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 48 頁
... kind of enterprise , succeeding the guild , the factory , and the corporation . The multinational corporations which have dominated the econ- omy are now being complemented , and may one day be replaced , by supernationally planned ...
... kind of enterprise , succeeding the guild , the factory , and the corporation . The multinational corporations which have dominated the econ- omy are now being complemented , and may one day be replaced , by supernationally planned ...
第 66 頁
... kind of thinking . It appears , therefore , that the attempt to produce specified behavioral changes which can be measured and for which the processor can be held accountable is just one side of a coin , whose other side is the ...
... kind of thinking . It appears , therefore , that the attempt to produce specified behavioral changes which can be measured and for which the processor can be held accountable is just one side of a coin , whose other side is the ...
第 87 頁
... kind of channel from that of things . A thing is available at the bidding of the user - or could be - whereas a person formally becomes a skill resource only when he consents to do so , and he can also restrict time , place , and method ...
... kind of channel from that of things . A thing is available at the bidding of the user - or could be - whereas a person formally becomes a skill resource only when he consents to do so , and he can also restrict time , place , and method ...
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