118. 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.
119. 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.
120. 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.
• :
121. 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.
• :
122. 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.
• :
, ;
123. 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.
• :
, ;
124. 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.
• :
, ;
127. 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.
•
; ;
128.
129.
130. • Rousseau (1712-1778) : father of the child-study
131. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
132. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
133. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
134. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
• Friedrich Froebel, 1782-1852
135. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
• Friedrich Froebel, 1782-1852
136. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
• Friedrich Froebel, 1782-1852
137. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
• Friedrich Froebel, 1782-1852
138. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
• Friedrich Froebel, 1782-1852
164. Mason’s
• , , (an atmosphere, a discipline, a life)
165. Mason’s
• , , (an atmosphere, a discipline, a life)
166. Mason’s
• , , (an atmosphere, a discipline, a life)
• (the science of relations)
167. Mason’s
• , , (an atmosphere, a discipline, a life)
• (the science of relations)
168. Mason’s
• , , (an atmosphere, a discipline, a life)
• (the science of relations)
(Children were born PERSONS )
169. Mason’s
• , , (an atmosphere, a discipline, a life)
• (the science of relations)
(Children were born PERSONS )
170. Mason’s
• , , (an atmosphere, a discipline, a life)
• (the science of relations)
(Children were born PERSONS )
• (Living book)
171. Mason’s
• , , (an atmosphere, a discipline, a life)
• (the science of relations)
(Children were born PERSONS )
• (Living book)
172. Mason’s
• , , (an atmosphere, a discipline, a life)
• (the science of relations)
(Children were born PERSONS )
• (Living book)
• : Liberal Arts Education for all
173. Mason’s
• , , (an atmosphere, a discipline, a life)
• (the science of relations)
(Children were born PERSONS )
• (Living book)
• : Liberal Arts Education for all
342. Future Projects (2009/05/19)
1. See you on YouTube
2. 5th article— [ ] : &HS
Living in the Fullness of Covenant Blessings: Healing, Restoration and HS
343. Future Projects (2009/05/19)
1. See you on YouTube
2. 5th article— [ ] : &HS
Living in the Fullness of Covenant Blessings: Healing, Restoration and HS
3. 2nd Book --Daddy Principles
344. Future Projects (2009/05/19)
1. 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
345. Future Projects (2009/05/19)
1. 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. NFO --CCHS Asso.
海歸 (龜) 海待 (帶)土鱉
I participate, I offer, and I Happy;
One world; One Dream;
海歸 (龜) 海待 (帶)土鱉
I participate, I offer, and I Happy;
One world; One Dream;
海歸 (龜) 海待 (帶)土鱉
I participate, I offer, and I Happy;
One world; One Dream;
海歸 (龜) 海待 (帶)土鱉
I participate, I offer, and I Happy;
One world; One Dream;
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.
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.
