Illich Presentation
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This document provides an overview of Ivan Illich, a 20th century academic and social critic. It discusses his background, influences, philosophy and critiques of institutions, experts, commodification, and the principle of counter-productivity. Illich advocated for learning webs and new non-formal educational institutions as convivial alternatives. He challenged conventional assumptions and called for rethinking how learning and development occur.
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Ivan illich
Ivan Illich was an Austrian philosopher, Catholic priest, and writer who criticized modern institutions and technologies. He was born in 1926 in Vienna and studied in several European cities before becoming a priest and moving to the US. Illich later left the priesthood and moved to Mexico, where he established an intercultural research center. He wrote several influential books critiquing issues like education, medicine, and technology. Illich argued that institutions often end up serving purposes opposite of their original intentions and advocated for more convivial and decentralized systems. He died in 2002 in Germany.
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Ivan illich
Ivan Illich was an Austrian philosopher, Catholic priest, and writer who criticized modern institutions and technologies. He was born in 1926 in Vienna and studied in several European cities before becoming a priest and moving to the US. Illich later left the priesthood and moved to Mexico, where he established an intercultural research center. He wrote several influential books critiquing issues like education, medicine, and technology. Illich argued that institutions often end up serving purposes opposite of their original intentions and advocated for more convivial and decentralized systems. He died in 2002 in Germany.
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- Education was centered in monasteries and focused on religious and spiritual development based on Buddha's teachings.
- Students lived in monasteries from a young age and progressed from primary to higher education over 12 years.
- Teaching methods emphasized oral discussions, memorization, and questioning.
- Education included religious texts, languages, mathematics, medicine, arts, and vocational skills.
- Monasteries were organized democratically and served as international centers of learning.
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Concept of inclusive education, nature and it’s objectives
Inclusive education aims to educate children with disabilities alongside their non-disabled peers. It promotes equal opportunities and full participation for all students regardless of their abilities. The key principles are non-discrimination, equal opportunities, adapting to student needs, listening to student perspectives, and valuing diversity. The government of India has implemented several initiatives and reforms to promote inclusive education through policies, teacher training, curriculum adaptations, classroom accommodations, and programs to support students with special needs. The overall goal is to fulfill the constitutional right to education for all children.
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Ivan Illich criticized compulsory schooling on several grounds: (1) It perpetuates social inequalities by privileging children from wealthier families who have more opportunities to learn outside of school. (2) It monopolizes education and discourages other institutions from taking on educational roles. (3) Equal access to schooling has not created an equal society. Western education in Africa aimed to establish European control, transmit their values and priorities, and change African modes of production. The ideology of Christian National Education in South Africa emphasized racial segregation and molding children into the Afrikaner image.
Ivan illich
La teoría de la desescolarización de Iván Illich propone que la educación debería ser entregada a la sociedad y no a las instituciones escolares. Illich criticaba que la escuela vende el saber y genera un malestar social. Su ideal era que la educación se realice a través del acceso libre a las fuentes de conocimiento y la relación entre iguales entre quien enseña y quien aprende, sin títulos ni certificados.
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Gandhi's educational ideas
Mahatma Gandhi was a great socio-political reformer and champion of non-violence in India. He believed education should promote the holistic development of children's body, mind and spirit. His educational philosophy emphasized learning through productive crafts, self-supporting education, and using the mother tongue as the medium of instruction. Gandhi's Basic Education Scheme proposed free and compulsory education for all children from ages 7 to 14, with craft as the central focus of the curriculum.
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Buddhism had a significant impact on education in ancient India from 600 BC to 600 AD. Key aspects included:
- Education was centered in monasteries and focused on religious and spiritual development based on Buddha's teachings.
- Students lived in monasteries from a young age and progressed from primary to higher education over 12 years.
- Teaching methods emphasized oral discussions, memorization, and questioning.
- Education included religious texts, languages, mathematics, medicine, arts, and vocational skills.
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The Sargent Report of 1944 proposed a comprehensive scheme for educational reform in India with the aims of reorganizing the entire education system, expanding education access to all areas of the country, and improving teacher training. It suggested eight stages of reforms over 40 years with a total budget of Rs. 313 crores. Key recommendations included compulsory primary education, expansion of secondary and vocational education, improved teacher salaries and training, and special schools for disabled students. However, critics argued it was not tailored to India's conditions and did not adequately address issues like women's education and rural access.
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The Hartog Committee was appointed in 1929 by the Simon Commission to examine the state of education in India and provide recommendations. The Committee found that while literacy and school enrollment had increased, the quality of education needed improvement. It made several recommendations to address issues at the primary, secondary, and higher levels. For primary education, it recommended making education compulsory, improving teacher quality, and linking schools to community development. For higher education, it suggested establishing more university systems and improving resources like libraries. However, the public reacted negatively because the committee focused more on quality than expanding access to education.
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Ivan Illich
Iván Illich fue un filósofo y teólogo austriaco nacido en 1926 que criticó las instituciones escolares formales y propuso una "sociedad desescolarizada" donde la educación sería libre y no obligatoria. Fundó el Centro Intercultural de Documentación (CIDOC) en México, que atrajo a intelectuales de todo el mundo para debatir nuevos métodos de enseñanza y aprendizaje. Illich creía que la escuela formal conducía al fracaso y era demasiado cara e innecesaria.
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3. Debemos aceptar la incertidumbre en un mundo cambiante y enfrentarla mediante la reflexión crítica, la apertura al diálogo y la conciencia de los riesgos de la
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Non è facile immaginare una società in cui l'organizzazione industriale sia equilibrata e compensata da modi di produzione complementari, distinti e ad alto rendimento. Siamo talmente deformati dalle abitudini industriali che non osiamo più scrutare il campo del possibile, e l'idea di rinunciare alla produzione di massa di tutti gli articoli e servizi è per noi come un ritorno alle catene del passato o al mito del buon selvaggio. Ma se vogliamo ampliare il nostro angolo di visuale, adeguandolo alle dimensioni della realtà, dobbiamo ammettere che non esiste un unico modo di utilizzare le scoperte scientifiche, ma per lo meno due, tra loro antinomici.
C'è un uso della scoperta che conduce alla specializzazione dei compiti, alla istituzionalizzazione dei valori, alla centralizzazione del potere: l'uomo diviene l'accessorio della megamacchina, un ingranaggio della burocrazia. Ma c'è un secondo modo di mettere a frutto I invenzione, che accresce il potere e il sapere di ognuno, consentendo a ognuno di esercitare la propria creatività senza per questo negare lo stesso spazio d'iniziativa e di produttività agli altri.
Se vogliamo poter dire qualcosa sul mondo futuro, disegnare i contorni di una società a venire che non sia iperindustriale, dobbiamo riconoscere l'esistenza di scale e limiti naturali. L'equilibrio della vita si dispiega in varie dimensioni; fragile e complesso, non oltrepassa certi limiti. Esistono delle soglie che non si possono superare. La macchina non ha soppresso la schiavitù umana, ma le ha dato una diversa configurazione. Infatti, superato il limite, lo strumento da servitore diviene despota. Oltrepassata la soglia, la società diventa scuola, ospedale, prigione, e comincia la grande reclusione. Occorre individuare esattamente dove si trova, per ogni componente dell'equilibrio globale, questo limite critico. Sarà allora possibile articolare in modo nuovo la millenaria triade dell'uomo, dello strumento e della società. Chiamo società conviviale una società in cui lo strumento moderno sia utilizzabile dalla persona integrata con la collettività, e non riservato a un corpo di specialisti che lo tiene sotto il proprio controllo. Conviviale è la società in cui prevale la possibilità per ciascuno di usare lo strumento per realizzare le proprie intenzioni.
Fonte http://periferiesurbanes.org/wp-content/uploads/2010/08/La-Convivialit%C3%A0.pdf
SociologyExchange.co.uk Shared Resource
Functionalists view education as beneficial for society by unifying people, maintaining social order, teaching work skills, and allocating individuals to roles through meritocracy. However, Marxists argue that education serves to reproduce social inequality and class divisions by conditioning students to accept their place within the capitalist system through mechanisms like the hidden curriculum. The hidden curriculum teaches students values like conformity, obedience, and acceptance of hierarchy that prepare them for future working class roles. While schools claim to be meritocratic, Marxists believe they actually maintain the power of the capitalist class and ensure social reproduction by blaming working class students for their lack of success.
Illich com 410
The document appears to be an assignment for a COM 410 course titled "DeSchooling" taught by Professor Renee Hobbs. It likely contains information about the course such as the course number, title, and instructor. The brevity of the information provided in the document suggests that it is simply identifying basic metadata about the course rather than providing detailed content or objectives.
Ivan illich
Ivan Illich propuso la desescolarización de la sociedad, eliminando la escuela como institución obligatoria. Esto permitiría que cada persona elija libremente cómo, cuándo y con quién aprender, sin certificados ni títulos impuestos. Se acabaría así con el monopolio educativo de las instituciones y cada cual podría seguir su propio camino de aprendizaje.
Presetaciôn de ivan illich
Este documento describe la vida y obra del filósofo e intelectual Iván Illich. Nacido en 1926 en Viena, estudió teología y filosofía y se desempeñó como sacerdote católico. Fundó varias instituciones educativas en Puerto Rico y México para fomentar el diálogo intercultural. Sus críticas más conocidas fueron contra la escolarización obligatoria y la burocracia de la Iglesia y las instituciones educativas formales. Propuso una "sociedad desescolarizada" donde el aprend
FianalPoster OFFICAL
The document discusses educational inequality and racial disparities in post-apartheid South Africa. It notes that many children live in poverty and lack access to quality education. Without reform, this will prevent social and economic mobility while perpetuating income and racial inequality. The government is argued to not do enough to ensure equal access across racial groups. Three key policy issues are identified that influence the education system: optimal resources allocation, school structures, and accessibility. The author's next steps would be to research how programs addressing economic inequality could also help reduce racial disparities. The overall goal is to create more opportunities for children neglected due to financial and racial background factors.
I introduction
Apartheid was a system of racial segregation and discrimination legislated in South Africa from 1948 to 1994. It classified inhabitants into racial groups and segregated even residential areas. While apartheid officially ended in 1994 with democratic elections, its socioeconomic impacts like vast inequalities in education, health and infrastructure persisted. Nelson Mandela and Desmond Tutu were pivotal leaders in the anti-apartheid movement and transition to democracy. However, 20 years after apartheid, South Africa still grapples with issues like racial divisions, inequality, crime and unemployment.
Equal Education and the EE Law Centre – State funding of private schools in S...
On 22 November 2012, South Africa's Constitutional Court is scheduled to hear the case of Kwazulu-Natal Joint Liaison Committee v. The Member of the Executive Council, Department of Education, Kwazulu-Natal and Others, involving the extent to which Kwazulu-Natal is obliged to subsidise certain qualifying independent schools that apparently serve impoverished learners in the province. While South Africa's legal and policy frameworks provide for provinces to subsidise qualifying independent schools, this case reminds us of fundamental questions that need to be continually raised when state resources are being deployed for private, exclusive use. Is it good public policy to be encouraging the public funding of private schools? What is the trajectory of this approach? Where does this policy lead? Is it our view that the public schooling system cannot and will not be able to provide a quality education, and therefore some reliance upon so-called 'low-cost private schools' is necessary? What is the overall social impact, in the short, medium and long term of a policy to secure or increase state support for private education? To what extent will these public subsidies by necessity reduce available state support for public education? This input will interrogate the competing rights of South Africa's learners attending subsidised independent schools and nearby public schools. On the one hand, one must consider the rights of the learners who attend subsidised independent schools. These learners will inevitably be harmed if the State fails to follow through with its obligations to monitor, support and subsidise these schools. On the other hand, it is imperative to consider the rights and interests of the learners who attend public schools. Public funding of independent schools draws resources from a limited resource pool that would otherwise be fully allocated to public schools. These diverted resources go far beyond funding and include skilled parents who will no longer be available to sit on SGBs, reduction in the academic benefit for public school learners to attend classes with slightly more affluent learners, reduced emphasis on the public school's role as a place of social cohesion, and drain on the ability of public school learners to access qualified teachers who are already in high demand.
Ivan illich
Ivan Illich propuso la "desescolarización", criticando la escuela como institución y proponiendo una sociedad sin escuela formal. Según Illich, la escuela causa problemas sociales, económicos y personales. Propuso principios como reemplazar la producción institucionalizada por producción individual y limitar la producción y el consumo. Criticó que la escuela es cara y está destinada al fracaso, enseñando lo que los niños ya saben. Propuso que la educación se base en el acceso libre a recursos y la relación no jer
Lisadelpit
The document summarizes Lisa Delpit's article "The Silenced Dialogue" which discusses the lack of dialogue between liberal educational movements and non-white educators due cultural differences in approaches to education, and the need to explicitly teach students the "codes of power" to succeed within the existing power structures. Delpit argues there are differing perspectives between a skills-oriented approach valued by educators of color and a process-oriented approach preferred by white educators.
Copy of education final
This document discusses the history and current state of education in the United States. It notes that education was originally restricted to white males but has expanded to include more groups over time. However, inequalities remain as socioeconomic status and race/ethnicity continue to influence access to education and educational attainment. The document also examines theories like functionalism and conflict theory in analyzing education systems.
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Albert Einstein Essay
Here is a 493 word analysis of the prompt:
This 500 word prompt asks me to reflect on who I am. That is a big question that takes time to fully understand. I am still learning new things about myself every day as I grow and experience life. Here are some of the key aspects of who I am based on my experiences so far:
Family has always been very important to me. I come from a close-knit family where we support each other through both good and bad times. Spending quality time with my parents, siblings, grandparents and extended family has shaped me to value relationships and community. Family gatherings are some of my happiest memories and have taught me the importance of cherishing the people in my
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Henry Louis Gates Jr. is an influential African American scholar and public intellectual. He is the director of the Hutchins Center for African and African American Research at Harvard University. Gates has made significant contributions in the fields of literary criticism, film theory, and African American studies. He has authored several books and produced documentary films exploring African American history and culture.
Daniel Hale Williams
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Prisoners of the Pandemic: Social and Forensic Conequences of the Coronavirus
“Prisoners of the Pandemic:
Social and Forensic Consequences of the Coronavirus”
Abstract:
My title is a play on the word “prisoners” that forensic psychiatry deals with but, in fact, hearkens back to Plato's analogy of the cave with its prisoners in a situation of sensory deprivation. The confinement and social distancing strategies adopted almost universally across the planet to deal with the viral pandemic effectively imprisoned entire populations, leading to social isolation and sensory deprivation.
My talk will focus on the impacts of coronavirus syndemic on children and families and highlight the impacts of the isolating strategies of social distancing and confinement using the ACE (Adverse Childhood Experiences) Study as a model.
These strategies increase the risks for everyone but even more so for more dependent and vulnerable populations, especially children, creating what I call an "experimental child." The developmental impacts may be best understood through the new field of social neuroscience, an allied field of social psychiatry. The term for these wider consequences of the pandemic, triggering parallel social impacts beyond the viral disease, is syndemic which will be defined and described.
And among children, those who are already at risk are becoming even more vulnerable with consequences for normal development and social functioning and higher levels of anxiety, mental and relational disturbances with potential forensic consequences as well. The long-term consequences will require prospective longitudinal studies for decades to come, with a careful eye on all aspects of social and neurobiological functioning from school failure to higher delinquency and crime rates. This will require greater resources for following entire populations and targeting those at greater risk for prevention at every level - primary, secondary and tertiary.
Key words: Plato's cave, pandemic, syndemic, confinement, social distancing, sensory deprivation, social isolation, Social Determinant of Health (SDoH), Adverse Childhood Experiences (ACE) Study
References:
Di Nicola V. From Plato’s cave to the Covid-19 pandemic: Confinement, social distancing, and biopolitics. Global Mental Health & Psychiatry Review, 2021, 2(2): 8-9.
Di Nicola V, Daly N. Growing up in a pandemic: Biomedical and psychosocial impacts of the COVID-19 crisis on children and families. Special Theme Issue: COVID-19 Pandemic and Social Psychiatry. World Social Psychiatry, 2020, 2(2): 148-151.
Felitti VJ, Anda RF. The relationship of adverse childhood experiences to adult medical disease, psychiatric disorders and sexual behavior: implications for health care. In: Lanius RA, Vermetten E, Pain C, eds. The Impact of Early Trauma on Health and Disease: The Hidden Epidemic. Cambridge, UK: Cambridge University Press; 2010:77-87.
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How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Illich Presentation
- 1. “ A Twentieth Century Gadfly” The life and legacy of Ivan Illich By Jozsef Horvath 2008 USF
- 21. Thank You Q & A