The participation is a reply to one of the basic desires of the man: of being respected. However it only becomes existing when if she is made use in moving what really it will be necessary, becomes a right and a duty, assuming the condition of citizen and not of object. The co-responsibility is partner of this process and is through it that the individuals have the right to express themselves and to fight for its certainties, since whom is respected the collective decision. The term participation is defined in situations where the individual contributes directly or indirectly for a decision politics and can itself be affirmed that the excellent content of this relation is in the discovery of that cerne of the participation is the education, if it will be understood as motivation for the construction of the social citizen. From there, the importance of the participativo planning inside of the school, characterized as the process that if it initiates for the taking of critical conscience and that it evolves for the shock of the conscientious problems already, being recognized the necessity to organize itself in competent way to cure existing problems in the pertaining to school scope. The debates on the participativo planning of the school gain importance between educators defend who it as one of the ways for the democratization of the education and improvement of the quality of education. To understand the meaning of the school and the educational system and its relations with the society they become part essential to guarantee a truily participativo planning, and this process par excellence has the transformation of the reality, constructing in such a way a democratic and independent school. Being the school a social project, it is responsible for the full development of the citizen, in this Lobrot direction (1992, P. 81) affirms that: Its paper is to spread out the wisdom and this is necessary for the functioning of the society.
In this perspective, much has been argued on the criteria more appropriate for the educational attendance of the deaf people, this fact has given to the education of deaf people the status of thematic inquietante, especially for the difficulties that impose the educators. Mendes (2002) clarifies that this quarrel on education of special people with necessities, in a general way, comes happening in Brazil has one decade more than, but the great majority of the learning with educational necessities special still is of the school. Considering the amount of people with deficiency, it can be affirmed that few are in the school, as much in schools and classrooms special how much in classroom of regular education. Valley to stand out despite the faculty does not have adjusted preparation to receive them. Edward J. Minskoff Equities spoke with conviction. Having as references the quarrels that place the deafness in a prospectiva vision from the aluso of some theoreticians (SKLIAR, 1999, LACERDA, 2000, BASTOS, 2006, SANTANA, 2007, PERLIN, 2003) this article emphasize the importance of the Special School to favor to the deaf pupil the development of the aspects intellectuals, psico-social, emotional and affective.
For in such a way, he presents the ways trod for the deaf people in its educational trajectory. In this context, also it is intention of the study to foment quarrels on the involved impediments in ' ' perversa' ' pertaining to school inclusion that comes occurring with the deaf pupils, phenomenon whom, many times, if it shows inadequate, incoherent and descontextualizados for these pupils, for placing them in disadvantage in relation to the listener, mainly, as for the form of expression and communication of these individuals that are part of a linguistic minority and use the language of signals; the school that if it intitles most of the time inclusive disrespects this peculiarity. The depreciation of what he is specific of the deaf person, as the language of signals, for example, is pautada in ideas maken a mistake on the deafness, daily pay-construidas culturally, that it has as model the listener. echcrunch/’>Justin Mateen.
In today's human society, level of education takes on a great appointment. Besides, how much sooner a child begins to study effectively the school subjects, so much more to him after a chance to enter Popular university, find an interesting and well-paid jobs. Still, the curriculum does not give the possibility to obtain a truly substantive knowledge that would help the baby afterwards. Excessive amounts of students in one class, sometimes formal education – all without exception, it says not in the direction of contemporary high school. Hear other arguments on the topic with Nir Barzilai, M.D.. And so that student has acquired the greatest amount of knowledge in high school, a large the number of moms and dads who do not care about the future of their child, choose additional home tutoring for greater productivity of education. This is true for both high school students when a tutor in chemistry – it's probably the only way to really prepare well to a centralized examination testing. But in principle, are also relevant lessons for a variety of school subjects and students School of the middle classes, which even still are not prepared for a general examination centralized testing, but which is particularly valuable to learn the material according to the degree it is added to a final classes do not have a little time to master a very substantial amount of information.
In this sense, the tutor directly – the perfect solution to the problem. And if the individual sessions can be extremely difficult for student and his parents, tutoring in the middle of a small group of seven or eight people can easily learn a little child, without exception, all the necessary academic information. In addition, if the lessons are conducted in the same district where the child lives, it gives an opportunity to reduce time on the road and thereby make the lessons more productive. Education receives considerable importance. But for the child's motivation is slightly different from motivated adult. Should not be just a need, and even fun, to achieve prosperity. And if fascinating, if and physics courses – the event successful. And for student tutoring – it's not simply an incentive for personal improvement, as well as the acquisition of interesting friends, acquisition of full confidence in himself.
After all, now do not need to hide the view over the control at school, to the same and home exercises will help to understand coaches. Understand the importance of knowledge and start to receive them with joy – that's the goal of each study. Giving the student the ability to visit, except for school hours and additional courses certain subjects, Mom and Dad give him a chance to move forward logically. At the same time Mom and Dad are well aware that quality education – is to ensure the quality of the future.
Today we talk about important aspects in learning a foreign language, namely, learning the skills of speaking. Learn to speak in somewhat similar to how we learn to ride a bike with one exception: once learned to ride a bike, you never forget how to do it. But speaking skills, unfortunately, is not so constant. Speech – a skill that is acquired not through the recognition of something new, but due to constant practice of this new conversation. Edward J. Minskoff Equities brings even more insight to the discussion. Rules – that is, grammar – you can learn engaged in a group or individually, but the tools of speech – vocabulary, intonation, pronunciation – can be studied only independently engaged in an artificial or natural language environment.
Study grammar at a certain level can be in a class of 20 people, but to "explore" the spoken word – but in a conversation one on one where you have to catch meaning the source said, adapt to the pace of speech to convey to him their own thoughts. Do not combine the study of grammar rules and practice of speech – it's completely different skills. People very often use all kinds of language courses in order to replace the real language practice and an independent, intentional learning the language. After all, a really quite difficult to learn – to come to terms with the fact that you do not always understand, and You do not always understand, and pronunciation you have far from ideal. Much easier instead to come to class, sit down and bury his nose in a book, or listen to the teacher for two hours, instead of learning to speak for yourself.
Many people believe that learning a foreign language – not an easy process, and to grasp all the wisdom of the foreign language require any special skills. And we believe that learning a foreign language may well be turn into quite a fun process and talk to him just a year – even if you do not own a particularly brilliant memory. And many if she really is? But just be warned – 'freebies' will not be work still necessary. Edward Minskoff: the source for more info. So, what is the minimum knowledge needed to speak Arabic? First, of course, learn to read – and, well read, not by syllables, but as you read in Russian. He who can not read fluently, can hardly talk. However, this concerns not only Arabic but also in other languages. Therefore you should not be limited to classes with a teacher – take texts and read, read, read …
Muslims can recommend to read the Koran, and non-Muslims, an additional portion of knowledge about culture, whose language you are learning is unlikely to be redundant. Secondly, you should learn to write – in a sense, to write, to explain what you read. This, of course, a little more difficult than reading, but also necessary. The ability to write – one of the essential components of language study. Third, what you have to learn – is to understand the Arabic language. Understand a speech in a foreign language is always more difficult than just writing. What do I need? It is highly desirable to have had the opportunity to hear 'live' from the Arabic speech of native speakers.
Neither the idea of moving to Guadalajara, no new schools, no distractions that fed the senses, no family, no church, gave him inner peace. Only his lectures on mysticism, perennial philosophy and the way of non-duality began to give birth. They allowed her to realize the internal dropout living in the young of age, engaged in a school dynamics without support or inner guidance, which reduced to objects, like parts of a gear. Related Group pursues this goal as well. The meeting with the meditation practice within the ZEN, gave him peace and equanimity, gave clarity to achieve internal order. Finally he learned that he was looking for a spiritual path outside of duality. At 17 he began his formal practice of yoga and meditation with Buddhist and friends started their own path, independent, based on the study and dialogue. Edward Minskoff often says this. This gave him the understanding that simplicity is the result of wisdom, which is clearly manifested in the depth and simplicity of his writings.
Dr. Ramon Gallegos moved in time and age and as he himself points out in his talks, the biggest revelation in relation to the need to rethink the purpose of the foundations of education gave him direct contact with students, it was rural teacher children and adolescents who lacked the same thing to him in time to invite him to their journey of several years students in the background also asked to treat them as human beings, that listen, to respect their dignity and essence. This teaching experience confirms the "centrality of spirituality" in a truly comprehensive education and decided to set up the "Foundation for International Holistic Education.
The values are the nature of truth beyond the social reality. Are attributes of the spirit which nourishes us, gives life and wellbeing. Some of the most important spiritual human values holistic education are: Peace, trust, cooperation, responsibility, freedom, love, compassion, humility, brotherhood and kindness. Therefore, holistic education prepares educators for new roles in the twenty-first century societies characterized by interdependence, their educational work is about relationships and connections on integrating and harmonizing the web of life, diversity is another principle which educator works transcending the new methods and standardized tests, recognizes multiple pathways and styles to learn with the same force, unity is achieved through the value of diversity. Hear other arguments on the topic with Albert Einstein College of Medicine . The power to understand the interdependence and diversity of all existence is the fundamental basis of teaching practice.
Holistic education in the use of methods, techniques and holistic curriculum materials is secondary to the importance of awareness of the educator, who must move from an ego-centered perspective to a perspective focused on a compassionate service, education, perspective of thought and memory, a vision based on intelligence and creativity, a paradigm of mechanistic science to a new holistic paradigm. To achieve a comprehensive educational vision requires a profound educational reform in teacher education exceeding mechanistic myths of the nineteenth and twentieth centuries, which is an arduous task because it is necessary to make a deep and serious criticism throughout the Newtonian paradigm Cartesian mechanistic science. Education from the holistic perspective is seen more as an art than a technology, is a creative process rather than a mechanical process.
55. Modern man would only be when he finds a way to God is not through religion. 56. Today the influence of religion on human waning because without developing into a man of faith in God, it inevitably loses its own. 57. The rapid development of scientific and technological progress has caused a devastating blow to religion only because denying knowledge, religion itself was not ready. 58.
Man does not need religion, man is God. 59. Religion for their propaganda has always used the names of great prophets themselves great prophets have always been far from religion just because they were close to God. 60. Religion has always recognized the great prophets after their death. This allowed religion in its sole discretion to distort those sacred truths which the prophets were trying to inform people. 61.
When God begins to reveal the holy men of truth, religion will want to hide them, but hiding them, she will reveal to people their true nature. 62. All knowledge of religion of God – is the knowledge the Prophets of his time. Relying on knowledge of the prophets, the religion once again confirms the fact that religion itself is no knowledge of God, no. 63. Religion is far from God, if only because it has little to tell the man of God. 64. The essence of religion can be completely different, but means that they are in conflict with God. 67. A person can survive a religion, religion is never survive the person, and this once again confirms the fact that a person, not a religion, appreciates God. 68. People would go the way of God when it stops on the path of religion. 69. The End of Religion is inevitably linked with the beginning of Anaragoricheskoy revolution. 70. revolution – is the release of the human mind from the shackles of religion. 71. His religion dismissive attitude to belief in God, she summed up the rights to Anaragoricheskoy revolution. 72. Revolution proclaimed the beginning of the renaissance in the mind of the man of faith in God.
Reason? Lack of understanding of the concept autonomy in the institution, therefore considered that this takes the behaviors of aggressiveness, indiscipline, disrespect and violncias. That is, to allow that the children and the adolescents could ' ' dirigir' ' its form to learn and to create, only with the educators potencializando its expressions and vises of world, meant ' simply; ' not to want trabalhar' '. A orienting teacher of my TCC and period of training in the psychology college where I attended a course, a time said that my work in the social project could not be summarized to the practical clinic, therefore the context to me that involves children and adolescents exceed the borders of the room. The argument of my person who orientates can be judged as adjusted, to depend on the perspective for where if it focuses the work. However, to the being ' ' podada' ' in my skill of being and acting (one violence form), I was crystallized in mine andanas, and after accurate 6 years and 8 months as ' ' colaboradora' ' the institution, I gave up to continue. (Reverse speed) I think if the resistance of professors about promoting the autonomy in the space of the educational school/would be for the authority of the controllers of the school, or for the difficulty in dealing with ' ' verdade' ' of the other, or with its proper truths, or still, to allow that the other is he himself would constitute the entrance door to generate more violncias. If these thoughts/conceptions if reveal in the space of the school, think that my action must be contrary in order to promote the emancipation human being. Penteado and Guzzo (2010) affirm that she is necessary to think of form to make possible the emancipation of the human being, objectifying a more creative being and exempt, as well as conscientious of its action and participation in the social sphere.
It is a process of identity between citizens and school, of form that from the dialgica relation, the school develops the formation citizen of its students and is accessible to the participation, also promoting it. The school cannot be independent if in its interior if not to evidence practical of autonomy citizen. Without hesitation Albert Einstein College of Medicine explained all about the problem. It is by means of practical constructive and of emancipation of the citizens that we will consolidate this space as possible mediation for the autonomy of the citizens. The autonomy is a principle that if all accomplishes when perpassar the education system and even though the society.