Deschooling SocietyMarion Boyars, 2002 - 116 頁 Schools have failed our individual needs, supporting false and misleading notions of 'progress' and development fostered by the belief that ever-increasing production, consumption and profit are proper yardsticks for measuring the quality of human life. Our universities have become recruiting centers for the personnel of the consumer society, certifying citizens for service, while at the same time disposing of those judged unfit for the competitive rat race. In this bold and provocative book, Illich suggest some radical and exciting reforms for the education system. |
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第 1 到 3 筆結果,共 5 筆
第 26 頁
... childhood " developed only recently in Western Europe and more recently still in the Americas . * Childhood as distinct from infancy , adolescence , or youth was unknown to most historical periods . Some Christian centuries did not even ...
... childhood " developed only recently in Western Europe and more recently still in the Americas . * Childhood as distinct from infancy , adolescence , or youth was unknown to most historical periods . Some Christian centuries did not even ...
第 27 頁
... childhood " become feasible and come within the reach of the masses . The school system is a modern phenomenon , as is the childhood it produces . Since most people today live outside industrial cities , most people today do not ...
... childhood " become feasible and come within the reach of the masses . The school system is a modern phenomenon , as is the childhood it produces . Since most people today live outside industrial cities , most people today do not ...
第 28 頁
... childhood could we ever get them to submit to the authority of a schoolteacher . 2. Teachers and Pupils By definition , children are pupils . The demand for the milieu of childhood creates an unlimited market for accredited teachers ...
... childhood could we ever get them to submit to the authority of a schoolteacher . 2. Teachers and Pupils By definition , children are pupils . The demand for the milieu of childhood creates an unlimited market for accredited teachers ...
內容
Why We Must Disestablish School | 1 |
Phenomenology of School | 25 |
Ritualization of Progress | 34 |
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ability acquired American Aristotle become bureaucratic cars centers certificates child childhood Church CIDOC citizens classroom clients competence consumer consumption cost countries create creative critical Cuernavaca culture defined demand Dennis Sullivan depends deschooling of society DESCHOOLING SOCIETY disestablishment dropouts educa educational institutions educational vouchers Epimetheus equal expectations goals hidden curriculum highway hope increase individual initiative institutionalized instruction IVAN ILLICH Latin America learner learning liberal logic major manipulation match means meet ment modern myth nomic obligatory schooling opportunity packages Pandora Paulo Freire pedagogical peer-matching peers planned political poor produce profes professional propositional logic Puerto Rico pupils radical regressive taxation requires result rich ritual role school system schoolteacher scientific share skill exchange social spectrum structure style taught teachers teaching things Thomas Kuhn tion tional treatment