This document discusses different perspectives on education throughout history. It covers influential thinkers from Rousseau to Dewey and their views on progressive education. The document also contrasts the banking concept of education versus an inquiry-based approach. Charlotte Mason's philosophy of education is mentioned, which emphasized creating an atmosphere, discipline, and life for holistic child development by treating children as persons. The purpose of education is debated as either preparation for the future or a means for self-discovery in the present.
139. EDUCA'TION, n. [L. educatio.]
• Education comprehends all that series of
instruction and discipline which is intended to
enlighten the understanding, correct the
temper, and form the manners and habits of
youth, and fit them for usefulness in their
future stations.
140. EDUCA'TION, n. [L. educatio.]
• Education comprehends all that series of
instruction and discipline which is intended to
enlighten the understanding, correct the
temper, and form the manners and habits of
youth, and fit them for usefulness in their
future stations.
141. EDUCA'TION, n. [L. educatio.]
• Education comprehends all that series of
instruction and discipline which is intended to
enlighten the understanding, correct the
temper, and form the manners and habits of
youth, and fit them for usefulness in their
future stations.
:
•
142. EDUCA'TION, n. [L. educatio.]
• Education comprehends all that series of
instruction and discipline which is intended to
enlighten the understanding, correct the
temper, and form the manners and habits of
youth, and fit them for usefulness in their
future stations.
:
•
, ;
143. EDUCA'TION, n. [L. educatio.]
• Education comprehends all that series of
instruction and discipline which is intended to
enlighten the understanding, correct the
temper, and form the manners and habits of
youth, and fit them for usefulness in their
future stations.
:
•
, ;
144. EDUCA'TION, n. [L. educatio.]
• Education comprehends all that series of
instruction and discipline which is intended to
enlighten the understanding, correct the
temper, and form the manners and habits of
youth, and fit them for usefulness in their
future stations.
:
•
, ;
.
147. EDUCA'TION, ( cont’.)
• To give children a good education in
manners, arts and science, is important; to
give them a religious education is
indispensable; and an immense
responsibility rests on parents and guardians
who neglect these duties.
•
; ;
148.
149.
150. • Rousseau (1712-1778) : father of the child-study
151. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
152. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
153. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
154. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
• Friedrich Froebel, 1782-1852
155. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
• Friedrich Froebel, 1782-1852
156. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
• Friedrich Froebel, 1782-1852
194. Mason’s
, , (an atmosphere, a discipline, a life)
•
195. Mason’s
, , (an atmosphere, a discipline, a life)
•
• (the science of relations)
196. Mason’s
, , (an atmosphere, a discipline, a life)
•
• (the science of relations)
(Children were born PERSONS )
197. Mason’s
, , (an atmosphere, a discipline, a life)
•
• (the science of relations)
(Children were born PERSONS )
198. Mason’s
, , (an atmosphere, a discipline, a life)
•
• (the science of relations)
(Children were born PERSONS )
(Living book)
•
199. Mason’s
, , (an atmosphere, a discipline, a life)
•
• (the science of relations)
(Children were born PERSONS )
(Living book)
•
: Liberal Arts Education for all
•
200. Mason’s
, , (an atmosphere, a discipline, a life)
•
• (the science of relations)
(Children were born PERSONS )
(Living book)
•
: Liberal Arts Education for all
•
(A power )—
•
201. Mason’s
, , (an atmosphere, a discipline, a life)
•
• (the science of relations)
(Children were born PERSONS )
(Living book)
•
: Liberal Arts Education for all
•
(A power )—
•
Either for immense good vs. Disaster.
404. Future Projects (2009/04/18)
1. A/V Clips—See you on YouTube
405. Future Projects (2009/04/18)
1. A/V Clips—See you on YouTube
2. 5th article— [ ] : &HS
Living in the Fullness of Covenant Blessings: Healing, Restoration and HS
406. Future Projects (2009/04/18)
1. A/V Clips—See you on YouTube
2. 5th article— [ ] : &HS
Living in the Fullness of Covenant Blessings: Healing, Restoration and HS
3. 2nd Book --Daddy Principles
407. Future Projects (2009/04/18)
1. A/V Clips—See you on YouTube
2. 5th article— [ ] : &HS
Living in the Fullness of Covenant Blessings: Healing, Restoration and HS
3. 2nd Book --Daddy Principles
4. Curriculum—Manual for CCHS parents
408. Future Projects (2009/04/18)
1. A/V Clips—See you on YouTube
2. 5th article— [ ] : &HS
Living in the Fullness of Covenant Blessings: Healing, Restoration and HS
3. 2nd Book --Daddy Principles
4. Curriculum—Manual for CCHS parents
5. NGO --CCHS Asso.
High price Gasoline; Gay Marriage; Islam/911;
Ask what is your Life Scripture? What is Such a Time as this like ? Intro. Myself.
High price Gasoline; Gay Marriage; Islam/911;
Ask what is your Life Scripture? What is Such a Time as this like ? Intro. Myself.
High price Gasoline; Gay Marriage; Islam/911;
Ask what is your Life Scripture? What is Such a Time as this like ? Intro. Myself.
High price Gasoline; Gay Marriage; Islam/911;
Ask what is your Life Scripture? What is Such a Time as this like ? Intro. Myself.
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.
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.
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.
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.
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.
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.
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.
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.