At first glance it is difficult to recognize in the school. It is no longer the era of the Magister, but in some cases if they miss, as the human model to imitate. Personal identity is also passed away, but today you can not ask a teacher to be our Magister.
It is the human capacity and the need for education and it is from this "passing of humanity, and without him the inhumanity rampant." I always thought that, beyond the various epistemological paradigms, the school should teach us to think, and think you must have something to think about. "Think of him is to seek within themselves (ie in his own right) compared to the last stone of truth. "
to think for himself, must have stored the material and not only be able to describe or explain, but it is necessary that you have understood, meditated, made their own. Can the school with his day ever closer to the efficiency and voted to allow this? Maybe you know in advance giving more and more to understand, and if that sometimes makes our lives more comfortable, certainly not happier (this is proved by the high rate of suicide among young people) and even more free.
Among the three philosophical trends that have most influenced the pedagogical discourse, paradoxically the most poised and human, and with him all the transmission of knowledge and literary historian, in danger of extinction. Disappear so will the very ground, which is at least credited with having offered young people the opportunity to glimpse a telos. If it is true that young people today do not know look to the future, it is also true that this attitude reflects the age of technology and its' technical education, where everything is available immediately or at most just put a cross.
Perhaps the question is "how can I make the kids learn the content?", And this presupposes a learning today can not be explained by one theory. The intelligence is expressed in many ways and learning centered on the boy means just that: take into account the internal aspects of the individual, a different mechanism of learning and prepare a course / program individually activated by multiple forms of access, representation and understanding of knowledge. Focusing on children, means designing a teaching sensitive to differences and able to convey content. The school, while not the best value to the other does not enhance those in difficulty, because the disqualification flattening down the level of knowledge. The speech
pedagogical is in continuous turmoil. Perhaps the concept of training needs to be redefined beyond the fences that have claimed the first hour of education, and hours of education beyond the mutual reduction or contrast between the cognitive and affection. In addition, teaching can hardly do without a refreshing philosophical discourse. The risk is that its inclusion in other disciplines, such as precisely as anthropology, sociology, psychology, once they had allowed to get away from philosophy, are now threatened once again to group together to make it disappear.
It is the human capacity and the need for education and it is from this "passing of humanity, and without him the inhumanity rampant." I always thought that, beyond the various epistemological paradigms, the school should teach us to think, and think you must have something to think about. "Think of him is to seek within themselves (ie in his own right) compared to the last stone of truth. "
to think for himself, must have stored the material and not only be able to describe or explain, but it is necessary that you have understood, meditated, made their own. Can the school with his day ever closer to the efficiency and voted to allow this? Maybe you know in advance giving more and more to understand, and if that sometimes makes our lives more comfortable, certainly not happier (this is proved by the high rate of suicide among young people) and even more free.
Among the three philosophical trends that have most influenced the pedagogical discourse, paradoxically the most poised and human, and with him all the transmission of knowledge and literary historian, in danger of extinction. Disappear so will the very ground, which is at least credited with having offered young people the opportunity to glimpse a telos. If it is true that young people today do not know look to the future, it is also true that this attitude reflects the age of technology and its' technical education, where everything is available immediately or at most just put a cross.
Perhaps the question is "how can I make the kids learn the content?", And this presupposes a learning today can not be explained by one theory. The intelligence is expressed in many ways and learning centered on the boy means just that: take into account the internal aspects of the individual, a different mechanism of learning and prepare a course / program individually activated by multiple forms of access, representation and understanding of knowledge. Focusing on children, means designing a teaching sensitive to differences and able to convey content. The school, while not the best value to the other does not enhance those in difficulty, because the disqualification flattening down the level of knowledge. The speech
pedagogical is in continuous turmoil. Perhaps the concept of training needs to be redefined beyond the fences that have claimed the first hour of education, and hours of education beyond the mutual reduction or contrast between the cognitive and affection. In addition, teaching can hardly do without a refreshing philosophical discourse. The risk is that its inclusion in other disciplines, such as precisely as anthropology, sociology, psychology, once they had allowed to get away from philosophy, are now threatened once again to group together to make it disappear.
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