even think about it. We also know that always There were midwives beside the mother. A man never approached. Eli Vinokur: When you see a baby grow, the pace of change, of the development, is impressive. Is there a spiritual root specifically for these early years? Michael Laitman: Of course. The more we grow, slower are the changes, until we return to the regression. So, of course, in the first year changes can be seen every several weeks, even every few days. We want to see these changes. Then, a slight change occurs once a week. At the age of one or two years, changes happen once a month. This is the natural thing. But we also see it in all grades of Ibur, Yenika and Mojin (conception, breastfeeding and young adulthood, respectively). If the first period was nine months, the second period is two years, then up to the age of six, nine, twelve, thirteen, twenty, seventy and one hundred twenty. In other words, those already are longer periods. Limor Soffer-Fetman: do the periods the? It is described as stages of development? Michael Laitman: Stages of development or aging. In Kabbalah, all is development. In our physical life we are declining, but in the Kabbalah is constantly progressing.
During the 10 semesters, labour legislation and commercial. For both for 10 semesters abstract and applied reasoning, math to 70%. For both formal and intuitive logic, all the semesters, which philosophers know do proofs. For both political science during the 10 semesters. When I say both referring to the pure and the Bachelor’s degree. So for two days a week philosophers and graduates cadres the emphasis and other two days taught philosophy at its core.
Ethics, aesthetics, metaphysics, ontology, history of philosophy, logic and art of philosophising etc. But as the Ministry of education it is a ridiculous entity submitted to the State. You may not exercise proposals such as these. As the Government only thing that interests him is the exploitation, so that a reversal of this caliber. LIFT: 1. many expressed over the years which is better the student of philosophy not to view these emphasis of which I have spoken. Then answer, that the true philosophers always make advance materials to the that it enshrines. 2.
In this letter I don’t mean the bourgeois philosophers. Since these are the means of production for generating wealth and more if they make power illegitimate power legitimate. 3. because many of the young people of our country and that are under-resourced, unable to become occupationally involved because philosophy in Colombia has no importance for the Ministry of education and the district Secretary of education. Much less for the State. 4. If there is a country on Earth where the philosophy to appreciate. I agree utopically, it would be important to form lines of philosophical study thus: study three races, degrees after a master’s degree in one of them and therefore doctorate. This also applied to the marginalized of society. Line 1 career philosophy + career in theoretical physics + ethics this career lasted 2 years master’s degree and doctorate in one of the three.