The education in the emancipadora conception aims at a social order different e, therefore, if it constitutes as a revolutionary alternative. If the objective of the education, in this conception, is the emancipation human being, then it is important to stand out that it must be associated with the task of social transformation. Inside of this liberating educational perspective, come back toward an emancipated man and conscientiously it exempts, Pablo Freire is a reference author. It contemplates in them the analysis of the learning processes having as focus the awareness and the autonomy, considering the individual as subject, and not as object of this process. For this author, educators and educandos must become related by means of the dialogue and the knowledge need, necessarily, to make sensible in the life of who learns and who teaches. (FREIRE, 1970, apud COMBED and GUZZO, 2010, P.
572) To be adolescent child and is not easy, however to be adult also it is not. Infancy, the adolescence and the adultez are different separate generations for specific conditions of each group that include rights, duties, freedoms, constaints, laws, that is, configurations that include relations of being able and inferiority/superiority. Hardly its opinion on the things is asked to the student, what they think, wants or finds. The subjects and knowledge that bring for the school and that many times try to place them in guideline generally are disrespected. The adults tend to know not to recognize them of the educandos in its legitimacy, perceiving them as incapable and as receiving liabilities that they need the pertaining to school culture and the adult control to become capable to produce cultures and to know. These are practical adultocntricas where the adults overlap its interests and to know to the ones of the children and the adolescents, without ouviz them, thus restraining its desires and motivations.
And the new science concerned with spiritual matters more deeply, not superficially, where institutions are completely spiritual and not corrupted by things that usually form. As commented that people should relate to each other, since there is no spiritual isolation; must share the wonders of the universe there. The Way of the Perennial Philosophy (2004). This book is analogous to the two I described above most notably that conducted by David Fontana. He says that suffering is existential and is primarily a response that Buddha gave to say there are three reasons for suffering: attachment, attachment to things aversion, we do not want to reject and ignorance, ie, suffer from lack of knowledge, not knowing the real reasons for our actions. Dr. Hyun Kim might disagree with that approach.
But what these things mean? … The non-attachment does not mean stop enjoying things or not to love who we want, but the fact that possession comes from ignorance that there is an ego that wants to have things irrationally, own things, but the reality is that no we have nothing. All we have, even our bodies will one day have to return. We do not own anything eternal. The non-attachment means not stay attached to things.
In a relationship if allowed to change and grow will be a rewarding relationship, but if we want to preserve a relationship with the wife or husband as it was like when we got married, the relationship is not going accretion, it will not develop, there will be problems. Attachment is the first reason of suffering and its solution nonattachment … Holistic Education: Pedagogy of Universal Love (1999). This book is the foundation to start on the knowledge of holistic education can be said to be almost one of the first books of the collection on the subject, which includes what is the birth of the vision, principles, intelligence, learning communities, spirituality and holistic educator. The Spirit of Education: Integrity and Transcendence in Holistic Education. (2000). This book is deeper than the previous one, and that handles most relevant concepts as the four levels of the cosmos, integral vision, multilevel perspective and multidimensionality of education. Has been regarded as a milestone for holistic educators around the world, and perhaps the book most beautiful holistic education ever written. Presents the ratio of holistic education and development of consciousness. Learning Communities (2003). It is a book that speaks to us primarily from the evolution of consciousness, subjectivity and objectivity, integrity, the basic principles of learning communities and an integral models of learning communities. A holistic view of education. (2001) This book is one of the ones I liked, I’ve read it twice and is about what is the integrity and quality of education, multilevel model and multidimensionality and above all is that we must analyze our practice in a comprehensive manner and thus be able to arrive at our true nature, spirituality. RAMON GALLEGOS and holistic education
The proposed holistic education, retrieves and integrates the subjectivity of the universe, to a better understanding of our own nature, it provides the individual as a being in evolution, with different dimensions and different levels of development, who is must educate the key elements: cognitive, physical, aesthetic, social, emotional and spiritual, to form a more […]