20090519 Vohppt
Download as KEY, PDF0 likes160 views
1. The document discusses different philosophies and approaches to education throughout history including Rousseau, Paulo Freire, John Dewey, Friedrich Froebel, and Charlotte Mason. 2. It contrasts progressive education philosophies that emphasize learning through experience and inquiry versus traditional education that focuses more on direct instruction. 3. The document also examines Charlotte Mason's philosophy of education which focused on creating an atmosphere of learning, developing student discipline, and treating children as individuals born with personhood.
Editor's Notes
- #66: 海歸 (龜) 海待 (帶)土鱉 I participate, I offer, and I Happy; One world; One Dream;
- #67: 海歸 (龜) 海待 (帶)土鱉 I participate, I offer, and I Happy; One world; One Dream;
- #68: 海歸 (龜) 海待 (帶)土鱉 I participate, I offer, and I Happy; One world; One Dream;
- #69: 海歸 (龜) 海待 (帶)土鱉 I participate, I offer, and I Happy; One world; One Dream;
- #137: Freire became familiar with poverty and hunger during the 1929 Great Depression. These experiences would shape his concerns for the poor and would help to construct his particular educational viewpoint. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry.
- #138: Freire became familiar with poverty and hunger during the 1929 Great Depression. These experiences would shape his concerns for the poor and would help to construct his particular educational viewpoint. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry.
- #139: Freire became familiar with poverty and hunger during the 1929 Great Depression. These experiences would shape his concerns for the poor and would help to construct his particular educational viewpoint. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry.
- #140: Freire became familiar with poverty and hunger during the 1929 Great Depression. These experiences would shape his concerns for the poor and would help to construct his particular educational viewpoint. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry.
- #141: Freire became familiar with poverty and hunger during the 1929 Great Depression. These experiences would shape his concerns for the poor and would help to construct his particular educational viewpoint. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry.
- #142: Freire became familiar with poverty and hunger during the 1929 Great Depression. These experiences would shape his concerns for the poor and would help to construct his particular educational viewpoint. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry.
- #143: Freire became familiar with poverty and hunger during the 1929 Great Depression. These experiences would shape his concerns for the poor and would help to construct his particular educational viewpoint. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry.
- #144: Freire became familiar with poverty and hunger during the 1929 Great Depression. These experiences would shape his concerns for the poor and would help to construct his particular educational viewpoint. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry.
- #145: Freire became familiar with poverty and hunger during the 1929 Great Depression. These experiences would shape his concerns for the poor and would help to construct his particular educational viewpoint. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry.
- #146: Freire became familiar with poverty and hunger during the 1929 Great Depression. These experiences would shape his concerns for the poor and would help to construct his particular educational viewpoint. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry.
- #147: 現今一般政府所控制的
- #148: 現今一般政府所控制的
- #149: 現今一般政府所控制的
- #150: 現今一般政府所控制的
- #151: 現今一般政府所控制的
- #152: 現今一般政府所控制的
- #153: 現今一般政府所控制的
- #154: 現今一般政府所控制的
- #155: 現今一般政府所控制的
- #156: 現今一般政府所控制的
- #157: 現今一般政府所控制的
- #158: 現今一般政府所控制的
- #159: 現今一般政府所控制的
- #160: 現今一般政府所控制的
- #161: 現今一般政府所控制的
- #162: 現今一般政府所控制的
- #212: 答﹕從申命記6﹕4/9,11:18/21﹐詩篇78﹕1/8﹐箴言1:8﹐以弗所書6﹕4等處可知﹐神本教育乃是神所託付給(祖)父母的責任。為人(祖)父母者，按著主的吩咐，理當用諸般的智慧，勸戒﹑教導孩子，把孩子在基督裡完完全全的引到神面前。為此勞苦照著祂在基督徒裏面運用的大能、盡心竭力。(西1:28,29) 從申命記6﹕6/9可知﹐神本教育也是機會教育﹐是7/24隨時隨地的教育。家庭應該是主要場所﹐特別是孩子幼小的時候(提後3:15)。 (祖)父母須言傳身教、﹐將信仰與生活結合﹐大誡命與大使命應該是從家裡開始的。
- #213: 答﹕從申命記6﹕4/9,11:18/21﹐詩篇78﹕1/8﹐箴言1:8﹐以弗所書6﹕4等處可知﹐神本教育乃是神所託付給(祖)父母的責任。為人(祖)父母者，按著主的吩咐，理當用諸般的智慧，勸戒﹑教導孩子，把孩子在基督裡完完全全的引到神面前。為此勞苦照著祂在基督徒裏面運用的大能、盡心竭力。(西1:28,29) 從申命記6﹕6/9可知﹐神本教育也是機會教育﹐是7/24隨時隨地的教育。家庭應該是主要場所﹐特別是孩子幼小的時候(提後3:15)。 (祖)父母須言傳身教、﹐將信仰與生活結合﹐大誡命與大使命應該是從家裡開始的。
- #214: 答﹕從申命記6﹕4/9,11:18/21﹐詩篇78﹕1/8﹐箴言1:8﹐以弗所書6﹕4等處可知﹐神本教育乃是神所託付給(祖)父母的責任。為人(祖)父母者，按著主的吩咐，理當用諸般的智慧，勸戒﹑教導孩子，把孩子在基督裡完完全全的引到神面前。為此勞苦照著祂在基督徒裏面運用的大能、盡心竭力。(西1:28,29) 從申命記6﹕6/9可知﹐神本教育也是機會教育﹐是7/24隨時隨地的教育。家庭應該是主要場所﹐特別是孩子幼小的時候(提後3:15)。 (祖)父母須言傳身教、﹐將信仰與生活結合﹐大誡命與大使命應該是從家裡開始的。
- #215: 答﹕從申命記6﹕4/9,11:18/21﹐詩篇78﹕1/8﹐箴言1:8﹐以弗所書6﹕4等處可知﹐神本教育乃是神所託付給(祖)父母的責任。為人(祖)父母者，按著主的吩咐，理當用諸般的智慧，勸戒﹑教導孩子，把孩子在基督裡完完全全的引到神面前。為此勞苦照著祂在基督徒裏面運用的大能、盡心竭力。(西1:28,29) 從申命記6﹕6/9可知﹐神本教育也是機會教育﹐是7/24隨時隨地的教育。家庭應該是主要場所﹐特別是孩子幼小的時候(提後3:15)。 (祖)父母須言傳身教、﹐將信仰與生活結合﹐大誡命與大使命應該是從家裡開始的。
- #216: 答﹕從申命記6﹕4/9,11:18/21﹐詩篇78﹕1/8﹐箴言1:8﹐以弗所書6﹕4等處可知﹐神本教育乃是神所託付給(祖)父母的責任。為人(祖)父母者，按著主的吩咐，理當用諸般的智慧，勸戒﹑教導孩子，把孩子在基督裡完完全全的引到神面前。為此勞苦照著祂在基督徒裏面運用的大能、盡心竭力。(西1:28,29) 從申命記6﹕6/9可知﹐神本教育也是機會教育﹐是7/24隨時隨地的教育。家庭應該是主要場所﹐特別是孩子幼小的時候(提後3:15)。 (祖)父母須言傳身教、﹐將信仰與生活結合﹐大誡命與大使命應該是從家裡開始的。
- #217: 答﹕從申命記6﹕4/9,11:18/21﹐詩篇78﹕1/8﹐箴言1:8﹐以弗所書6﹕4等處可知﹐神本教育乃是神所託付給(祖)父母的責任。為人(祖)父母者，按著主的吩咐，理當用諸般的智慧，勸戒﹑教導孩子，把孩子在基督裡完完全全的引到神面前。為此勞苦照著祂在基督徒裏面運用的大能、盡心竭力。(西1:28,29) 從申命記6﹕6/9可知﹐神本教育也是機會教育﹐是7/24隨時隨地的教育。家庭應該是主要場所﹐特別是孩子幼小的時候(提後3:15)。 (祖)父母須言傳身教、﹐將信仰與生活結合﹐大誡命與大使命應該是從家裡開始的。
- #218: 答﹕從申命記6﹕4/9,11:18/21﹐詩篇78﹕1/8﹐箴言1:8﹐以弗所書6﹕4等處可知﹐神本教育乃是神所託付給(祖)父母的責任。為人(祖)父母者，按著主的吩咐，理當用諸般的智慧，勸戒﹑教導孩子，把孩子在基督裡完完全全的引到神面前。為此勞苦照著祂在基督徒裏面運用的大能、盡心竭力。(西1:28,29) 從申命記6﹕6/9可知﹐神本教育也是機會教育﹐是7/24隨時隨地的教育。家庭應該是主要場所﹐特別是孩子幼小的時候(提後3:15)。 (祖)父母須言傳身教、﹐將信仰與生活結合﹐大誡命與大使命應該是從家裡開始的。
- #219: 答﹕從申命記6﹕4/9,11:18/21﹐詩篇78﹕1/8﹐箴言1:8﹐以弗所書6﹕4等處可知﹐神本教育乃是神所託付給(祖)父母的責任。為人(祖)父母者，按著主的吩咐，理當用諸般的智慧，勸戒﹑教導孩子，把孩子在基督裡完完全全的引到神面前。為此勞苦照著祂在基督徒裏面運用的大能、盡心竭力。(西1:28,29) 從申命記6﹕6/9可知﹐神本教育也是機會教育﹐是7/24隨時隨地的教育。家庭應該是主要場所﹐特別是孩子幼小的時候(提後3:15)。 (祖)父母須言傳身教、﹐將信仰與生活結合﹐大誡命與大使命應該是從家裡開始的。