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 76
... reactions to the course . Out of this wealth of material I have tried to select many reactions which would meet the following criteria : 1. ) None should be specifically identifying . 2. ) They should include a wide range of reactions ...
... reactions to the course . Out of this wealth of material I have tried to select many reactions which would meet the following criteria : 1. ) None should be specifically identifying . 2. ) They should include a wide range of reactions ...
Page 249
... reactions . One says , " With this little boy , I just felt I should be very firm , and he seemed to welcome that , and I felt good that I had been . But I'm not that way at all with the other children most of the time . " She was ...
... reactions . One says , " With this little boy , I just felt I should be very firm , and he seemed to welcome that , and I felt good that I had been . But I'm not that way at all with the other children most of the time . " She was ...
Page 253
... reactions and feelings , the reactions and feelings of others , and the realities of the objective world - this is a direc- tion which he clearly prefers . This openness becomes the client's most valued resource . Sensitivity to others ...
... reactions and feelings , the reactions and feelings of others , and the realities of the objective world - this is a direc- tion which he clearly prefers . This openness becomes the client's most valued resource . Sensitivity to others ...
Contents
Introduction to Part 1 | 9 |
La Jolla California | 33 |
Introduction to Part II | 101 |
Copyright | |
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A. S. Neill able accept achieve administrators approach assumptions attitudes aware B. F. Skinner basic encounter group become behavioral sciences believe chapter classroom client client-centered therapy climate communication course creative curriculum described discussion educational system elements empathic evaluation evidence examinations existential experiencing express facilitator of learning fact faculty member feel felt FL group freedom function give goals going grade graduate student human important individual instructor intensive group experience interest interpersonal interpersonal relationships introjected involved learner live Martin Buber meaning meaningful Miss Shiel National Training Laboratory openness to experience organism participants perhaps person possible present problems psychology psychotherapy reactions realize relationship responsible scientific seems self-directed self-initiated sensitivity training group session simply situation T-group teacher teaching therapy thing tion trust understanding valuing process weekend workshop