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 21 筆
第 76 頁
... mutual access , a word less evocative of entrapment , less degraded by current usage and more suggestive of the fact that any such arrangement includes legal , organizational , and technical aspects . 76 DESCHOOLING SOCIETY.
... mutual access , a word less evocative of entrapment , less degraded by current usage and more suggestive of the fact that any such arrangement includes legal , organizational , and technical aspects . 76 DESCHOOLING SOCIETY.
第 81 頁
... fact , for some children such games are a special form of liberating education , since they heighten their awareness of the fact that formal systems are built on changeable axioms and that conceptual operations have a gamelike nature ...
... fact , for some children such games are a special form of liberating education , since they heighten their awareness of the fact that formal systems are built on changeable axioms and that conceptual operations have a gamelike nature ...
第 107 頁
... fact , and necessity . By stealing fire from the gods , Prometheus turned facts into problems , called necessity into question , and defied fate . Classical man framed a civilized context for human perspective . He was aware that he ...
... fact , and necessity . By stealing fire from the gods , Prometheus turned facts into problems , called necessity into question , and defied fate . Classical man framed a civilized context for human perspective . He was aware that he ...
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