 | Ken Osborne - 1991 - عدد الصفحات: 214
...immediately obvious to the teacher. It should consist of "... the organizing systematization and developing 're-presentation' to individuals of the things about which they want to know more" (Freire, 1970:82). One can see here another version of Freire 's conviction that education can never... | |
 | Xin Liu Gale - 1996 - عدد الصفحات: 224
...the teacher and the student is that the teacher strives to work with, not for or about the student: For the dialogical, problem-posing teacher-student,...program content of education is neither a gift nor an imposition—bits of information to be deposited in the students—but rather the organized, systemized,... | |
 | Christian R. Weisser - 2002 - عدد الصفحات: 172
...stance wherein the teacher strives to work with the students — not^br or about them. Freire explains: For the dialogical, problem-posing teacher-student,...content of education is neither a gift nor an imposition — a bit of information to be deposited in the students — but rather the organized, systemized,... | |
 | Alfonso Gumucio Dagron, Thomas Tufte - 2006 - عدد الصفحات: 1409
...his own program. 5 From the letter of a friend. 6 Pierre Furter, Educa$ao e Vida (Rio, 1966), 26-27. For the dialogical, problem-posing teacher-student,...individuals of the things about which they want to know more.7 Authentic education is not carried on by "A" for "B" or by "A" about "B," but rather by "A"... | |
| |
For the dialogical, problem-posing teacher-student, the program content of education is neither a gift nor an imposition — bits of information to be deposited in the students — but rather the organized, systematized, and developed "re-presentation... 