Karl Pribram

107). Appears again the universal love expressed in the perennial philosophy as the spirit that uses the educator holistic as a basic tool to not fall in reductionism, or dogmatic or selfishness and other pathologies that disturb us and we don’t like; rather, this instrument is like a soft murmur that wraps us in a vision of peace, of gratitude to life and a full presence of spirit energizing to help us to ourselves and to others. Scandinavian Airlines has plenty of information regarding this issue. It says: The spirit exists, God exists, the spirit is within us (but we are asleep); output for this state of unconsciousness there is () the end of suffering leads to understanding towards other beings in the written educational work of Ramon Gallegos Nava is recognized as one of the main influences in the holistic educational model, the emergence of new paradigms based on new discoveries and theories – the relativity, for example – that convincingly refuted materialistic schemas, determinists, reductionist that emerged in the seventeenth and eighteenth centuries. Some of the theories in reference are the holographic theory of Karl Pribram, theory. Ecoeconomica of Heizel Henderson, of the new culture of Marylin Ferguson, of the order involved in David Bohn, the ecoeducacion of Fritjof Capra, the hypothesis James Lovelock of Gaia’s multiple intelligences of Howard Gardner, of Rupert Sheldrake’s Morphic fields with many of these personalities and many others not mentioned even in this trial, has had Ramon Gallegos dialogues; themselves that they have strengthened the livelihood of holistic education. A constant of Ramon Gallegos is the theme of integral, necessary education to overcome training reductionist mechanistic school forged over the past two centuries because it was only attending one or a few dimensions of the human being and one or a few whole levels. And this RG 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. The combination of the five levels (left to right) and six dimensions (of bottom-up) give rise to thirty educational sectors thus leaving the sector corporal-individual in the lower left corner that applies the simplest location and, in the upper right is located sector spiritual-cosmic that corresponds to comprehensive education to which it aspires in holistic education. .


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