Freedom to Learn: A View of what Education Might BecomeFreedom: where to action is; Creating a climate of freedom; Some assumptions; The philosophical and value ramifications; A model for revolution. |
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Page 126
... live the feelings and thoughts of the moment . When this realness includes a prizing , a caring , a trust and respect for the learner , the climate for learning is enhanced . When it includes a sensitive and accurate empathic listening ...
... live the feelings and thoughts of the moment . When this realness includes a prizing , a caring , a trust and respect for the learner , the climate for learning is enhanced . When it includes a sensitive and accurate empathic listening ...
Page 275
... live with the absurd , to remain open to the mystery which he can never hope to pin down " ( 1963 , p . 468 ) . I share this conviction that we must live openly with mystery , with the absurd . Let me put the whole theme of my ...
... live with the absurd , to remain open to the mystery which he can never hope to pin down " ( 1963 , p . 468 ) . I share this conviction that we must live openly with mystery , with the absurd . Let me put the whole theme of my ...
Page 284
... live the experi- ences of his total organism , rather than shutting them out of awareness . I have used this concept of availability to awareness to try to make clear what I mean by openness to experience . This might be misunderstood ...
... live the experi- ences of his total organism , rather than shutting them out of awareness . I have used this concept of availability to awareness to try to make clear what I mean by openness to experience . This might be misunderstood ...
Contents
What Kind? | 3 |
Introduction to Part I | 9 |
of the Person being initiated by Charles E Merrill Publishing | 59 |
Copyright | |
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A. S. Neill able accept achieve administrators approach assumptions attitudes aware B. F. Skinner basic encounter group become believe chapter classroom client climate communication course creative curriculum described develop discussion empathic empathic understanding evaluation evidence examinations experiencing experiential learning express facilitation of learning fact faculty member feel felt FL group freedom freedom to learn give goals going grade human important individual institutional press instructor intensive group experience interest interpersonal relationships introjected involved knowledge learner live Martin Buber meaning meaningful methods Miss Shiel openness to experience organism participants person possible present problems Professor psychology psychotherapy reactions realize responses seems self-directed self-initiated sensitivity training group session simply situation statement stimulating Sylvia Ashton-Warner teacher teaching tests therapist therapy things tion trust understanding weekend wish workshop