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 13 筆
第 31 頁
... clients to decide , to develop their per- sonalities , and to learn . Yet common sense tells the client that such professionals should abstain from imposing their opinion of what is right or wrong , or from forcing anyone to follow ...
... clients to decide , to develop their per- sonalities , and to learn . Yet common sense tells the client that such professionals should abstain from imposing their opinion of what is right or wrong , or from forcing anyone to follow ...
第 54 頁
... clients . Like the military , they tend to develop effects contrary to their aims as the scope of their operations increases . These social insti- tutions are equally counterproductive , but less obviously so . Many assume a therapeutic ...
... clients . Like the military , they tend to develop effects contrary to their aims as the scope of their operations increases . These social insti- tutions are equally counterproductive , but less obviously so . Many assume a therapeutic ...
第 96 頁
... client to consult with other experienced clients of a professional about their satisfaction with him by means of an- other peer network easily set up by computer , or by a number of other means . Such networks could be seen as public ...
... client to consult with other experienced clients of a professional about their satisfaction with him by means of an- other peer network easily set up by computer , or by a number of other means . Such networks could be seen as public ...
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