Month: January 2014

Greek One

Then, Why PAIDIA. Paidia, says us Jaeger in ‘ ‘ Introdu-o’ ‘ of its book, ‘ ‘ as other concepts of great amplitude (for example, of philosophy or the culture), it resists to leave itself to lock up in a formula abstrata’ ‘ , it is a Greek name to state a thing Greek, but, according to Jaeger, ‘ ‘ If it cannot prevent the job of modern expressions as civilization, culture, tradition, literature or education; none of them, however, really coincides with what the Greeks understood for paidia’ ‘. observes: ‘ ‘ Each one of those terms if limits to state aspect of that global concept e, to enclose the total field of the Greek concept, would have to only use them all of one vez’ ‘. Therefore it seemed us that Why PAIDIA? it is the ideal heading to call a work that if considers, exactly, to have as target all the fields of knowing enclosed by the global concept of paidia when placing the question to think the city. Being Paidia, therefore, the concept that puts in evidence the objective and subjective historical process, that is, material and spiritual of evolution of Greece? the development of the State, the society, literature, the religion, the culture, the philosophy, of Greek pedagogia and of the right? , one becomes evident and undisputed, say, that ‘ ‘ the essential knowledge of the formation Greek constitutes an indispensable bedding for all knowledge or educational intention bsico’ ‘ so that Auschewitz if does not repeat. We believe this! They become excessively evident and undisputed, however, that all this knowledge alone was possible to develop from the city Greek. With effect, one of the first clarifications that if impose is: what it is the city Greek? .

Integrated Education

It is obvious that it is necessary to achieve the participation and work that teachers do with students, will have to be spiritual beings and simple, humble in the sense that they are perceived in a relationship of equality and fraternity with others (Gallegos 2007: 29) is essential to note that to them to enable and operate all the changes in education and training referred to is therefore that before working with children is very important to work with teachers, strengthen and save the human hand love their jobs and their students. The center of an integrated education is the subject in this case the student and that meaningful learning is a process built by individuals, so the basis of education is a subject-subject, where learning is built this way, it becomes significant, deep, human, alive, relevant, as subjects not We only cognitive processes, we are also emotional beings, aesthetic, passionate, transcendent and spiritual. (Gallegos: 2003.29) And to achieve that holistic education where the development is achieved that will allow their conscience to take care of himself and the world to which it belongs, but above all, the most important thing is that they take to live a full life as a human being that involve the spiritual peace and happiness. This is necessary in schools as part of school curriculum training in spiritual values. Although it should be noted that the power to do this is not as simple as it involves a change of educational paradigm, which involves a real transformation in the educational system and policies that govern our government and private schools.