The Prussian model of state-sponsored compulsory education was created in 1716 to consolidate Prussian state power and control over its citizens. This model emphasized obedience, rote learning, and disempowering both students and teachers. It was designed to ensure total control and extinguish independent thinking. Horace Mann brought this model to the US in 1843, believing he could use its power for good, despite its oppressive nature. The Prussian model then became the foundation of the American public school system and was used for social engineering and controlling society by disempowering individuals.
Ricardo CALADO took part in a 3-day MYP Mathematics workshop in Brussels, Belgium from October 31 to November 2, 2014. The workshop was organized by the IB and led by experienced practitioners to deliver the MYP curriculum. Attendance at the workshop is worth 15 hours of instruction, as certified by the IB Director General on November 2, 2014.
El documento describe una propuesta educativa organizada en tres fases: inducción, desarrollo y aplicación. La primera fase involucra familiarizar a los estudiantes con el uso de la navegación web y herramientas como Bubbl.us, Mindomo y Mindmeister. La segunda fase explora el uso de estas herramientas para el aprendizaje de matemáticas. La tercera fase involucra la aplicación de lo aprendido.
1) Iran continues developing its nuclear program despite international pressure, raising concerns that it may be pursuing nuclear weapons rather than using nuclear technology for peaceful purposes.
2) The CIA director believes Iran wants to keep open the option of developing nuclear weapons. World leaders see Iran's nuclear program as a threat.
3) Iran is a major sponsor of terrorism, supporting groups like Hezbollah and Hamas, and the U.S. has designated Iran's Revolutionary Guard as a terrorist organization. Many countries are pressuring Iran through sanctions to stop its nuclear program and support of terrorism.
El documento presenta un resumen de la historia de los aviones, describiendo cómo desde la prehistoria los humanos admiraban a los pájaros y querían volar. Explica que Leonardo Da Vinci diseñó uno de los primeros prototipos de avión en el siglo XV y que los primeros vuelos controlados los realizaron personas como John J. Montgomery y los hermanos Wright. Además, detalla las principales partes de un avión como las alas, los spoilers, los tanques de combustible y los alerones, y describe brevemente los sistemas de
Operationalizing Security Intelligence [ InfoSec World 2014 ]Rafal Los
Security intelligence is only worthwhile if a relevant piece of information is obtained and analyzed in a timely manner and able to aide a rapid decision-making process to mitigate an imminent threat – this capability is part of the new school security approach of Detect, Respond, Resolve with greater efficiency and speed which all enterprises should be benefiting from.
Ricardo Calado has the necessary qualifications to be a mathematics teacher. During his supervised teaching practice, he showed a high level of scientific knowledge and effectively planned and presented lesson contents to facilitate student understanding. He was also dedicated to motivating a family engagement project and demonstrated excellent character in his relationships with colleagues, students, and the educational community. Given his professional teaching capabilities and supportive humane profile, the letter writer recommends Ricardo Calado for the position.
Lloyd’s List was the first to reveal that Iran’s tanker giant NITC had become the latest target and the first to analyse the potential market impact of international oil embargoes. Using exclusive Lloyd’s List Intelligence vessel tracking data to assess tanker owners’ exposure to the Strait of Hormuz and pierce the corporate veil of Iran’s key shipping companies, this webinar offered a fresh analysis of the sanctions situation and its impact on the shipping sector.
O documento descreve a experiência do autor trabalhando remotamente, incluindo adaptações iniciais como novas ferramentas e comunicação, a importância de criar um ambiente de trabalho separado em casa, e como confiança é construída através de comunicação clara sobre tarefas.
Ricardo CALADO took part in a 3-day MYP Mathematics workshop in Brussels, Belgium from October 31 to November 2, 2014. The workshop was organized by the IB and led by experienced practitioners to deliver the MYP curriculum. Attendance at the workshop is worth 15 hours of instruction, as certified by the IB Director General on November 2, 2014.
El documento describe una propuesta educativa organizada en tres fases: inducción, desarrollo y aplicación. La primera fase involucra familiarizar a los estudiantes con el uso de la navegación web y herramientas como Bubbl.us, Mindomo y Mindmeister. La segunda fase explora el uso de estas herramientas para el aprendizaje de matemáticas. La tercera fase involucra la aplicación de lo aprendido.
1) Iran continues developing its nuclear program despite international pressure, raising concerns that it may be pursuing nuclear weapons rather than using nuclear technology for peaceful purposes.
2) The CIA director believes Iran wants to keep open the option of developing nuclear weapons. World leaders see Iran's nuclear program as a threat.
3) Iran is a major sponsor of terrorism, supporting groups like Hezbollah and Hamas, and the U.S. has designated Iran's Revolutionary Guard as a terrorist organization. Many countries are pressuring Iran through sanctions to stop its nuclear program and support of terrorism.
El documento presenta un resumen de la historia de los aviones, describiendo cómo desde la prehistoria los humanos admiraban a los pájaros y querían volar. Explica que Leonardo Da Vinci diseñó uno de los primeros prototipos de avión en el siglo XV y que los primeros vuelos controlados los realizaron personas como John J. Montgomery y los hermanos Wright. Además, detalla las principales partes de un avión como las alas, los spoilers, los tanques de combustible y los alerones, y describe brevemente los sistemas de
Operationalizing Security Intelligence [ InfoSec World 2014 ]Rafal Los
Security intelligence is only worthwhile if a relevant piece of information is obtained and analyzed in a timely manner and able to aide a rapid decision-making process to mitigate an imminent threat – this capability is part of the new school security approach of Detect, Respond, Resolve with greater efficiency and speed which all enterprises should be benefiting from.
Ricardo Calado has the necessary qualifications to be a mathematics teacher. During his supervised teaching practice, he showed a high level of scientific knowledge and effectively planned and presented lesson contents to facilitate student understanding. He was also dedicated to motivating a family engagement project and demonstrated excellent character in his relationships with colleagues, students, and the educational community. Given his professional teaching capabilities and supportive humane profile, the letter writer recommends Ricardo Calado for the position.
Lloyd’s List was the first to reveal that Iran’s tanker giant NITC had become the latest target and the first to analyse the potential market impact of international oil embargoes. Using exclusive Lloyd’s List Intelligence vessel tracking data to assess tanker owners’ exposure to the Strait of Hormuz and pierce the corporate veil of Iran’s key shipping companies, this webinar offered a fresh analysis of the sanctions situation and its impact on the shipping sector.
O documento descreve a experiência do autor trabalhando remotamente, incluindo adaptações iniciais como novas ferramentas e comunicação, a importância de criar um ambiente de trabalho separado em casa, e como confiança é construída através de comunicação clara sobre tarefas.
The document discusses the origins and development of modern schooling systems. It notes that the first widespread compulsory schooling system was developed in 19th century Prussia following military defeats, with the goal of creating obedient workers and soldiers. This Prussian model was later influential in other countries like France and the U.S., where industrialists and philanthropists further shaped public education to support their interests. The document also describes alternative school models like Sudbury Valley Schools that take a less rigid, more student-directed approach.
The document traces the historical development of education and pedagogy from ancient times to modern times. It discusses how pedagogy emerged to systematize and theorize about education. Key developments included ancient Greek and Roman education systems, medieval universities established by the church, humanism during the Renaissance, and modern reforms introducing new teaching methods. Contemporary thinkers like Montessori, Dewey, Piaget, Vygotsky, and Freire further advanced constructivist and critical pedagogies.
The historical development of education and pedagogyYahairaAlexandra1
The document discusses the historical development of education and pedagogy. It describes how education began through informal transmission of knowledge from one generation to the next through storytelling and imitation. Formal education developed as cultures began extending their knowledge. It then discusses key developments in different regions, including ancient Greece, China, and Western countries which were influenced by Jewish and Christian traditions. The document also outlines the development of pedagogy as both an art and emerging science, and describes different pedagogical approaches such as behaviorism, constructivism, and liberationism.
Carl Rogers was an influential American psychologist who founded the humanistic approach to psychology. He developed client-centered therapy which took a non-directive, person-centered approach. Abraham Maslow was an American psychologist known for his hierarchy of needs theory which proposes that people are motivated to fulfill basic physiological needs before moving on to higher psychological needs. John Dewey was an American philosopher and educational reformer who argued that education should be a social and interactive process that allows students to experience and interact with curriculum. Friedrich Fröbel established the concept of kindergarten, recognizing that children have unique needs and capabilities.
Scott holds that a remarkable correspondence exists between the procedure established by those institutions and the methods of the present day. They had their collegiate courses, their prizes for proficiency in scholarship, their oratorical and poetical contests, their commencements and their degrees. In the department of medicine, a severe and prolonged examination, conducted by the most eminent physicians of the capital, was exacted of all candidates desirous of practicing their profession, and such as were unable to stand the test were formally pronounced incompetent.citation needed.
Chronology of education-dennis_laurence_cuddy_ph_d-1994-143pgs-eduRareBooksnRecords
This document provides a chronology of education from 1750 to 2000 with relevant quotations. It begins by discussing the philosophies of Jean-Jacques Rousseau and others in the 18th century who promoted child-centered, non-sectarian education. It then outlines the development of public education in the United States led by figures like Horace Mann and John Dewey, noting their rejection of religious principles in schooling. The chronology traces how "progressive" philosophies spread through the education system over the 1900s, increasingly shifting the focus away from academics to affective domains and promoting values like global citizenship.
The document discusses several philosophical movements in education throughout history:
- The Renaissance period saw a revival of learning through events like the printing press and Columbus' discovery of America. Humanism emerged as a philosophy emphasizing individual potential and liberation from oppressive institutions.
- The Reformation began as a protest against the Roman Catholic Church, led by Martin Luther who posted his 95 theses in 1517.
- Various philosophers contributed new ideas about education, including Montaigne emphasizing field trips, Comenius advocating visual aids, Bacon suggesting inductive learning, and Dewey postulating "learning by doing."
- Rousseau influenced naturalism with the idea that education should follow a child's nature, while
This document provides an overview of the history of education from early civilizations to the colonial period in America. It discusses how education developed in places like ancient Greece, Rome, and various Eastern societies. It then covers key developments and thinkers that influenced education during the Middle Ages, Renaissance, Reformation period, and early modern period. The document also describes the different approaches to education that emerged across the American colonies and the evolution of common schools and other institutions in the colonial and early United States period.
Throughout history, philosophers and educators have proposed various pedagogical approaches and theories of education. Socrates employed the Socratic method of questioning to facilitate independent thinking. Plato believed education fulfilled the soul. More recently, Montessori believed children teach themselves through interaction with their environment, while Freire advocated for dialogue and praxis to transform systems of oppression.
The Farming Kindergarten in Vietnam is designed to counter issues from rapid urbanization like lack of green spaces and relationship with nature. It features a continuous green roof that serves as an extensive playground and space for children to learn agriculture. The narrow building maximizes cross ventilation and natural light. Sustainable features like the green roof, facade, and water recycling systems provide children an education in sustainability while allowing the kindergarten to operate without air conditioning despite the tropical climate, saving on energy and water costs. The low-cost, resource-efficient design makes education accessible to low-income factory workers' children.
1) The document provides a comprehensive overview of the historical foundations of education from ancient philosophers like Socrates and Plato through the development of educational systems in colonial America.
2) Education evolved significantly over time, from being primarily religious and focused on salvation during colonial times to incorporating more practical subjects after the Revolutionary War.
3) Major developments included the founding of early universities in Europe, the establishment of common schools and taxation to support education in the New England colonies, and a decline in church control over schools in the late 18th century.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
1) The document provides a comprehensive overview of the historical foundations of education from ancient philosophers like Socrates and Plato through the development of educational systems in colonial America.
2) Education evolved significantly over time, from being limited to elite males studying classical texts, to the establishment of basic schooling requirements in the American colonies in the 1600s.
3) Educational approaches differed across regions, with the New England colonies emphasizing religious instruction, the southern colonies relying more on private tutoring, and the middle colonies featuring diverse religious schools.
Nadine & Venis Postcolonialism Presentationsykeshea
The document discusses several topics related to postcolonialism and education. It begins by discussing how Kanu uses the metaphor of "Curriculum as cultural practice" to examine curriculum in a colonial context and imagine it in a postcolonial context. It then discusses how curriculum in colonial contexts aimed to promote the dominant culture and values. The document also discusses postcolonial ideas of hybridity and the "third space," and examines examples of hybrid cultures in music and other areas. It analyzes several sources that discuss issues like the limitations and ongoing impacts of colonialism, and how education can both be complicit in colonialism but also help resist its influences. It provides case studies comparing reconciliation efforts in South Africa and Australia in their post
Max Weber described ideal types as analytical constructs formed by accentuating certain viewpoints. Weber also noted historians must decide between more precise but less realistic concepts, or less precise concepts more closely aligned with empirical reality.
The concept of "feudalism" has dominated study of the medieval period since the 19th century, but it is an artificial construct that oversimplifies history. Definitions of feudalism vary over time and place, discouraging consideration of data that does not fit predefined models. While concepts help structure understanding, feudalism imposes anachronistic standards that mislead rather than illuminate medieval social and political life.
Alternative approaches examine specific times and places to understand relationships as they
This document provides an overview of the historical foundations of education around the world. It discusses early education in Eastern civilizations like India, China, and Egypt. It then covers the development of education in ancient Greece and Rome, the influence of the Catholic Church during the Middle Ages, and reforms during the Renaissance and Reformation eras. The document also summarizes the emergence of common schooling in Europe and education in the American colonies, including the development of primary, secondary, and higher education systems.
The document summarizes the history of education in China. It describes how the education system evolved from nobles establishing schools for their offspring, to the civil service examination system being introduced in the Tang dynasty to recruit officials based on merit rather than birth. It then outlines the key periods of education throughout Chinese dynasties, including the influence of Confucianism, the civil service examination system, and the Five Classics and Four Books that formed the basis of study. The examination system drove a focus on rote learning and conformity but also allowed social mobility based on merit. The education system influenced Chinese society and government until the early 20th century.
Karl Marx was a German philosopher who developed the socio-political theory of Marxism. He was educated in Germany and studied Hegelian philosophy. Marx was influenced by thinkers like Feuerbach, Hess, and Saint-Simon, and formulated his own dialectical materialism. He believed that class struggle and conflict between the proletariat and bourgeoisie would lead to social change and revolution. Marx spent many years in Paris and London writing about communism and capitalism. He predicted that the working class would revolt against the exploiting capitalist class to control the means of production. Marx's theories focused on social and economic forces rather than education, but they had implications for establishing schools to educate the proletariat and implement socialist policies.
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The document discusses the origins and development of modern schooling systems. It notes that the first widespread compulsory schooling system was developed in 19th century Prussia following military defeats, with the goal of creating obedient workers and soldiers. This Prussian model was later influential in other countries like France and the U.S., where industrialists and philanthropists further shaped public education to support their interests. The document also describes alternative school models like Sudbury Valley Schools that take a less rigid, more student-directed approach.
The document traces the historical development of education and pedagogy from ancient times to modern times. It discusses how pedagogy emerged to systematize and theorize about education. Key developments included ancient Greek and Roman education systems, medieval universities established by the church, humanism during the Renaissance, and modern reforms introducing new teaching methods. Contemporary thinkers like Montessori, Dewey, Piaget, Vygotsky, and Freire further advanced constructivist and critical pedagogies.
The historical development of education and pedagogyYahairaAlexandra1
The document discusses the historical development of education and pedagogy. It describes how education began through informal transmission of knowledge from one generation to the next through storytelling and imitation. Formal education developed as cultures began extending their knowledge. It then discusses key developments in different regions, including ancient Greece, China, and Western countries which were influenced by Jewish and Christian traditions. The document also outlines the development of pedagogy as both an art and emerging science, and describes different pedagogical approaches such as behaviorism, constructivism, and liberationism.
Carl Rogers was an influential American psychologist who founded the humanistic approach to psychology. He developed client-centered therapy which took a non-directive, person-centered approach. Abraham Maslow was an American psychologist known for his hierarchy of needs theory which proposes that people are motivated to fulfill basic physiological needs before moving on to higher psychological needs. John Dewey was an American philosopher and educational reformer who argued that education should be a social and interactive process that allows students to experience and interact with curriculum. Friedrich Fröbel established the concept of kindergarten, recognizing that children have unique needs and capabilities.
Scott holds that a remarkable correspondence exists between the procedure established by those institutions and the methods of the present day. They had their collegiate courses, their prizes for proficiency in scholarship, their oratorical and poetical contests, their commencements and their degrees. In the department of medicine, a severe and prolonged examination, conducted by the most eminent physicians of the capital, was exacted of all candidates desirous of practicing their profession, and such as were unable to stand the test were formally pronounced incompetent.citation needed.
Chronology of education-dennis_laurence_cuddy_ph_d-1994-143pgs-eduRareBooksnRecords
This document provides a chronology of education from 1750 to 2000 with relevant quotations. It begins by discussing the philosophies of Jean-Jacques Rousseau and others in the 18th century who promoted child-centered, non-sectarian education. It then outlines the development of public education in the United States led by figures like Horace Mann and John Dewey, noting their rejection of religious principles in schooling. The chronology traces how "progressive" philosophies spread through the education system over the 1900s, increasingly shifting the focus away from academics to affective domains and promoting values like global citizenship.
The document discusses several philosophical movements in education throughout history:
- The Renaissance period saw a revival of learning through events like the printing press and Columbus' discovery of America. Humanism emerged as a philosophy emphasizing individual potential and liberation from oppressive institutions.
- The Reformation began as a protest against the Roman Catholic Church, led by Martin Luther who posted his 95 theses in 1517.
- Various philosophers contributed new ideas about education, including Montaigne emphasizing field trips, Comenius advocating visual aids, Bacon suggesting inductive learning, and Dewey postulating "learning by doing."
- Rousseau influenced naturalism with the idea that education should follow a child's nature, while
This document provides an overview of the history of education from early civilizations to the colonial period in America. It discusses how education developed in places like ancient Greece, Rome, and various Eastern societies. It then covers key developments and thinkers that influenced education during the Middle Ages, Renaissance, Reformation period, and early modern period. The document also describes the different approaches to education that emerged across the American colonies and the evolution of common schools and other institutions in the colonial and early United States period.
Throughout history, philosophers and educators have proposed various pedagogical approaches and theories of education. Socrates employed the Socratic method of questioning to facilitate independent thinking. Plato believed education fulfilled the soul. More recently, Montessori believed children teach themselves through interaction with their environment, while Freire advocated for dialogue and praxis to transform systems of oppression.
The Farming Kindergarten in Vietnam is designed to counter issues from rapid urbanization like lack of green spaces and relationship with nature. It features a continuous green roof that serves as an extensive playground and space for children to learn agriculture. The narrow building maximizes cross ventilation and natural light. Sustainable features like the green roof, facade, and water recycling systems provide children an education in sustainability while allowing the kindergarten to operate without air conditioning despite the tropical climate, saving on energy and water costs. The low-cost, resource-efficient design makes education accessible to low-income factory workers' children.
1) The document provides a comprehensive overview of the historical foundations of education from ancient philosophers like Socrates and Plato through the development of educational systems in colonial America.
2) Education evolved significantly over time, from being primarily religious and focused on salvation during colonial times to incorporating more practical subjects after the Revolutionary War.
3) Major developments included the founding of early universities in Europe, the establishment of common schools and taxation to support education in the New England colonies, and a decline in church control over schools in the late 18th century.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
1) The document provides a comprehensive overview of the historical foundations of education from ancient philosophers like Socrates and Plato through the development of educational systems in colonial America.
2) Education evolved significantly over time, from being limited to elite males studying classical texts, to the establishment of basic schooling requirements in the American colonies in the 1600s.
3) Educational approaches differed across regions, with the New England colonies emphasizing religious instruction, the southern colonies relying more on private tutoring, and the middle colonies featuring diverse religious schools.
Nadine & Venis Postcolonialism Presentationsykeshea
The document discusses several topics related to postcolonialism and education. It begins by discussing how Kanu uses the metaphor of "Curriculum as cultural practice" to examine curriculum in a colonial context and imagine it in a postcolonial context. It then discusses how curriculum in colonial contexts aimed to promote the dominant culture and values. The document also discusses postcolonial ideas of hybridity and the "third space," and examines examples of hybrid cultures in music and other areas. It analyzes several sources that discuss issues like the limitations and ongoing impacts of colonialism, and how education can both be complicit in colonialism but also help resist its influences. It provides case studies comparing reconciliation efforts in South Africa and Australia in their post
Max Weber described ideal types as analytical constructs formed by accentuating certain viewpoints. Weber also noted historians must decide between more precise but less realistic concepts, or less precise concepts more closely aligned with empirical reality.
The concept of "feudalism" has dominated study of the medieval period since the 19th century, but it is an artificial construct that oversimplifies history. Definitions of feudalism vary over time and place, discouraging consideration of data that does not fit predefined models. While concepts help structure understanding, feudalism imposes anachronistic standards that mislead rather than illuminate medieval social and political life.
Alternative approaches examine specific times and places to understand relationships as they
This document provides an overview of the historical foundations of education around the world. It discusses early education in Eastern civilizations like India, China, and Egypt. It then covers the development of education in ancient Greece and Rome, the influence of the Catholic Church during the Middle Ages, and reforms during the Renaissance and Reformation eras. The document also summarizes the emergence of common schooling in Europe and education in the American colonies, including the development of primary, secondary, and higher education systems.
The document summarizes the history of education in China. It describes how the education system evolved from nobles establishing schools for their offspring, to the civil service examination system being introduced in the Tang dynasty to recruit officials based on merit rather than birth. It then outlines the key periods of education throughout Chinese dynasties, including the influence of Confucianism, the civil service examination system, and the Five Classics and Four Books that formed the basis of study. The examination system drove a focus on rote learning and conformity but also allowed social mobility based on merit. The education system influenced Chinese society and government until the early 20th century.
Karl Marx was a German philosopher who developed the socio-political theory of Marxism. He was educated in Germany and studied Hegelian philosophy. Marx was influenced by thinkers like Feuerbach, Hess, and Saint-Simon, and formulated his own dialectical materialism. He believed that class struggle and conflict between the proletariat and bourgeoisie would lead to social change and revolution. Marx spent many years in Paris and London writing about communism and capitalism. He predicted that the working class would revolt against the exploiting capitalist class to control the means of production. Marx's theories focused on social and economic forces rather than education, but they had implications for establishing schools to educate the proletariat and implement socialist policies.
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