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 12 筆
第 41 頁
... major issue in French schools only since their per capita expenditures have approached U.S. levels of 1950 - when reading difficulties became a major issue in U.S. schools . In fact , healthy students often redouble their resistance to ...
... major issue in French schools only since their per capita expenditures have approached U.S. levels of 1950 - when reading difficulties became a major issue in U.S. schools . In fact , healthy students often redouble their resistance to ...
第 51 頁
... progressive consumer - the economy's major resource - we cannot break the spell of this economy and shape a new one . 4 Institutional Spectrum Most utopian schemes and futuristic scenarios call RITUALIZATION OF PROGRESS 51.
... progressive consumer - the economy's major resource - we cannot break the spell of this economy and shape a new one . 4 Institutional Spectrum Most utopian schemes and futuristic scenarios call RITUALIZATION OF PROGRESS 51.
第 73 頁
... major categories of educational institutions which should appeal not only to many individuals but also to many existing interest groups . An Objection : Who Can Be Served by Bridges to Nowhere ? We are used to considering schools as a ...
... major categories of educational institutions which should appeal not only to many individuals but also to many existing interest groups . An Objection : Who Can Be Served by Bridges to Nowhere ? We are used to considering schools as a ...
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