Word An Invitation To A Farewell Party

PPP

That is: P Lanning SICO P (or P Sycho) P edagogico.
or (ii): What we do in this month's entrant in detail.


As you can see everything good that is already structured, only lacks your presence.

Some little thing, on the fly:

• Who's there and who is not be prepared: Each lesson will explain and assign the work to be done for individual study;
• The i want mean the opportunity to be interviewed within the time and night time. So get ready, and if you know you should be questioned, make yourself ready;
• Not only students live blog of the Nobel Prize but also the textbooks that I have recommended to buy / copy earlier this year: the details of this planning should know that:
  • Pedagogy: Volume III, Part I, Chapter I, Sections 1,2,4,9,11 Cards + 5 -> 9 on positivism (with photocopies do in case), while for activism: Part I, Chapter III (all) + Cards (all);
  • Psychology: sull'anziano Photocopies (from textbook) and, in addition, give copies to the presence in adult age.
• I recommend its presence: this is also planning to benefit for your shifts at work, so if you have to manage them;
• The day will be Friday, May 2 (evening) devoted to work on PCs for creating concept maps using the software that I have often recommended. Who can you also bring your notebook to work well individually as possible.

That said, see you soon!

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soul mejo de li ...

... no offense, always after the title of course!
After then seeing the relationship of respect - disrespect between Jung and Freud, we shall now proceed to analyze in detail the theories of psychologist young!
all started from a dream recounted by Freud to Jung: a room furnished some 'old style wore, steps to a new space below the first, more ancient. This figure was repeated several times, going back more and more time until you reach a cave where you could see the bones. Actual
death wish, as Freud had to say?


I would say no as well as Jung said no (aspè. .. he said yes, but just to make happy ... but then Freud has explained the nature of his own dreams!).
Here, my dear, we introduce the concept of the Collective Unconscious . The always go back in time until, I quote you reaches those with the 'animal soul means that we have within us something that, in key inherited come up to our consciousness, our awareness. Something that is buried, stratified by generations, yet still eager to communicate with our world through images, representations (because he could not do otherwise). This set of primordial images are called archetypes and are the means by which the ' collective unconscious, impersonal and universal in character is to communicate in our personal unconscious, which does nothing but engage (when we are born) with the first.
From this collective unconscious then derive some key images that constitute, by virtue of our experience (which is in addition to some hereditary determination) or our personality traits of it.
I'm thinking for example the definition of shadow, or the hidden part, the negative of ourselves, which we can turn all evil and that, by virtue of this split personality, we tend to regard it as a remnant of our removals . Or
two other important definitions, such as those Anima and Animus . L ' animus present in women, the male is the concession (including biological) in the female personality and the opposite is due to the presence of 'soul the male personality.

summarize what has been said (but of course say more), Jungian psychology finds its purpose in the identification of the self or in bringing about his personality (or consciousness, or Soul, or Self ), or what makes a person real.
Allies for this finding are the symbolic processes that allow through Symbols (and Archetypes) can bring out the confusing picture of the unconscious (collective and personal) a distinction between individuals and shadow. The same personality
is, however, in its being in the world, have to live separated from or relating to the subject with the subject. In these cases we have different character types , who turns towards the object is an extrovert as opposed to those who, turning to the subject, is introverted .
Now, since no person can be only one of these properties, we have to move through gradients of personality, which is a complex scheme by which we recognize some of the dominant characteristics of our personality. To identify them, we need to move around four basic criteria that distinguish us regarding our preparation to the outside (toward the object) or internal (to the subject). These are thoughts, feelings, intuition and sensation. It seems difficult

this scheme? Try to put into practice, despite the obvious limitations of an oversimplification, Jungian theories through these three personality tests: the first is in Italian (the most meager of interest) while the following, in English, are much more comprehensive. I recommend it as a language exercise: Stand with a dictionary nearby and try to answer those questions. If you want, put the score in the comments and feedback obtained (and which test you did).

• In Italian: http://www.altamira.it/html/test_psico/test.asp?cmdG=I
• In English: http://www.humanmetrics.com/cgi-win/JTypes2.asp
• In English (2): http://similarminds.com/jung.html

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13 hours If you seem a little less

Thirteen hours pass quickly. It is the normal course of a day that involved semi flees indifferent between things to do, places to eat and cut some talk among friends and family. A separate issue is whether a spent thirteen hours talking and talking.


This is the case of our Carl Gustav Jung (1875 - 1961) who found himself in conversation with the most well-known psychoanalyst Sigmund Freud on the day they first met. Now estimated by Jung - the estimate was mutual - our psychologist Freud accounted for a constant reference point in both the professional and friendly. An authoritative reference, but not with that infallibility is not required to be subjected to strong criticism that he was reserved mainly on the now well-known thesis on sexuality.
The encounter between Freud and Jung came when the first, for the sake of truth, found himself defending the thesis set out in a second essay on the genesis of neurosis, that defense was based on the fact that, despite the different methods used by the two psychologists, the results appeared very similar and this led Jung to want to know the father of psychoanalysis. The thirteen hours I mentioned in the title represent the duration of this first meeting, where Jung had this to say that Freud was the first person worthy of respect and esteem.
Thus, even in subsequent meetings never missed the deep bond of affection and esteem each other were now conferring even small issues (which became more and more of a groove to them, the next highest division) began to consume this report: first, the passion on parapsychology and occultism of Jung, Freud never accepted, then the fossilization of the latter sex seen as a cause (and guilt) of all: here was denied the sense of spirit, always dear to Jung, then the failure to realize that Jung was now directed towards a truly independent methodological path. The event highlights
where was the first big break with Sigmund master happened during an endless journey to America, by ship, where they had to make a series of conferences. In another dream analysis, Jung found himself asking more about the personal life of the teacher in order to properly interpret the dream narrative. Freud would not give any of this information on the grounds that you could not afford to lose the authority to him. "The lost just at that moment" gloss drastically Jung.
As already mentioned, Other reasons this friendship then ate: Jung was already thinking about his new way of conceiving the unconscious re-valued in key inherited all the assets that the experiences of past lives have in us. "Sexuality removed" or "death wishes" were the most popular answers from a man increasingly tight in his revolutionary discoveries every day but it took a melancholy taste of vintage .

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And playoffs ...

REMEMBER THEM SO'....

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Changes in organ

Needless to remind you that you will understand the title in the post though, I'm referring to those present at my last lesson, you have not already guessed the subtle (?) Irony (???).


Face, in this article, the thought of a great psychologist, Alfred Adler that .
The first point that I make to you is: can we call it post-Freudian ?
Yes, but (excuse me, but now it is fashionable) no. No because his research in afferent pathways different from before to know the great Sigmund; Yes, because his resignation in 1911 from the Vienna Psychoanalytic Society, who saw the President, are a clear sign of a breakdown of interest and of a controversial subject of study while in the same human psychology. The coincidence in time with the
father is also the unconscious attested dall'anagrafe: Alfred Adler was born in a village in Austria in 1870 (Freud 1856) and died in Britain in 1937 (Freud, he too was in London in 1939). Short-lived, but great ideas that unfortunately still remain hidden in the shadow of those giants - Freud, of course, and Jung - that distinguish the great depth psychology in the years to come.
So let us come to these big Adlerian theories trying to be as linear as possible.
Alfred Adler has shown in his life right now is great interest for medicine in general (it was eye) and for internal medicine in particular, directing his work toward social openness that no one, until then, had dared to do. Certainly impressed by the various historical disasters that were plaguing Europe, was enlisted as a doctor during World War where he felt firsthand the great trauma that involved in people's lives, including optical impairments and psychological resistance.
Its orientation method was also directed not so much to the group or single person in the group separated, but the individual in his overall personality (thus cultural, not only physical and sexual) in its close relationship to other individuals. From here we can clearly say that the psychological orientation takes the name of Adlerian Individual Psychology Comparative . So what are
properties and problems of an individual, as we understand Adler? Meanwhile, his mind is focused on the future, aimed at structuring and thinking about his personality inserted in time, it will therefore be referred goals and lifestyles that the individual must and will take a very early age and later in his adulthood. The importance and the absolute necessity of building a lifestyle is called by Adler will to power, this term, borrowed from Nietzsche, this means several things including Self-preservation and, in the psychological perspective, creative expression of one's self, namely the part related to our attitudes, the genetic basis, characteristics and properties to us must be brought to intimate that the surface structure for our identity and personality. Each
lifestyle, of course, must play a role in social, cultural and inter-individual expression and where to do this always needs to relate with the different styles of life offered by the other people it comes into contact. While it may seem attractive as a vision but we must remember that every human relationship involves a quantitative and qualitative. We can not know a person if they do not observe it, not the judge (not morally, but only perceptually) and place it in relation to us.
What, he wondered Alfred Adler, though this comparison is that we are deficient, lacking, and asymmetric lower than in some other?
If this happens as a child, because from an early age we say we will set the foundations of what later in life, you feel a certain physiological feeling of inferiority. Think of different social backgrounds of children or babies with small physical deficit (the trauma unit, glasses or bodies not yet harmonious and coordinated).
Well, how to overcome this? It takes two roads that work in sync and they are on the one hand the family constellation and social feeling and the other the role of internal psychological fiction.
latter, the fiction, is create a different lifestyle and not real people live rather than to reduce the discomfort that is felt in the separation between the different lifestyles.
This distance is caused, both children and adults, as we shall see later in the adult, by what is called organ inferiority (see title) and is not only attributable to physical-organic matters, but we are talking about less than 360 degrees. On the other hand
other words, the family constellation and social feeling are two expressions that we present in Adlerian psychology they understand how the role of family and cooperation within society that play an important role for the harmonious growth of the child. Make up what is behind the 'self-esteem and of' encouragement to the child and that will reduce, and indeed to compensate , fiction far unconsciously used it as a self-therapeutic.
However, if the family constellation is the social feeling was of little use to compensate for a harmonic sense that physiological fiction in which the child is hiding what's going on? What happens is that the feeling of inferiority simple move on to more serious inferiority complex , characteristic of the adult.
Just like the feeling, even the inferiority complex is designed to compensate for distances between lifestyles and always uses fiction as a possible way operation. Only the form of fiction self-deception and this is his instinct for survival (in this case, almost a real will to power ) in ' aggression.
Aggression is a tool to compensate fully the plans of life (own and others) that you feel distorted, different and separated from each other. On the contrary: the aggressiveness also manages to make it look like our way of life not only higher than the others, but even higher than what we are able to endure. The origin of
neurosis, that is a hardship or illness of a psychological, is where the second Adler, nell'autoinganno aggression that leads to manifest itself not to make us look inferior in relation to others.
analyst's task (as determined by individual comparison) is to sgam these self-deceptions, proposing goals (ie models of lifestyle) and making easier to reach out to the patient as other styles are totally divorced from their personalities.

In the download box you can find a summary sheet of the main differences between our Alfred Adler and Sigmund Freud.

Buono studio!

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The shapes of two steps

Some theorize and does not act, the agent then theorize, who does both things together (as he will tell you) and who have their eyes so long as to see beyond the years that are existential frame.


Johann Friedrich Herbart , 1776-1841, is one of them. He lived in the full Romantic age, lays the groundwork for what will be the next positivist thought and educational activities.
Just to mention a few meetings, we can include in the meeting with 1794 Kant and the one with 1799 Pestalozzi . Just these two meetings will lay the foundations of his philosophical thinking and teaching. First Herbart recognizes an independent value to the Philosophy of Education (tie, I say), then he understands that the spontaneity (as it wants to common sense, but also "to Pestalozzi," for instance) is not enough to make Pedagogy: a methodology used net, clear, and why not, measurable, testable.
pre-mold innovations that positivist Herbart does - most of these contained in his work Education General Education deducted from the end of 1806 and in the work entitled Drawing Lessons Pedagogy, 1835 -, is not confined to what was said. Pedagogy itself is still tied to philosophy and to make it truly independent is that different disciplines belong there, so instrumental for a common goal. This is certainly the common goal morality, and the materials that belong mainly to the Psychology, aesthetics and ethics .
ignoring psychology, who will address short, ethics and aesthetics are the instrumental disciplines that contribute to the ultimate moral structure as five ideas, good and beautiful that the student (child or pupil to be) must achieve.
These five ideas are:

1. Idea of \u200b\u200bFreedom interior - that is, to fully express themselves according to their skills and duties;
2. Idea of \u200b\u200bPerfection - that is, bring themselves to the highest and most perfectly fulfilled;
3. Idea of \u200b\u200bbenevolence - that is the harmony that exists between the various wills, mine and others;
4. Idea of \u200b\u200bLaw - that the regulation of the conflict between the various wills;
5. Idea equity - that is the right balance between action and reward.

In all this psychology plays a pivotal role, since it is the viaticum to reach the educational purpose, as expressed the cognitive process by defining the knower. In other words, provides the means for the educational purpose and to determine the limits within which the end is acceptable.
Who then is this knowing subject?
Obviously a child, which depending on the age group assumes ownership and different requirements: 0-3 years

• - There is a prevalence of sensitivity and motor skills; free exploration of objects
• 4-8 years - The child needs to be governed (we will return later);
• Adolescence - compare the abstraction and imagination, we are the first preferences and the first concrete interests;
• Youth - First disappointment; education is linked with the moral sphere.

You understand that, as in others, for Herbart the baby is born without morality, and then will be reduced from what he calls government, or by what manages the education, then school, and keeps family. This government also acts through threats, surveillance and the dynamic relationship between authority and love (can not remember what we say then Freud?).
We do, however, a step back and go back to Psychology. It was not only an identifying role of the knower but food for the journey to get to the end of education. So what's the best way to encourage a boy to morality and to education?
Herbart respond with the 'Interest and using this interest are not single-key theme, or tied to a single discipline or address, but multilateral, or inclusive of various factors and disciplines.
is multilaterally interest requires a complex pedagogical breath that is the basis of what Herbart called the degree of formal Education. This, as well as the idea of \u200b\u200bbreathing the pedagogical basis of multilateralism, it is structured in four grades, which are namely:

1. Clarity, or the distinction of details, the presentation of an argument and the statement of objectives;
2. Association, and the correlation between different studies, including the affinity between these different subjects, and among the prerequisites and what will be explained in a subject;
3. system, or give an order to learning, to see what new information has been added and take stock of what has been learned;
4. Method , or apply their knowledge, including in business and practical.

understand well how to enter fully, in the Education Sciences theorized by Herbart, also teaching that, thanks to the four formal degrees here theorized, is the basis of today's teaching (based on the prerequisites, the budgets of skills and so on).

Buono studio!

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What figataaaaaaaaaaa ...
I won, thanks to RDS, 2 tickets for the concert of Gianna in Trento, March 11!
Stefy are you ready ?!?!?

Pain Urinating Plan B

WE ONLY CLONES Part

It all started when I set foot in the new office ... The
Lucca Comics 2007 was just over, the imaginary friends were back in the limbo of my white sheets, and I had a sleep and a haunting melancholy devastating.
I walked into the office and cold, plus.
Strangely I was not the last, it was still one, which arrived shortly after I was lying (say, over collapsed) party unity on the chair I had been gently placed under the seat.
was with the entry of late but I looked around.
entered with a beaming smile and hair fresh hair, nails immaculate, his clothes perfectly coordinated with each other, a pink bow in her hair (A bow PINK!) And bag disturbingly coordinated with everything else ...
I looked to other girls ... Very nice of
less laggard, and less obsession (I assume only minor or taste) for color matching, but still ... terribly ... terribly ... FESCION!
Except one.
clumsy, awkward, very overweight, with a sweater on Sunday and paid her bag, her hair dyed just for the occasion, watching the others and tried to imitate their ways.
Then I looked at me.
Luckily I did not have a mirror in which to take conscience of my eyes and my hair just got out of savage cat washing machine ... but the rest I could see it and it was not the altitude (So \u200b\u200bto speak) of those clones of clones of clones of clones of some pupa by real shoo or some additional clone of paris Ilton.
I stood silent nodding the whole time, praying that the time to leave came soon.
arrived.
But came the first day of work.
We were in the office and I laggard.
Among all the clones I had given her that kind ... at least he had taste in dress.
least distinguish colors.
I did not expect that I would be so attached to his ingenuousness ...
When he looked at me with her big blue eyes and innocent air and said, with voice as a child "are clumsy, do not know, help me?"
A doll, the My Scirlei (so I decided it would be called).

The workdays went pretty well.
We had a desk-to-head, head to a computer, a phone-to-head.
I pretended to be the Detective Cooper, a private investigator of 50 years on the brink of ruin, which reads the newspaper folded and crumpled with her feet on the desk, with his reporter's hat on his head and the cup of coffee nearby.
She was my secretary dizzy, pretty as a printout of coca cola, coffee and to ask where I was to answer "do not know, boss, 'I
with infinite patience I pointed out that ..." but not you have to do it, does the machine "and she silenced me
with his voice that melts the ice "so why do not you ask her, boss?"
Tuscè.


But the good things end soon, or are dramatically interrupted by episodes decidedly less pleasant.
Suddenly I found myself on a Saturday afternoon (tralaltro mostly sunny and warm, despite the season, which boosted my sociopathy chronic levels not seen before) in the office with the other two clones.
No, not that awkward. The other two
.
One of them went away soon, taken by her boyfriend or something to that fundamental social commitment.
I was, in spite of myself, alone with the other clone, dying. Yes
Morente. As held to specify a few minutes of relaxed silence, during which I was intent to do some important work (talk with people away on emmessenne).
The clone was in the middle of that month period that affects the female gender, time (when most if not) as an Executioner execution.
Not that we go out looking for all the attention for our sad ovaries tortured.
But oh well.

"but it's true that if you take the pill (the famous moment) on an empty stomach you are bleeding?"
"O__O''eh?"
"ahahahahahahah" laugh about my distraction, it seems comical to circca timed 5 minutes, followed by the phrase referred to over (again!)
"mmm ... the glaciers you things!?"
Yeah ... "
"then you already have the bleeding ..."

awkward silence (something like 10 minutes when I saw a glimmer of hope ... that could go on until end of turn)
note No. 1. clones never understand the jokes

"no ... but I meant internal bleeding ! "
"O___O''eh ?!??!?!?"
"They told me ..."
"but .... o.o"
"really ..."

thought for a moment about what to do. Launch
desperate SOS to almost all my online contacts.
"in two minutes if I do not answer send reinforcements"
At that moment I prayed even have enough antibodies to protect my brain from his stupidity and low red blood cell oxygen so as not to flow from falling into a brief but significant lethargy.

"you know you're right?" I said, looking very convincing
"° O ° see here?"
"There is ... one died!"
"..."
"..."

note No. 2. clones laugh at anything that is not a joke

"ahahahahahahahahahahaha" story worthy of the funniest laugh ever heard before
"look at that ... .." I said with some embarrassment and gravely, "there really a ... died ... "

Clone shuddered.
"ah ..."

Then silence fell.

note No. 3. with clones you have to be drastic.

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CARNIVAL

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What balls this author! The Swiss

understand, towards the end of this post, not at all offensive, title!

Pedagogy, after Pestalozzi, has undergone a radical change. Although still thought of as ancilla philosophy, like theology and metaphysics as well as some psychology, pedagogy is beginning to gain full independence of method and theory. However, it remains still significant contribution of Rousseau hours hours Schelling's thinking of the author of two balls above the name of Friedrich Fröbel.
Fröbel, born in Thuringia in Prussia, or that we know well (Kant, Fichte ...), draws a lot from him the previous two philosophers:

• First, Rousseau, he too, like the Swiss, had realized the strong educational value of nature;
• the second, Schelling, because it was not just something that kind of material, inanimate, but becomes the seat of rationality (what to Fichte resided in the ego), the character of a rationality that absolute does it correspond to the deity. Nature and divinity, with Schelling (and resumed Fröbel this definition) are the same.

Who was our Educator German?


Fröbel Friedrich Wilhelm August (1782 - 1852), lost his mother, was born in Prussia (as already mentioned).
was a meeting with a pupil of Pestalozzi to take on the road teaching so much that, in 1816, he founded The Institute for the impulse activity of children and youths based in Keilah ( Kailau ).
strength of this experience, in 1826, he wrote Human education, text that contains its main theories, then screened by new achievements in theory.
seems clear that the first concept of revolution, even before the sense of nature, both the relative age of children's access to the world of learning institutionalized, if you were first dogma refer to 7 years as the launch date, saying that all the revolutionary Fröbel from birth, children can receive a specific education and care. The training was therefore directed not only to children but also the teachers (then Master Gardener (see below) and the (future) mothers.
Also in the same place, Keilhau, in the period 1837-1840, with particular attention to that date, he founded the Kindergarten children who were called nurseries.
Like Pestalozzi, even the good Augustus Frederick William found himself in trouble with the authorities constituted much blame to be seen to provide an education and an atheist and a socialist. The year was 1848.
Fröbel died in 1852.

In dealing with some thematic ideas of the thought of German educator, we can rely on:

1. Idea of \u200b\u200bnature
2. Psychological Contribution Contribution
3. educational

Idea of \u200b\u200bnature

Everything is out of the divinity of God and through God is built in units

Divinity and Nature. Here are the essentials. In nature there is a direct manifestation of reason and vital expression of divinity.
Education must therefore develop, outsource, representing the divine essence of all things, through exercise.


Contribution psychological
hours must identify the characteristics of the recipients for possible action in education. What needs to occur, such as age and that therefore the best answer, from time to time?
Meanwhile, there is a critical first adult or child to consider a small adult with no focus and reshape the pedagogical action in its measurement.
Pestalozzi had tried, Fröbel start the affirmation of the principle of centrality of the child (where Montessori is the maximum exponent.
The need for periodization follows what has been said so far.
Fröbel then divides child development into two phases, Infant and Childhood. While in the first, Infant, the child feels itself a vital force in the nascent and reacts with the stimulus (crying and smiling) in the second stage the child moves through two pillars of the social-cognitive development: the word and game.
The Word must always start from a given practice and then abstract. It is after all a symbol, the conventional association of a name with an object.
The Game is to that of our own,

The highest degree of carrying child, of human conduct, as is the free, spontaneous expression of the Interior for the necessity and the need of the Interior itself. [...] The more pure product and spiritual man, model and image of the entire human life, both of a secret spiritual life of man.

The game in fact is the basis of future life, and it is not only fun end in itself but, rather, is for children a real job!
must therefore respect the right to play.


Contribution

educational stimulation, the action of Practice on man as a being becomes aware self-thinking, intelligent, to the pure and pristine representation of the inner law of God, with liberty and conscience and show us the way and means of coming here.

Education is therefore a main road to represent the divine essence in all things of nature and of man himself.
There is, in this, the idea of \u200b\u200ba master inteoriore which coincides with the universal law (Kant's duty?) To which every child should be subject.
Education must give and take, and second to prescribe the criteria for fair and just .
But where do all these conceptions? In
Kindergarten , or gardens of childhood.
games that I remember are the combination of fun and work, aim to strengthen the body , develop and cultivate habits and make governed by the action.
One of the basic tasks is to cure the construction (do not do children who work in) a private garden within an environment that is peaceful, filled with illustrations, on the corner of this room, toys.
The garden is designed to observe the growth of fruits and flowers so depends on the nature and its laws but also by our own initiative.
Action pedagogical and then you can take is on two levels:

Educational activity: the use of design, which is the expression of their inner world and the second is the basis of educational activity, or the ability to count . Third theme is the song as an expression of happiness, followed by the creation of small objects as a sign of closeness to the Creator and, last but not least , the ' exercise and gymnastics.
2. Use of gifts. This is perhaps the most important and so is remembered Fröbel.
   The other gift items that are not that simple allow to develop his imaginative power and his imagination .
   Specifically, the games are:
   1. the ball (or even different colored balls), the symbol of infinity is that, with multiple, the multiplicity
   2. The sphere, cube and cylinder: expressions of movement (ball) Rest (Cube) and Variety (between stillness and movement, as the law of contrasts)
   3. A cube divided into eight blocks, bricks or 8 or 27 small cubes: This is how intuition of sizes and as the essence of everything and of multiplicity.
   4. Box of 48 square blocks, and shingles for plaits
   5. wire: this, together with the preceding paragraph, represent the knowledge of geometric shapes and are reserved for children from 5 to 7 years.
   
   

The garden also consists of two parts, one common and one individual, of about 1 square meter), the joint management of the garden is the image of the family who works and lives together, and the growth of plants (even in its garden) wants to portray the image of himself.

That concludes our German ... Not bad, eh!

Can I Eat An Expired Canned Chicken Broth

Friends of the blog ... ARE BACK!
just seeing a middle finger in my face every time you open the page ... is the time to give some vitality, joy, liveliness, happiness, cheerfulness, serenity, solecuoreamore!!
Yes, I am happy today ... and I know that now you're used to the moody character, so it is useless to stay here to explain ...
And since I am happy, but basically there is no because I do not know what to write ...
Ah, for the few who still do not know that I wrote a book, well ... I wrote a book. Now, if anyone has any suggestions for me to understand what I should do to realize my dream to see it published, are all ears! In a little while
public 'of photos of the summer holiday in Greece, which put me in a good mood when about ...

Funny Group Initiation

HO ME IN WHAT I DO NOT KNOW THE RUST

How To Tile Steel Tub

pulls a strange breeze for some time.
Not long.
Just a little '.

The rust is slowly recovering ...
do not know, maybe I just try to ignore it so much that I'm somehow managing. Sometimes
scratch again, I confess, I sometimes feel the stomach wall fragments that rub against the red-orange.

But I do not want to talk about.

are sometimes happy and sometimes they are.
Exist.
This is what interests me for now, I think there is already a good thing.
I'm leading a life quite busy in this period, then the life that counts one another with short and meaningful images, such as a trailer, as a slide, as scattered papers.

And I like it.

smile.
Why is smiling.
Because if all this that I struggle to say, is not just an illusion, seems to be a very happy period.

I keep my feet firmly on the ground.

Lab 8. Population Genetics And Evolution

loser

... and not the name of a tragic shipwreck in the hostile waters of the north. Here
jokes about who, in fact, has done much for our much loved and revered and respected and diligent ... no, now exaggerating the matter.

I speak of course of Johann Heinrich Pestalozzi. Swiss pedagogue, as you may have guessed from the title, was one of the first thinkers to act practically to teaching, preferring to direct contact with children in rational theories that there were some but they were not of immediate practical level and achieved.
these experiences, as we shall see, all failed for lack of funds and betrayal of the most trusted friends.
As rarely happens, life is in itself explanatory of its educational activities and therefore we summarize in a few points for clarity's sake:

1. 1746 - Birth of Pestalozzi, in Zurich. Premature death the father and reference point total in his education by his mother and caregiver
2. 1768-1780, Neuhof - ( pron. Noiof ) Pestalozzi, after an initial interest in Rousseau, in 1774 decided to implement as previously thought renovating a farmhouse and opening it to the poor and orphans. This becomes a fertile period that is the basis of his method called method of elementary theorise that a few years later. The lack of funding leads
   Pestalozzi to close this first experiment.
3. 1780-1798, the French Revolution - Driven by strong social and political action of the revolution, wraps of the Swiss Confederation acquires French citizenship and began to write his great novel teaching, the biggest of romanticism, Leonard and Gertrude . The first book of 1781 is so important that he decided to expand the story and made other three books, respectively 1783, 1785, 1787 .
4. 1798-1799, Stans - Pestalozzi, sad and disheartened by the terror established in the French Revolution, decided to open an orphanage in Stans (about 80 users) but was abandoned quickly.
5. 1799-1084, Burgdorf - At first a teacher at a private school, then in a state, Burgdorf marks for the Pestalozzi realize some theories before the great final term in Yverdon. Detects a castle, which became a school, his school, with 8 hours of aprtura with the teaching that the primary method and some elements within it such as writing to the second design and intuitive approach to basis of everything.
   but opposed by the aristocracy, so predicting the future restoration a general policy level, Pestalozzi was forced to close the experience of Burgdorf. He writes also (this is to be known), How Gertrude teaches her children , a collection of 14 educational wise.
6. 1805-1824, Yverdon - Definitely the longest period in the different educational experiences, but also the most bitter, Pestalozzi in Yverdon explores the theoretical assumptions of his method of sketching a text entitled ideas, experience and means to promote education in conformity with human nature .
   Already starting from 1814, however, clashes with co-workers, both from the theoretical point of view that human who brought the situation to be unmanageable, and in 1824 to force him to return to
7. 1824-1828 Neuhof, Neuhof - Tired and disappointed many betrayals, is still force to write his last work, educational and spiritual testament in defense of his thesis, called the swan song . He died in 1828.

paraphrase Rousseau and, later, Kant, Pestalozzi also examines the issue of sense perception and experience of nature. The value that was growing very strong in continental philosophy (think Fichte) regarding the value of nature, but does not say to Pestalozzi that experience should be given only the sense of direct contact, but the experience itself forms the personality ago understand the form itself imprinted by God in creation.
Basically, there are two paths leading forward, popular education and political interest in social factors, expressed in the French Revolution.
popular education, as well as much of his thinking teaching is very clear in his work Leonard and Gertrude : set in Germany, in the fictional country of Bonnel, in the presence of a feudal regime tells the story of a couple, Leonard and Gertrude in fact, that do not enjoy good economic health. Gertrude will be to respond to abuses of Hummel, the mayor of the feud and restore hope to the children first about education based on what are the dictates of primary method that we will see shortly. Very important is the mother figure. The following books are to understand the way that education will have to make, starting from the family up to the national system. Regarding the method

Elementary , Pestalozzi is realize that the only possible education is based on intuition mediated direct experience in nature. Intuition, based of course on the five senses, but must follow a path of clarification, to think through the concepts of precision. That means that we must educate children according to some steps that can be summarized as follows:

• identify the elements necessary
• identify basic elements in knowledge
• dall'inessenziale starting to reach the essential
• manage the degrees of importance of things, taking a lead from nature
• order items for each concept similarity
• new is added to something already learned
• from simple and slowly come to the complexity.

The basic method must therefore move in three key areas and each of them is associated with the organ in question:

• Cognitive , having in mind that it is divided by the number, shape and language. Children in fact, calling the math using simple algebraic question, as well as identify and distinguish objects based on their shape and their color, and only after failing to name the object, the body is associated with the mind .
• Practice or articulating and manipulating objects, using those skills in the beating, the port or throwing, rather than pushing the twist, and in so doing it in the lying, the body is that of the associated hand.
• Morale, because everything comes from love of God and mother, the earliest source of love in the family. Like Aristotle, the habit will love to morally educate the child. The organ will be associated with the heart .

Good night and good recovery in the studio!

Letters To Dentist Patients For Collections

I thought ...

Trying to make the space between a Pandora and a deck of cards, both responded to my pleasant duty , though with a festive late, updating the blog and talking about pedagogy idealist.
The author of temporal reference in this excursus is, drum roll, -3 -2 -1 .... Happy New Year! ... Ah, no, sorry, cmq Greetings!, I said ... the author was Johann Gottlieb Fichte.
near contemporary of Kant, it draws much of its theoretical and its own against what he pursues is not just a simple attack of refutation of ideas but it is an attack that is revolutionizing the global framework of thought and perception of reality .
The real fact, or nature, the existence and to be included Kant had always been designed and placed as external to man. The big challenge was in fact know this fact, find the research tools, techniques, even verbal, to argue about being and its truth and certainty. This had also
Kant in his criticism, however, touching a button, very delicate since its conception, tied all'inconoscibilità of what is separate from the senses, it has reason to be. It seems clear that this statement, because it is difficult to understand, could not help but lead to conflict. Kant himself explained that his firm limit the concept of the thing itself guaranteed to 'I think to be exclusively legislature and not the nature of her creator. This role but, in an attempt to overcome the aporia of something unknowable but is existent and is usurped by all Fiche 'I .
L 'I , new entity that philosophy thinks and admits in his "manual", addresses the difficult concept of the thing itself being included in it and, thus, the connotation of certain characteristics, such as' be infinite and being creative.

• The infinite self is an entity that has no limits (including those related to knowledge);
• The ego is a body maker because the only way to have no limits of knowledge is to create anything like the ' single way to be infinite is possible to place limits within himself.

a threshold, the speech lies in the fact that we are making considered at the time, the pure act of 'I Fichte. But how do we explain the nature? The reality that surrounds us? Certainly not external, then internal to ' myself. But if it is internal, is that those who create it? Who else, I would say, if not the 'I as creator is an entity?
summary, we have some two moments and one that we solve it now: There is only

2. I think the ego is the subject
3. (concluded) requires a constant dynamic between the first and second

translate what was said in language that our philosophy and we get three times when the self becomes a reality:

1. VIEW: the ego posits itself (or the infinite being and creator who said ;
2. ANTITESI: self generates in himself the non-ego (or generates its opposite, the opposite of being creative and infinite, then a created thing and finished but it can not exist outside ego itself);
3. SUMMARY: The I depend on no-self and the not-I depends on the ego (this is a necessary dynamics to ensure that I am not the only pure act rationally but , and comparing this with the matter, we all become reality, nature).

So far, there is the philosophical part. In education?
Just take the previous three stages, associated with moral that these three components are, for the thesis' the absolute duty in freedom (very reminiscent of Kant), the antithesis to the matter, instinct, the company (what is the opposite of the absolute duty, where everything is instead affected by other external components) and, for the dynamic between self and non-ego, the 'moral autonomy sign, however, not only by a simple dynamic of a continuous effort that I should make towards the non-I try to always prevail.