I am the conscience of the intrahistricos parameters (contained in the memory) and extrapsychic. Without I would not have the conscience of the space-secular parameters and the reality of the world that I am (intrapsquico) and where we are (extrapsychic); without I as and an eternity would not have the lesser difference. The historical memory is divided in: memory of continuous use (MUC) and memory existence (ME). The performance of the phenomenon RAM automatic register of the memory produces a spontaneous and inevitable process of formation of intrapsquica history. We need to prevent that thoughts and terrifying images you are created in the MUC and ME, therefore the constant reading of these thoughts it generates anxiety and it distresses and phenomenon RAM has preference for privileged registering the experiences that have more tension. In such a way a vicious and harmful cycle appears the psychic health. In the clandestine and unconscious environment of the embroidery frames of the mind, ' ' eu' ' it learns one of finest, complex and sophisticated paradoxes of the intelligence, that is to learn the psicodinmicos ways quiet ' ' inconscientes' ' of the reading of intrapsquica history and the management of the processes of construction of the thoughts.
I can organize and only manage the process of construction of the thoughts, and the too much processes of construction of intelligence, if it paradoxicalally to learn to read ' ' inconscientemente' ' intrapsquica history and to also produce, ' ' inconscientemente' ' , the psicodinmicas chains of the matrices of thoughts. I, to if acquiring knowledge of the chains of thoughts produced unconsciously for the phenomenon of the autochecagem of the memory and for the phenomenon of autofluxo, interrupt or continue these chains. The continuation of the construction of these chains is also a form quiet and important to learn if to organize and to develop the management of the processes of construction of the thoughts.
The superendowed pupil is curious, inquisidor, unstable e, for times, irritated and aggressive, demanding very of the person of the professor. Nor always it (the professor) psychologically is prepared to face it e, therefore, feels itself unsafe, inferiorizado and pursued, inasmuch as that one is the pupil who knows more, that makes difficult questions and that it shakes its status to know and of authority. Many professors compete with its superendowed pupils and they do not admit that these last ones know what they more than or that they can have more creative or original ideas. 1.0Desenvolvimento Partner-Emotional of Superdotado In recent years is if perceiving a great concern in developing and programming practical pedagogical to take care of the pedagogical and cognitivas necessities of the carrying pupils of abilities special. Some studies (Horowitz, 1987; Roeper, 1982 cit. in Alencar & Fleith, 2001:2006), show that the emotional characteristics of the superendowed ones do not occur more quickly or precociously of what of the other children; it occurs of form differentiated in terms of styles and learning, creativity, interests and traces of personality. Add to your understanding with Jorge Perez.
Among them, we detach: (a) Idealismo justice sense, that if it reflects in the concern of the superendowed child and to hug causes that promote equalities social; (b) perfeccionismo, Express for the auto-imposition of high, rigid standards of performance e, many times, irrealistas; (c) high level of involved energy in the accomplishment of activities; (d) perseverance, involving great concentration in activities of interest and the accomplishment of obstacles. The lack of tunning between its emotional, social, cognitivas and educational necessities and the conditions offered for the society can unchain, in the superendowed interpersonal conflicts intra and. 5,0 Paper of the Psychologist the psychologist has a very important paper, however little explored in this process of the inclusion and exclusion of the superendowed one in the social and educational context. The implementation of techniques of psychological aconselhamento, as well as of strategies of intervention next to the pupil, to the professor, the family and the community are some practise of them to be developed for the pertaining to school psychologist in the superendowment area. In the school, practical pedagogical they must take in consideration strategies of differentiation and modification the regular resume with sights to adjust the learning process ace necessities and characteristics of the pupils, and special of the talentosos superendowed ones and. Models of learning, strong areas of interest and points the pupils are words keys for the good development in this process. Moreover, the psychologist could still contribute in the professional orientation of these pupils, especially those that, in function of abilities and diverse interests (multipotentiality), have difficulty in choosing a career.
"One idea to create our entire reality, all the higher and lower, until the public the final correction. This single idea – the source and substance of all actions, it sets the target and it gives meaning to the efforts she is reality – the perfection of all the long-awaited reward. " Baal Sulam, "Teachings of the ten Sefirot" Question: In the near future in Europe is planned to conduct an experiment in which thousands of physicists from around the world try to simulate the situation that arose immediately after the Big Bang. They reproduce the event by the collider – very powerful particle accelerator. The purpose of the experiment – to find the particle from which the universe was created.
What do you as a Kabbalist can say about this? What do you think they see? Michael Laitman: I can not now give a lesson in perception of reality and tell us how we affect the surrounding reality as it changes under impact of our thoughts. I can only say that scientists are only more confusing particle from which the universe was created, will not be disclosed because it is not material. Ron Beit is likely to increase your knowledge. That spark, and everything around it has grown – it is our selfishness. He kept growing and growing, and this increase is perceived by us as the evolution of the universe within, say, fifteen billion years. But what happened fifteen billion years ago? Who can argue that all happened exactly as we describe? Because we are so arranged that, in our perception of a sense of time, motion and space, in accordance with this we perceive the universe. But this picture is imaginary. It is only because it so I play my mechanism of perception of reality.
This is not the true picture. It seems to us that the world exists outside of us, but in reality it is only the picture painted in our brain. Scientists in this issue have reached the end point. They can not penetrate farther because of the limitations of our five senses. Need to 'climb' over them, and scientists are not capable of this. Only Kabbalah teaches us how way to develop a sixth sense and experience the reality of time, motion and space. And this is not the reality that I perceive now, after five bodily senses or with instruments that only extend the range of our perception. To talk about what happened before the Big Bang, you must 'climb' over them, to go beyond our present perception and objectively look at the universe and everything exists. Kabbalah – the physics of the Upper world, which is a source of energy and matter. But scientists are studying the phenomenon, using the physics of our world, and therefore did not find. They once again reach a deadlock. We see that this happens in Quantum physics: a touch of something and see that nothing more can not catch. This is because from here and then there is an entrance only for the science of Kabbalah. Michael Laitman
Of this form the preparation of a professor who works with EJA must be differentiated. The methodology must be adapted and its pedagogical projects must include the expectations and the reality of the pupils Fits to the professor to articulate the aspects affective and cognitivo gifts in the choice of the education objectives, in the starting point of the education process learning, in the organization of the contents, the processes and activities of education and in the procedures of evaluation. Working as mediating between thoughts and contents with the pupils the professor will be capable to establish with constructive and pleasant relations. The fact is that the individual to develop the practical one of the autocorreo and to reach a development, a learning, needs to be affectively healthful and with its high-esteem well-taken care of. They are emotional, psychological factors that the individuals affect the development of all directly. It is joined this social factors, preconceptions, lack of preparation of the professionals and has a parcel each bigger time of the society with functional illiterates who feed our form of stratification. References: OLIVEIRA, Martha Kohl. Young Adult as citizens of knowledge and learning.
Work ordered for the GT ‘ ‘ Education of young people adultas’ ‘ presented in 22a Annual Meeting of the ANPED? 26 the 30 of September of 1999, Caxambu. WALLON, H.: The psychological evolution of the child. Martins Sources, SP, 2 Ed, 2008. OLIVEIRA, Martha Kohl. Cycles of life: some questions on the psychology of the adult. Article published in the Magazine Education and Research.