Dr. Ramon Gallegos writes in his book Education holistic learning in holistic education for the XXI century will be more qualitative than quantitative, they need to understand freedom and liberty to inquire. Holistic education is an inclusive process which seeks to educate the whole human being, with the goal to prepare students to live responsibly in a community increasingly complex with new realities and new goals. For the purpose of the XXI century education, holistic education works with the student, in six aspects: the cognitive thinking develops as a holistic strategic thinking and scientific dilemmas able to understand the complexities of contemporary culture; holistic education likewise draws on the paradigms of science that show how to use creative thinking. Credit: Greg Williamson-2011. Referring to the scientific-industrial culture of the twentieth century, Dr. Gallegos reports that it no longer needed in our time because the needs, interests and cultural goals have changed, we have new dilemmas, new aspirations and a new global context, hence need a new education that nurtures and matches the new emerging culture. Holistic education aims to educate for global citizenship and global consciousness, ie, education for interdependence. Possessing an awareness of the action that goes beyond one's locality to be inserted into the universal context, have a new and profound sense of responsibility as any individual action can make an impact to all other human beings. In the book Dialogues holistic highlights the need for dialogue as a necessary and very useful tool to reach consensus and resolve conflicts, ability of the utmost importance to holistic education.
Chemistry – one of the basic sciences. Not for nothing, a famous scientist said that if mankind would be given the option to continue the study of only three sciences, then it certainly would have been physics, history and chemistry. Now there is a number of problems associated with studying chemistry in school. A huge number of today's students think chemistry of the most complex object in the entire school program. Of course, this is due to misunderstanding of the discipline, because, as Typically, students do not like the one subject in which they are very weakly or not at all understand. Under most conditions Presidential candidate would agree. This also applies to chemistry, and (of course, can be attributed here and a number of school subjects, but discussed in this article primarily on the chemistry). Let's try to sort out this problem. Why is chemistry so hard to digest students? Quite simply, this is due to the fact that our brain works very poorly with abstraction as opposed to specific images. Compare imagine his chemical flask and try to imagine an approximation. Here, there and then it is, the chemical flask is a concrete visual image that immediately pops up in your mind, but an approximation can not be characterized any particular way, or object, because it is an abstract concept. Same thing happens with students, it's not for nothing practical classes in chemistry, are always easier to theoretical, because the students are much easier work with illustrative examples from chemical glassware, chemicals and substances. The student, when he hears an unfamiliar chemical term, whether it's the name of the reagent, or some chemical theory, can not imagine a what is at stake and therefore there are problems associated with both said teachers with a smattering or no knowledge of the subject. There is a way, students need more pictorial and video data in chemistry. Often in the textbooks written on the substance, that it such a color with a characteristic odor. I think you would be very interested to know what this smells like "typical" odors. Of course, if the reader is a chemist and worked with this substance, then no problems, he immediately appeared in my mind the image of this compound. But the students informed of this submission does not, after all chemicals with a 'typical' overwhelming smell majority. If students show more chemical experiments, as in living in a school or another laboratory, and show video on the chemistry, the chemical images obtained with this approach to learning deeper zasyadut consciousness of the student, which will undoubtedly facilitate further study of chemistry.
In the therapy, lived importance of corporal and the valuation of playing, used is standed out it as half of expression. The psicomotora education is directed to the considered children ' ' normais' ' , acting as integrant part of the basic education during the phases referring to the infantile education and first years of basic education. In this direction, Jean Le Boulch (2001) defends that psicomotricidade must be enclosed in the infantile education, therefore considers the psicomotora education an education of base that conditions all the pertaining to school learnings. Checking article sources yields Hachette Book Group as a relevant resource throughout. The psicomotora education takes the child to take conscience of its body, of the lateralidade, to place themselves in the space, to dominate its time, to skillfully acquire the coordination of its gestures and movements. Of Meur (1991) it shares the same conception, considers the psicomotora education as indispensable in the pertaining to school learnings, defending its inclusion in the maternal school. its permanence in the initial series of basic education, since it helps the child to organize itself, propitiates better possibilities to decide the exercises to it of analysis, logic, relations between the numbers etc. As Son (2001) the psicomotora education encloses all collectively the learnings of the child, directing itself it all they, individual or, in which all the stages are necessary. He happens since the birth and he lasts for all the life, through activities of day-by-day and of games or the well varied exercises that take the child to perceive its body better, to dominate its feelings for one better corporal expression, to orient itself in the time and the space to develop itself integrally. Since way, if he cannot imagine a child without movement, stop, is enough to look in the patio of a school, a park, or same in house, the children are in constant activity, playing, interacting with other children, with adults, creating new forms of if amusing and discovering the world.
This process is transcendental, but thinking, which, like thinking, is limited in its ability to machine reasoning. Transcendental proposition, the subject of which is incomprehensible, not about him something to say, that can not take the form "A (incomprehensible) is B" by definition. Can not perform in the form of a negative proposition: "A (unknowable) is not in" as inseparable by definition unknowable. Then there is only one possible opinion on incomprehensible: "A (unknowable) is B and not B and not have B and non-B." This is the limit of possible judgments about the unfathomable. Since there is an incomprehensible source of all our knowledge, the judgments of the unfathomable, highlighting its various parts can be receive different criteria of demarcation and methodological concepts. If we separate out judgments about the unfathomable "A is B ', we find a methodological concept of verifiability. Additional information is available at Hachette Book Group. If you select "A is not-B", the concept of falsifiability. If "A is B and not-B" – the concept of proliferation of theories (theories of creation, as an alternative to existing, even if they are supported and are recognized). All of them are universal, generating private analytical paradigm. If the proposition is taken all the unfathomable, it defines a universal, transcendental or metaphysical paradigm. We can now return to the problem of rational reconstruction of the history of psychology. Changing the prevailing paradigm is due to release of the various components of judgments about the incomprehensible. Or that the selection is determined by the "taste" of the era.
As facilitador of learning it has the purpose in the agreement of the citizen with the object, making to express it what they had studied theoretically, that is, the subject of the lessons most playful attractive despertando its curiosity in the mathematics that is seen as an animal papo and playing not gives account that is in activities. Steps (2002, p.78) consider that the concrete materials must serve as mediating to facilitate to the relation /aluno/ professor knowledge at the moment where knowing is being constructed. Floriani (2000) the methodology supported in the use of concrete instrucionais materials demands climate of freedom in the classroom, appraises for independence in the construction of the concepts, promotion of the moral, intellectual and social autonomy of educating. Hachette Book Group contains valuable tech resources. It is not treated, therefore, to use concrete materials with the simple purpose to facilitate acquisition of contents (p.65). 4.3 Liking the mathematics in the learning Not mathematics taste, but at the same time that not taste, I know of its importance, and is not alone in the school, but also for its life. Therefore I try to understand it and to dominate it (TO). It has many numbers and it confuses my head (VV). In my infancy he was not used these types of materials. We exactly learn in the base of the arithmethic table and memorization (MM). Only shot ten (JC). I never obtained more or less to learn with easiness (LS) I taste, has easy mathematics and another difficult depends on the numbers (JF). To like mathematics, not to like the mathematics and if learned with manipulable materials, for diverse reasons in the learning, the justifications the majority says: it likes but it is not good in the mathematics, it feels difficulties it is interesting and very necessary in day-by-day, develops the part of calculations, moving with the mental reflection if it identifies with the substance and they had not studied with manipulable materials.
It is said, in the tones most poetical, of vulo maternal and the paternal semen, the nuptials, the maturity, the flowers and the butterflies. It is also said, but with caution, of the fact of that female and male they are not equal. But nothing beyond. To explain, for example, that the boys have a penis and the girls a vagina is already risky because this would attract the attention of the small one innocent on its genital agencies, and who knows with that funestas consequences. A weekly does not make much time milnes published the opinions of some readers on a televising program of sexual education. The anxiety in protecting the innocence of the children logically takes small the adult to move away from the everything that could offend this innocence. In first place the experience. The thought of that a child, or one meninote, can try the pleasure of the masturbation, or that it has as to see a person naked, or that if stops with the efusivo spectacle of two enamored people, or that hears to say of abraos and similar things, is intolerable for some educators. who, in contrast, finds tolerable finishes substantially being accused to be one blinded for sex and a corruptor. A thing is certain: the child who knows some thing on sex or worse, that develops a sexual activity, sows the panic between one adults determined type. Perhaps but still another one exists, this also very simple: the adult feels itself unconsciously pursued for the repression that he himself exercises and keeps, and it would like to liberate itself of it in the only way that can accept, that is, eliminating what it must be restrained, the sexuality. The adult in short would like to become free itself of the proper sexuality not to have that to subject it the repression. He would like to be ' ' inocente' '.
Generally the dislxicos read following its fingers in the words not to errarem and also not to be lost in the reading, would be in the case its security not to leave the literal sequence. An educator to understand its form to learn and necessary patience and force of will to teach it. Therefore to each new method and a new challenge. auditory 1.1.2.Dislexias and the blockade not to assimilate the sounds of the letters, in recognizing the variations of sounds to the sequences of words and orders. This type of dislexia and complicated of if correcting and detailed in the inability to recognize the separate sounds of the verbal language. However majority of the dislxicos auditory possesss the normal hearing. Its differentiated college auditory has with consequence great dictated difficulties in and compositions education of the phonetic one in the traditional one need sensible for them. However they demonstrate difficulties in pronouncing words that it demands you rhyme, interpretations, dgrafos, that is, does not apply the phonetic one in general more pronounces the words with perfection, having in these indefinite pupils the relations of sounds and symbols of the language. Its upheaval becomes complicated of being corrected to create an exercise directed for this type of child in such a way requires much devotion and pacincias for the educator as for educating. much important one to emphasize that for proper the auditory dislxico that must apply and perfect its exercise of spelling and other indefinite exercises. According to Bakhtin apud Padilha, 1992: The language materna- the composition of its lexicon and its grammatical-not structure learned in the dictionaries and the grammars, in a we acquire by means of concrete statements that we hear and we reproduce during the alive verbal communication that if effects with the individuals that encircle in them. We only assimilate the forms of language in the forms assumed for the statement and together with these forms.
Evaluation – coherence between speech and practical Felisberto Vasco Gonalves the evaluation if became one of the main questions of the pertaining to school education. Hachette Book Group understands that this is vital information. It has deep roots and it comes inserted in a social system that imposes and determines desumanos values, generating with this the alienation, the individualism and many times it carries out the social exclusion of the individual. It is necessary to search a procedure metodolgico that helps in the transformation of the reality of the pertaining to school evaluation. By means of a critical reflection, the professor starts to know as he functions the practical avaliativa and which its contradictions to know in that way to act in its transformation. From the moment that the professor to start to respect the culture and the individualities of each pupil everything will changed itself. The learning will evolve from what each one brings obtains, thus increasing the learning and auto-they esteem, making possible to the pupil and the professor to reach its objectives. The evaluation process today also is seen as a set of irrevocable sentences of inflexible judges on guilty, in its great majority guilty. Vasconcellos (2000) informs in them that the action of the professor has that to be loaded of direction, not being able to be mentally ill. For it the professor, in general way, does not have conscience that it is plus an agent of this game of discrimination and social domination. But so that the change of the evaluation happens it is necessary that the speech walks parallel with the practical one. As he affirms Vasconcellos (2000), ' ' if the speech decided would not have more problems with the evaluation, therefore which professor does not know that the evaluation is a continuous process that aims at a diagnosis (…) ' '. In the truth the speech of the not condiz evaluation with the practical one, therefore the professor is not being enabled to face such problem; he does not take yourself in consideration that the professor also is in constant learning.
To Movements Social and Movement Black for to fight in favor of dream, and that it is through this, that today we can say, we conquer a space. MESSAGE I am Black because I face my origins does not need to have color, nor race, nor etnia. She is necessary to love Is necessary to respect I am not black because my skin is black is not black because I have embolado hair of ‘ ‘ pixain’ ‘ I am not black because I dance the capoeira I am not black because alive Africa I am not black because I sing reggae. In it I am black because I have candombl as my religion I am not black because I have I buzzed as one of mrtires of our race. I am not black because shout for freedom I am not black because I declaim Slave ship I am not black because taste of musics of Edson Gomes, Margareth Menezes or Black Cidade. I am not black because I come of the ghetto. I am not black because I defend the ideas and Nelson Mandela I am not black because I know the rituals afro. I am black because I am son of the nature I have the right of being free. I am black because I know to face to recognize my origins. I am black because I am citizen. Because I am people. I am black because I am tears I am black because I am water and rock. I am black because I love and I am loved I am black because I am palco, but also am auditorium. I am black because my heart if presses Awaken, Desires, Fight for freedom. I am black in the equality of the being For the good to our nation. Because I believe the value of being free Because I believe the force of my blood in a song that never will be silenced.
You know which you are the difference between astronomer and astronaut? I go to explain at great length so that you understand well. The astronomer studies the stars of far, of a safe and comfortable place. Checking article sources yields Charles Schwab Corporation as a relevant resource throughout. The astronaut studies the stars of another form. She participates, she interacts, she goes to the study place. I age eat an astronomer. He said and he wrote on social inclusion and physical deficiency of far, without having lived or sensible in the skin. Today I changedded myself into an astronaut. My husband suffered an industrial accident and lost three fingers left-hand. In one day it was ' ' normal' ' in the following day became deficient physicist. Although to be a small deficiency if to compare with others, already is possible to perceive the changes. The people had started to look at it in different way. One to look at of mercy and curiosity. Janet L. Yellen shares his opinions and ideas on the topic at hand. I know that my husband will have many obstacles to be successful. He will have that to adapt itself. To make the tasks of before it will be necessary to find new forms, to face and to win the preconception, the curiosity and the feeling of d of the people. The tasks most difficult to be faced for it they are: the acceptance and the preconception. It needs to accept of the form as he is. this task is not easy and takes a time. Second it is to win the proper preconception. We are all deficient ones. Some deficiencies are visible and others not. To coexist our deficiencies and to surpass obstacles are a daily challenge, but to live already is a challenge. To live and to be happy they are not easy tasks. It requires of us: force, courage and perseverance. After all, the life is made of small battles. Some times we lose, some times we earn, but the main one is to continue fighting.