Month: October 2019

Education Fair Horizon Occupation

Information and advice around Mannheim study the topic, the November 24, 2009 – on the 23rd and the gymnasiale Oberstufe pupils, students and young professionals have 24 January for two days the chance to obtain first hand information on the opportunities to study in North Rhine-Westphalia, the entire Federal territory, as well as in neighbouring countries. State and private universities, colleges and higher education institutions present themselves and their studies offered by informative designed exhibition stands. Contact person is available to answer the questions of visitors and to lead intensive information and counselling sessions. Renowned companies to introduce direct opportunities in working life: with demanding training programs to high school seniors and dual degree programmes they offer attractive alternatives to the classic study. In lectures, workshops, and expert talks there’s additional information and inputs for the life two days after graduating: perhaps once gain experience abroad? AuPair-, work & travel- or other abroad form the personality and make good on the resume. The currently newly inflamed debate on the new degree structures shows that the conversion to Bachelor’s and master’s degree programmes has not yet is mature. Experts represent their point of view, but above all the questions individual listeners.

“Also the question: who pays for my studies?” the Organizer devotes much attention: BAfoG consultation and expert talk round for other ways of funding your studies provide clarity. The horizon is on 23 and 24 January 2010 each open from 10 am until 4 pm. The admission is free.

States Education

The achievement of the holistic education is precisely the integration of the unit through diversity. The problem is that mechanistic education has believed that the quality of education will be achieved through improvements in external and objective aspects, as it would be the administrative, technological, part of statistics or number of graduates to deepen this topic please read communities of learning of Dr. Gallegos Nava) Mexico clearly States in article 3 that education must be comprehensive, but unfortunately has never understood the original concept of master Vasconcelos. Frequently Pemco has said that publicly. In Mexico, Dr. Gallegos Nava developed a novel perspective multinivel-multidimension which encompasses and distinguishes different levels and dimensions of the educational experience and gives us a holistic educational model helping to overcome the reductionism in which current education is put. From the perspective Multilevel education encompasses five levels of totality: the individual conscience, community awareness, social awareness, the planetary consciousness and the consciousness kosmica. (This single level will understand from the eye of the spirit and the essence of holistic education).

Also develops the six dimensions that are always present in any educational process: the cognitive, social, emotional, the body, aesthetic and spiritual (heart of holistic education) crossing the levels and dimensions within a graph lines, arise 30 spaces educational ranging from the more mechanical and personnel to the more subtle and universal.This innovative model allows to give education a high level of theoretical concretion. (This model can be found in his book a vision Integral of the proposed Dr. Ramon Gallegos holistic education points out that that can be the new paradigm, the worldview of those who must change) the future humans, those who taught education at all levels, from the basic to the graduate have in their hands. He said, that education can not by it same to generate social change, however in this new vision holistic, according to the opinion of Dr.

Gallegos Education

Ramon Gallegos in his books: learning to be, education and spirituality and spiritual intelligence, presents the most general principles of spiritual intelligence in relation to education holistic which is the means to achieve the full realization of the evolution of consciousness. It also reflected how valuable the relationship of spirituality in the vision of the new educational paradigm holistic and likewise, does incapie in the concept of spiritual intelligence and educational integrity as fundamental support in the vision of the new paradigm of holistic education. With the book learning to be, its author Ramon Gallegos allows us to see education in its broadest sense, as a spiritual practice, focused on the evolution of consciousness. It shows the principles of the perennial philosophy in relation to education holistic, that is the medium through which consciousness evolves up stadiums or greater integrity memes depth and spirituality that will lead to the full realization. In this new paradigm is considered the human being as the most important thing. The multinivel-multidimension model is shown as an integral educational alternative to contribute to the evolution of consciousness and guide us to the fullness of joy.

Learn how to be develops spirituality and leads us to be universal. To achieve an integral education required of spiritual practice to facilitate the evolution of consciousness. We are a multi-dimensional being with spiritual heart of universal nature. Recognize our true nature is obtained through the learning to learn which is the Foundation, the center of this paradigm; in such a way that spirituality is a human experience, is universal love. So integrity is the achievement of the unity through diversity in holistic education. According to Ken Wilber, there are three devices, three eyes to see the world: the eye of meat, the mind and the spirit correspond to the empirical world, the mental and the spiritual, respectively. Holistic education is one pedagogy of universal love, is the basis of their intelligence.

Ramon Gallegos Education

A constant in the speech of Dr. Gallegos is the subject of comprehensive education necessary to overcome training reductionist mechanistic school forged over the past two centuries, because he attended only one or a few dimensions of the human being and one or a few whole levels. And so, Dr. Ramon Gallegos builds its educational model with a multilevel perspective and Multidimension, which gives an account of the coverage of the educational part of various theorists of education proposals, at the same time indicating the need to know and care for the development of the individual in its multiple dimensions that he identifies: bodily, emotional, cognitive, social, aesthetic and spiritual; the same as multiple levels where the educational process occurs: individual, community, society, planetary and universal. Jeffrey Hayzlett has plenty of information regarding this issue.

The combination of the five levels (left to right) and six dimensions (of bottom-up) give rise to thirty educational sectors thus leaving the corporal-individual in the lower left corner that applies the simplest location and sector, in the upper right is located sector spiritual-cosmic that corresponds to comprehensive education to which it aspires in holistic education. It is necessary to clarify that each hierarchy level and dimension is considered inclusive of those above him. This model recognizes the contribution of every educator in the levels and dimensions that attends, although he notes that although his contribution is necessary, is not sufficient for the attention of an integral education. Skinner, for example, deals with the individual-corporal sector; Vygotsky, of the social-cognitivo sector and Montessori, the spiritual-individual sector. The current educators holistas, trying to achieve the integral development of the student have the care that curricular activities that organize occupy serve not only cognitive development, because they are certain that our potential are also bodily, emotional, social, aesthetic and spiritual, and that Furthermore, the goodness of the learning has to be to meet the needs of the individual, community, society, of the planet and universe.

George Educators

Without in-depth knowledge, the increasing number of children diagnosed with add or ADHD errors remain difficult and increasing worried young people especially many educators. Why the ADS (attention deficit disorder) with or without accompanying hyperactivity in adolescents increasingly determined, is one of the many discussion points. In this theoretical debate for most of the teachers and educators is rather unimportant. Sufficient knowledge about dealing with the most prominent pupils are much more important. Experience has shown that everyday life is with children affected by add or ADHD and young people often very difficult, sometimes almost too impossible. Approaches will be discussed again and again to work with the difficult clientele and the only way out of the dilemma to be administering medications seems quite often. Read more from susan-wojcicki to gain a more clear picture of the situation. Increasingly, but also views that favor someone else, as the drug free way are piling up. What remains at the end is still mostly the fainting of parents and educators who every day have to contend with the difficulties of the affected persons. At this point a training offer by Geradeaus…die Advisor is, that in the field of tension between Medikamention and behavioral tools in the hand are the educators can simplify the work with Wright Phillips and dream George. In the seminar of add and ADHD “the experienced facilitator Olaf Hoffmann his audience offers a broad and in-depth field of possible interventions illusion and reality. This involves not just listening to the participants. Also interaction is needed to both the role of the person concerned can understand better than even that of helper systems classify and. The three-day full day seminar relies on the Inhouseveranstaltung preference. In specific cases in schools and institutions can be discussed systematically and the teams get to know himself better than before in their capacity to act. More information about this and other training series get interested parties under services/fortbildung.html. Past participants of the seminars praise the connection between theory and practice and appreciate especially the approach to action-oriented ways of solution.