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 115
... believe it should be said that this basically confident view of man , and the attitudes toward students which I have described , do not appear suddenly , in some miraculous manner , in the facili- tator of learning . Instead , they come ...
... believe it should be said that this basically confident view of man , and the attitudes toward students which I have described , do not appear suddenly , in some miraculous manner , in the facili- tator of learning . Instead , they come ...
Page 171
... believe that we may best consider our programs of graduate education by examining the implicit assumptions on which they appear to be based . I will present these assumptions as I see them , and some of the evidence which challenges ...
... believe that we may best consider our programs of graduate education by examining the implicit assumptions on which they appear to be based . I will present these assumptions as I see them , and some of the evidence which challenges ...
Page 212
... believe that I could have failed so significantly to implement what I so deeply believe . The experience has taught me one firm lesson . If one is going to exercise control of the group , and to follow " Theory X , " then it is highly ...
... believe that I could have failed so significantly to implement what I so deeply believe . The experience has taught me one firm lesson . If one is going to exercise control of the group , and to follow " Theory X , " then it is highly ...
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