30è aniversari de l'Escola de Treball Familiar de la Fundació Pere TarrésFundacio Pere Tarres
Presentació de Carme Fernández, directora de l'Escola de Treball Familiar de la Fundació Pere Tarrés, explicant la història i evolució del Treball Familiar a Catalunya.
This document discusses several philosophers and their views on religion. It mentions that Erasmus believed religion is a process, not an act, and that the goal is Christ through faith. It also states that Erasmus felt the Catholic Church needed reform due to superstitious and corrupt behavior. The document provides names and dates for several philosophers including Giambattista Vico from 1668-1744.
30è aniversari de l'Escola de Treball Familiar de la Fundació Pere TarrésFundacio Pere Tarres
Presentació de Carme Fernández, directora de l'Escola de Treball Familiar de la Fundació Pere Tarrés, explicant la història i evolució del Treball Familiar a Catalunya.
This document discusses several philosophers and their views on religion. It mentions that Erasmus believed religion is a process, not an act, and that the goal is Christ through faith. It also states that Erasmus felt the Catholic Church needed reform due to superstitious and corrupt behavior. The document provides names and dates for several philosophers including Giambattista Vico from 1668-1744.
The Renaissance began in Italy between 1300-1600 and saw a rebirth of interest in art, literature, and learning from classical antiquity. This movement was characterized by a focus on secular themes, individualism, and humanist ideals that emphasized reason and scholarship over religious doctrine. Major developments included innovations in painting techniques like linear perspective, the patronage of scholars and artists by Italian city-states, and the works of figures like Leonardo da Vinci, Michelangelo, and Raphael. The Renaissance spread northward with a greater emphasis on Christian humanism and religious themes as seen in the works of artists like Jan van Eyck, Albrecht Dürer, and scholars including Erasmus, More, and
Humanism, Reformation and Counter- Reformationpapefons Fons
Humanism began in the 15th century and focused on human potential and achievements. It revived interest in classical Greek and Roman culture. The invention of the printing press and support from wealthy patrons contributed to its spread. Martin Luther criticized the Catholic Church in 1517 and proposed doctrines like salvation through faith alone and scripture as the sole religious authority, sparking the Protestant Reformation. This led to religious wars until the 1555 Peace of Augsburg allowed rulers to choose the religion of their lands. The Catholic Church responded with reforms and new orders like the Jesuits through the Counter-Reformation to strengthen traditional doctrines and address issues raised by Protestants.
The Renaissance period saw important developments in art, science, literature, and religion. Key pieces include Leonardo Da Vinci's Mona Lisa painting and Vitruvian Man drawing which demonstrated the human form, John Milton's Paradise Lost which combined Christianity with other mythologies, portraits of Shakespeare and Cervantes who wrote influential novels, and Michelangelo's iconic statue of David. The printing press also allowed literature to reach more people.
OF COURSE there are women in tech, and their agenda is precisely the same as men.
The shift will occur when instead of thinking -- and talking about -- the inherently sexist idea of women (or men) in tech, we focus instead on the co-creation aspects. Think of that as the creative spirit, which traditionally is expressed in feminine poetic terms.
THAT is what we need. Balanced humanism is what we need as active agent in increasing the options, choices, and possibilities of others. That is what technology wants.
Humanism and the Renaissance was a cultural movement that emphasized reason, science, and human fulfillment. It spread from literature to the arts like architecture, painting, and sculpture. Key figures like Leonardo Da Vinci and artists like Botticelli helped spread Renaissance ideals and represented the "Renaissance man" who pursued diverse interests. The art of the Renaissance differed from the Middle Ages by being less religious, more realistic yet idealized, and painted with brighter colors for wealthy patrons rather than just the Church. Sculpture also became more realistic and focused on proportion, emotion, and nude figures rather than just religious themes. Renaissance architecture emphasized mathematics and human achievement over Gothic or Romanesque styles.
The Renaissance was a period between 1350-1660 that began in Italy and later spread to other parts of Europe, characterized by a new interest in classical antiquity and emphasis on humanism. Key developments included a focus on realism and perspective in art, humanism which emphasized human autonomy and value, and liberal arts education influenced by Greek and Roman culture. The Renaissance marked a transition from the medieval period to modernity.
The document discusses developments in literature, art, and architecture during the Renaissance period. It introduces how humanists studied ancient Greek and Roman culture, influencing scholars, artists, and architects. Artists used techniques like oil painting and perspective to create more realistic works. Major artists discussed include Leonardo da Vinci, Michelangelo, Raphael, and Titian. Literature flourished as well, with works by authors like Shakespeare, Cervantes, and More.
The document discusses different meanings and types of humanism:
- Literary humanism focuses on the humanities and literary culture.
- Renaissance humanism emphasized classical letters and human ability to determine truth.
- Cultural humanism is based on rationality and science originating from ancient Greece and Rome.
- Christian humanism advocates self-fulfillment within a Christian framework.
- Modern humanism relies on reason and science while rejecting supernaturalism.
This document discusses humanism in the context of language teaching. It defines humanism as devotion to human interests and the fulfillment of human potential. A humanistic approach aims to educate the whole person intellectually and emotionally. It emphasizes self-actualization, freedom in learning, and creating a safe environment where students can discover themselves. The document examines Curran's view of humanism, which incorporates incarnation and redemption. It also discusses criticisms of the counseling-learning model, such as its lack of applicability to large classes or conventional subjects. Overall, the document analyzes how humanistic philosophy can inform language pedagogy.
Humanism and new artistic techniques in the Italian Renaissance led to masterpieces in painting, sculpture, and architecture. Artists like Leonardo, Michelangelo, and Raphael studied human anatomy and perspective to depict idealized individuals and balance. Their works, alongside those of earlier Renaissance masters like Giotto, Donatello, Brunelleschi, and Botticelli, helped establish the individual and classical humanist ideals of the era.
The document discusses the historical foundations of education during the Renaissance and Reformation periods. It describes Humanism as a movement that began in the 14th-16th centuries marked by a revival of classical Roman and Greek influences. Italian or individual Humanism stressed personal culture and development of elites, while Northern Humanism aimed to reform society through education accessible to all. The Reformation sought religious and moral reform through returning to biblical beliefs and promoting family values.
The document discusses several key aspects of Renaissance Humanism:
1) It promoted individualism, worldliness, learning, and a focus on antiquity and reform.
2) Several pieces of art are mentioned that exemplify Renaissance humanist ideals, including works by Raphael, Massys, da Vinci, Durer, and Brueghel.
3) Several documents from historical figures are summarized, including writings by Pico, Petrarch, Shakespeare, Erasmus, More, Vives, Columbus, Rabelais, that discuss humanist concepts of man's dignity, learning from history and philosophy, and skepticism of established institutions.
Unit 8 Reformation, Humanism, Renaissance Artalmusociales
This document provides an overview of humanism, the Protestant Reformation, the Counter-Reformation, and Renaissance art. It discusses key figures like Martin Luther who initiated the Protestant Reformation by rejecting the Pope's authority. It also describes the Counter-Reformation led by the Catholic Church in response to Protestantism through the Council of Trent. Additionally, it characterizes humanism as an intellectual movement that placed human beings at the center. Finally, it outlines the characteristics and major artists of the Renaissance in Italy, including figures like Brunelleschi, Ghiberti, Botticelli, Michelangelo, Raphael, and Leonardo da Vinci.
The document discusses the origins and key concepts of humanism as a learning theory. It originated in the 1960s through the works of Carl Rogers, Abraham Maslow, and Malcolm Knowles. Key aspects of humanism include viewing learning as a personal act for self-actualization, giving students autonomy over their curriculum, and the teacher taking on a facilitating role rather than directing learning. When implemented effectively for self-motivated students, humanism can lead to benefits like increased academic achievement and fewer disciplinary issues.
Humanism is an approach that focuses on human values and rejects religious beliefs, centering on human worth. Key figures in humanistic psychology include Abraham Maslow, who proposed the hierarchy of needs, and Carl Rogers, who developed the concept of the actualization tendency. Viktor Frankl focused on finding meaning and logotherapy. Humanistic psychology views humans as essentially good and focuses on healthy psychology rather than mental illness.
This PowerPoint presentation provides a brief survey of the crises that "plagued" Europe (haha! get it?) during the late fourteenth and early fifteenth centuries, such as the Hundred Years War, the Black Death, peasant revolts, and famine.
For more instructional materials, visit www.tomrichey.net!
This PowerPoint presentation is designed to introduce students to the Italian Renaissance and the worldview of the Renaissance humanists. Renaissance writers, such as Petrarch, Valla, Pico, Machiavelli, and Castiglione are introduced, in turn.
For more instructional materials, visit www.tomrichey.net!
Northern Renaissance and New Monarchs (AP Euro)Tom Richey
The document discusses two key figures of the Northern Renaissance - Thomas More and Desiderius Erasmus. Thomas More was Henry VIII's chancellor and author of Utopia, advocating for social reform based on Christian principles. Desiderius Erasmus was a Dutch humanist who wrote In Praise of Folly, criticizing the Catholic Church but remaining Catholic himself. He also produced a Greek translation of the New Testament and advocated for vernacular translations.
This PowerPoint presentation was created to give European History/Western Civilization students an introduction to Renaissance art and its key characteristics - especially its projection of humanist and classical themes.
For more instructional materials, visit www.tomrichey.net!
The Renaissance began in Italy between 1300-1600 and saw a rebirth of interest in art, literature, and learning from classical antiquity. This movement was characterized by a focus on secular themes, individualism, and humanist ideals that emphasized reason and scholarship over religious doctrine. Major developments included innovations in painting techniques like linear perspective, the patronage of scholars and artists by Italian city-states, and the works of figures like Leonardo da Vinci, Michelangelo, and Raphael. The Renaissance spread northward with a greater emphasis on Christian humanism and religious themes as seen in the works of artists like Jan van Eyck, Albrecht Dürer, and scholars including Erasmus, More, and
Humanism, Reformation and Counter- Reformationpapefons Fons
Humanism began in the 15th century and focused on human potential and achievements. It revived interest in classical Greek and Roman culture. The invention of the printing press and support from wealthy patrons contributed to its spread. Martin Luther criticized the Catholic Church in 1517 and proposed doctrines like salvation through faith alone and scripture as the sole religious authority, sparking the Protestant Reformation. This led to religious wars until the 1555 Peace of Augsburg allowed rulers to choose the religion of their lands. The Catholic Church responded with reforms and new orders like the Jesuits through the Counter-Reformation to strengthen traditional doctrines and address issues raised by Protestants.
The Renaissance period saw important developments in art, science, literature, and religion. Key pieces include Leonardo Da Vinci's Mona Lisa painting and Vitruvian Man drawing which demonstrated the human form, John Milton's Paradise Lost which combined Christianity with other mythologies, portraits of Shakespeare and Cervantes who wrote influential novels, and Michelangelo's iconic statue of David. The printing press also allowed literature to reach more people.
OF COURSE there are women in tech, and their agenda is precisely the same as men.
The shift will occur when instead of thinking -- and talking about -- the inherently sexist idea of women (or men) in tech, we focus instead on the co-creation aspects. Think of that as the creative spirit, which traditionally is expressed in feminine poetic terms.
THAT is what we need. Balanced humanism is what we need as active agent in increasing the options, choices, and possibilities of others. That is what technology wants.
Humanism and the Renaissance was a cultural movement that emphasized reason, science, and human fulfillment. It spread from literature to the arts like architecture, painting, and sculpture. Key figures like Leonardo Da Vinci and artists like Botticelli helped spread Renaissance ideals and represented the "Renaissance man" who pursued diverse interests. The art of the Renaissance differed from the Middle Ages by being less religious, more realistic yet idealized, and painted with brighter colors for wealthy patrons rather than just the Church. Sculpture also became more realistic and focused on proportion, emotion, and nude figures rather than just religious themes. Renaissance architecture emphasized mathematics and human achievement over Gothic or Romanesque styles.
The Renaissance was a period between 1350-1660 that began in Italy and later spread to other parts of Europe, characterized by a new interest in classical antiquity and emphasis on humanism. Key developments included a focus on realism and perspective in art, humanism which emphasized human autonomy and value, and liberal arts education influenced by Greek and Roman culture. The Renaissance marked a transition from the medieval period to modernity.
The document discusses developments in literature, art, and architecture during the Renaissance period. It introduces how humanists studied ancient Greek and Roman culture, influencing scholars, artists, and architects. Artists used techniques like oil painting and perspective to create more realistic works. Major artists discussed include Leonardo da Vinci, Michelangelo, Raphael, and Titian. Literature flourished as well, with works by authors like Shakespeare, Cervantes, and More.
The document discusses different meanings and types of humanism:
- Literary humanism focuses on the humanities and literary culture.
- Renaissance humanism emphasized classical letters and human ability to determine truth.
- Cultural humanism is based on rationality and science originating from ancient Greece and Rome.
- Christian humanism advocates self-fulfillment within a Christian framework.
- Modern humanism relies on reason and science while rejecting supernaturalism.
This document discusses humanism in the context of language teaching. It defines humanism as devotion to human interests and the fulfillment of human potential. A humanistic approach aims to educate the whole person intellectually and emotionally. It emphasizes self-actualization, freedom in learning, and creating a safe environment where students can discover themselves. The document examines Curran's view of humanism, which incorporates incarnation and redemption. It also discusses criticisms of the counseling-learning model, such as its lack of applicability to large classes or conventional subjects. Overall, the document analyzes how humanistic philosophy can inform language pedagogy.
Humanism and new artistic techniques in the Italian Renaissance led to masterpieces in painting, sculpture, and architecture. Artists like Leonardo, Michelangelo, and Raphael studied human anatomy and perspective to depict idealized individuals and balance. Their works, alongside those of earlier Renaissance masters like Giotto, Donatello, Brunelleschi, and Botticelli, helped establish the individual and classical humanist ideals of the era.
The document discusses the historical foundations of education during the Renaissance and Reformation periods. It describes Humanism as a movement that began in the 14th-16th centuries marked by a revival of classical Roman and Greek influences. Italian or individual Humanism stressed personal culture and development of elites, while Northern Humanism aimed to reform society through education accessible to all. The Reformation sought religious and moral reform through returning to biblical beliefs and promoting family values.
The document discusses several key aspects of Renaissance Humanism:
1) It promoted individualism, worldliness, learning, and a focus on antiquity and reform.
2) Several pieces of art are mentioned that exemplify Renaissance humanist ideals, including works by Raphael, Massys, da Vinci, Durer, and Brueghel.
3) Several documents from historical figures are summarized, including writings by Pico, Petrarch, Shakespeare, Erasmus, More, Vives, Columbus, Rabelais, that discuss humanist concepts of man's dignity, learning from history and philosophy, and skepticism of established institutions.
Unit 8 Reformation, Humanism, Renaissance Artalmusociales
This document provides an overview of humanism, the Protestant Reformation, the Counter-Reformation, and Renaissance art. It discusses key figures like Martin Luther who initiated the Protestant Reformation by rejecting the Pope's authority. It also describes the Counter-Reformation led by the Catholic Church in response to Protestantism through the Council of Trent. Additionally, it characterizes humanism as an intellectual movement that placed human beings at the center. Finally, it outlines the characteristics and major artists of the Renaissance in Italy, including figures like Brunelleschi, Ghiberti, Botticelli, Michelangelo, Raphael, and Leonardo da Vinci.
The document discusses the origins and key concepts of humanism as a learning theory. It originated in the 1960s through the works of Carl Rogers, Abraham Maslow, and Malcolm Knowles. Key aspects of humanism include viewing learning as a personal act for self-actualization, giving students autonomy over their curriculum, and the teacher taking on a facilitating role rather than directing learning. When implemented effectively for self-motivated students, humanism can lead to benefits like increased academic achievement and fewer disciplinary issues.
Humanism is an approach that focuses on human values and rejects religious beliefs, centering on human worth. Key figures in humanistic psychology include Abraham Maslow, who proposed the hierarchy of needs, and Carl Rogers, who developed the concept of the actualization tendency. Viktor Frankl focused on finding meaning and logotherapy. Humanistic psychology views humans as essentially good and focuses on healthy psychology rather than mental illness.
This PowerPoint presentation provides a brief survey of the crises that "plagued" Europe (haha! get it?) during the late fourteenth and early fifteenth centuries, such as the Hundred Years War, the Black Death, peasant revolts, and famine.
For more instructional materials, visit www.tomrichey.net!
This PowerPoint presentation is designed to introduce students to the Italian Renaissance and the worldview of the Renaissance humanists. Renaissance writers, such as Petrarch, Valla, Pico, Machiavelli, and Castiglione are introduced, in turn.
For more instructional materials, visit www.tomrichey.net!
Northern Renaissance and New Monarchs (AP Euro)Tom Richey
The document discusses two key figures of the Northern Renaissance - Thomas More and Desiderius Erasmus. Thomas More was Henry VIII's chancellor and author of Utopia, advocating for social reform based on Christian principles. Desiderius Erasmus was a Dutch humanist who wrote In Praise of Folly, criticizing the Catholic Church but remaining Catholic himself. He also produced a Greek translation of the New Testament and advocated for vernacular translations.
This PowerPoint presentation was created to give European History/Western Civilization students an introduction to Renaissance art and its key characteristics - especially its projection of humanist and classical themes.
For more instructional materials, visit www.tomrichey.net!
3. BATXILLERAT
ORGANITZACIÓ
• Horari intensiu
• Avaluació contínua:
– Exàmens trimestrals a 1r de batxillerat
– Simulacions de selectivitat a 2n de
batxillerat
• Treball en empresa
• Preparació First Certificate
4. BATXILLERAT
ORIENTACIÓ
●
Sortida al Saló de l’Ensenyament
●
Jornada de Portes Obertes a la UAB
●
Xerrades a l’Ajuntament de Sabadell
●
Xerrades d’estudiants universitaris
●
Xerrades de professors universitaris
●
Activitats tutorials
●
Suport Sabadell Atenció Jove
5. BATXILLERAT
TREBALL DE RECERCA
●
Treball individual
●
Tutoria individualitzada
●
●
Calendari. Inici al novembre (1r batx) i
lliurament setembre (2n batx)
Elecció lliure del tema
6. BATXILLERAT
•Seguiment tutorial personalitzat:
TUTORIA
– Treball cooperatiu família-alumne-tutor per
l’assoliment d'objectius acadèmics i personals.
– Acompanyament en la presa de decisió dels
estudis postbatxillerat.
– Activitats tutorials de creixement personal.
– Activitats tutorials d’organització i gestió del
temps d’estudi.
– Entrevistes individualitzades