Second Ges (2000) the community of the deaf people makes possible the child to mean itself as deaf, as well as makes with that it if sees as subject pertaining to a language accomplishes, that it presents proper characteristics and that is configured as identity source. The deaf person and the family the family has a basic paper for the development of any child, being responsible for the formation of the behavior, of the development of the personality, the moral, of the life and pertaining to school, social and cultural evolution, therefore they know that only thus they will obtain to promote the welfare and to give to protection they, with the objective to form independent citizens to be inserted in the society where they live. Each family has its proper culture, rules, myths and beliefs where they believe, thus sharing a proper and only ideology, what she makes with that has balance between its members so that they can live and coexist in a familiar nucleus. In accordance with Parolin (2005, P. 39.) ‘ ‘ the great art of the family is to remain famlia’ ‘ , more important it is always to remain itself joined in its difficulties so that they can reach the objectives considered for them. In relation to the deaf son, everything occurs this, and beyond everything, it starts to appear to the concern in relation to the learning of this child and which the best form so that they can educate it thus it can be accepted in this such existing society.
The act to generate a child in the interior of the maternal uterus is considered as a miracle, the one of the experiences most important that the woman can live, where expectation gains space and the innumerable cares and attentions, who the woman already has, start to be well bigger so that the baby is born healthful.
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 […]