SOURCE AND AIMS OF TRUE EDUCATION
EDUCATION is the acquiring of knowledge. It is one of the main goals of every rational human being on earth. It is the reality behind this magic word that causes mothers and fathers to toil and save to assure that their children will have as complete education as possible. They hope thus to assure that their sons and daughters will have a “better opportunity” than they or will be able to compete in today’s mad market of better trained employers.
TRUE EDUCATION could it be our ideas of education that take too narrow and too low a range that there is more to true education than just a book learning –an acquiring of knowledge.
There is need of a broader scope, a higher aim. True education means more than the pursuing of a certain course of study. It has to do with the whole period of existence possible to man. It is the harmonious development of the physical, the mental and the spiritual powers. It prepares the student for the joy of service in this world and for the higher joy of wider service in the world to come.
The world has had its great intellect and extensive research men whose utterances have stimulated thought and opened to view vast fields of knowledge and these men have been honoured as guides and benefactors of their race; but there is one who stands higher than they. We can trace the line of the world`s teachers as far back as humans records extend. But the lights were before them. As the moon and the stars of our solar system shine by the reflected light of the sun, so as far as their teaching is true, do the world`s great thinker reflect the rays of the sun of Righteousness. Every gleam of thought every flash of the intellect is from the light of the world.
GOALS IN LEARNING
The goals in learning can be classified into two broad categories
1. THE ACQUISITION OF KNOWLEDGE
2. THE ACQUISITION OF SKILL
The acquisition of knowledge means the bringing up of intellectual and emotional modification and control in the individual through learning, while; The acquisition of skill refers to the sensory motor modification and control through learning.
The following sub-divisions are comprehended under the broad heading or the major goal – THE ACQUISITION OF KNOWLEDGE
1. PRECEPTION: this refers to the acquisition of specific knowledge about objects or events directly stimulating the sense at any particular moment. An object come before our sense organs, we get the sensation of it and attach a meaning to it on the basis of our past experience. This is perception. A young child sees a woman, in the past the woman has fed her.
2. CONCEPTION: this means the acquisition of organized knowledge in the form of concepts or general ideas which transcend any particular percept. Percept refers to individual or specific situation: concept is general or universal in its reference the child gets the perception of orange, apple, banana etc and is able to locate certain general qualities in them.
3. ASSOCIATIVE LEARNING: these correspond to memory both as the deliberate recall and recognition past experience and a habit or automatic memory due to association. Associative learning is fundamental to all other learning in the chapter on memory. This aspect of acquisition of knowledge will be discussed.
MOTIVES AND LEARNING
The human behavior is controlled, directed and modified through certain motives. When a person is hungry and is searching for food, or constructing a house, or mating or learning new skills we will always be able to trace some such elements which initiate his activates guide them and modify his behavior in the light of his successes or picture.
WHAT IS MOTIVATION
Motivation is that force which impels or incites individual’s action determines the individual direction of action and his rate of actions. When the individual gets any motive he expenses a tension and disequilibrium and becomes restless. His activities are then initiated the. The individual feels a push to behave in a certain direction. In education, motivation is the art of stimulating interest. In the pupil where there has been no such interest, or where it is as yet unfelt by the pupil and also of cultivating the interest already present in behalf of socially approved conduct. Motivation in school learning involves arousing, sustaining and directing desirable conduct.
WHAT WE MEAN BY MOTIVE
Motive is a condition –‘physiological and psychological’ within the organism that disposes it to act in certain ways. Motives take a variety of forms and are designated by many different terms such as need, desire, tension, set, determining tendencies attitudes, interest, persisting, stimuli etc. M C Geoch defines a motive as “any condition of an individual which points or orients him towards the practice of a given task and which defines the adequacy of his activities and completion of the task’’
KINDS – INTERNAL AND EXTERNAL
INTERNAL MOTIVATION – Human beings have internal urges, drives needs and appetites all these constitute innate motivation. Human beings are born with a very few ready-made forms of behavior, few unlearned activities undergo modification or change through learning but this learning itself has a cause or is motivated by something which is provided by the individual himself are his impulses, urge, appetites etc.
EXTERNAL MOTIVATION- learning must proceed in the absence of internal motivation, if there is intellectual immaturity and lack of sensitivity to ultimate consequences and ideals in the individual, then internal motivation will fail. In such circumstances resource is to be taken to external motivation.
External motivation however, is so called only because it is external to the learning activity itself. By external motivation it should not be considered that it is in any sense artificial, it has to be built upon the foundation of some existing natural response tendency. It can be successful only when it is intrinsic to the nature of the individual. Thus drives which are the chief sound of spontaneous attention and painless effort and are enormous resources of potential energy at the disposal of the leaner and teacher should be judiciously employed and wisely directed towards motivating the pupil.
A person can react to his environment in two ways. When we tie the laces of our shoe or board a bus or produce humming sound, we react in an uninvolved manner. The second type of reaction taken place at the time when we do some work very carefully and attentively and involve ourselves completely in it. In the first type of behavior the self remains aloof. In the second type of behavior as ego that is involvement behavior. Ego is a condition of total participation of the self as knower, organizer, observer, status, and seeker and as socialized being. Ego is involved in all those action in which our ability is challenged.
SO, TAKE CORRECTION – PAUL VINCENT
SOURCE AND AIMS OF TRUE EDUCATION
EDUCATION is the acquiring of knowledge. It is one of the main goals of every rational human being on earth. It is the reality behind this magic word that causes mothers and fathers to toil and save to assure that their children will have as complete education as possible. They hope thus to assure that their sons and daughters will have a “better opportunity” than they or will be able to compete in today’s mad market of better trained employers.
TRUE EDUCATION could it be our ideas of education that take too narrow and too low a range that there is more to true education than just a book learning –an acquiring of knowledge.
There is need of a broader scope, a higher aim. True education means more than the pursuing of a certain course of study. It has to do with the whole period of existence possible to man. It is the harmonious development of the physical, the mental and the spiritual powers. It prepares the student for the joy of service in this world and for the higher joy of wider service in the world to come.
The world has had its great intellect and extensive research men whose utterances have stimulated thought and opened to view vast fields of knowledge and these men have been honoured as guides and benefactors of their race; but there is one who stands higher than they. We can trace the line of the world`s teachers as far back as humans records extend. But the lights were before them. As the moon and the stars of our solar system shine by the reflected light of the sun, so as far as their teaching is true, do the world`s great thinker reflect the rays of the sun of Righteousness. Every gleam of thought every flash of the intellect is from the light of the world.
GOALS IN LEARNING
The goals in learning can be classified into two broad categories
1. THE ACQUISITION OF KNOWLEDGE
2. THE ACQUISITION OF SKILL
The acquisition of knowledge means the bringing up of intellectual and emotional modification and control in the individual through learning, while; The acquisition of skill refers to the sensory motor modification and control through learning.
The following sub-divisions are comprehended under the broad heading or the major goal – THE ACQUISITION OF KNOWLEDGE
1. PRECEPTION: this refers to the acquisition of specific knowledge about objects or events directly stimulating the sense at any particular moment. An object come before our sense organs, we get the sensation of it and attach a meaning to it on the basis of our past experience. This is perception. A young child sees a woman, in the past the woman has fed her.
2. CONCEPTION: this means the acquisition of organized knowledge in the form of concepts or general ideas which transcend any particular percept. Percept refers to individual or specific situation: concept is general or universal in its reference the child gets the perception of orange, apple, banana etc and is able to locate certain general qualities in them.
3. ASSOCIATIVE LEARNING: these correspond to memory both as the deliberate recall and recognition past experience and a habit or automatic memory due to association. Associative learning is fundamental to all other learning in the chapter on memory. This aspect of acquisition of knowledge will be discussed.
MOTIVES AND LEARNING
The human behavior is controlled, directed and modified through certain motives. When a person is hungry and is searching for food, or constructing a house, or mating or learning new skills we will always be able to trace some such elements which initiate his activates guide them and modify his behavior in the light of his successes or picture.
WHAT IS MOTIVATION
Motivation is that force which impels or incites individual’s action determines the individual direction of action and his rate of actions. When the individual gets any motive he expenses a tension and disequilibrium and becomes restless. His activities are then initiated the. The individual feels a push to behave in a certain direction. In education, motivation is the art of stimulating interest. In the pupil where there has been no such interest, or where it is as yet unfelt by the pupil and also of cultivating the interest already present in behalf of socially approved conduct. Motivation in school learning involves arousing, sustaining and directing desirable conduct.
WHAT WE MEAN BY MOTIVE
Motive is a condition –‘physiological and psychological’ within the organism that disposes it to act in certain ways. Motives take a variety of forms and are designated by many different terms such as need, desire, tension, set, determining tendencies attitudes, interest, persisting, stimuli etc. M C Geoch defines a motive as “any condition of an individual which points or orients him towards the practice of a given task and which defines the adequacy of his activities and completion of the task’’
KINDS – INTERNAL AND EXTERNAL
INTERNAL MOTIVATION – Human beings have internal urges, drives needs and appetites all these constitute innate motivation. Human beings are born with a very few ready-made forms of behavior, few unlearned activities undergo modification or change through learning but this learning itself has a cause or is motivated by something which is provided by the individual himself are his impulses, urge, appetites etc.
EXTERNAL MOTIVATION- learning must proceed in the absence of internal motivation, if there is intellectual immaturity and lack of sensitivity to ultimate consequences and ideals in the individual, then internal motivation will fail. In such circumstances resource is to be taken to external motivation.
External motivation however, is so called only because it is external to the learning activity itself. By external motivation it should not be considered that it is in any sense artificial, it has to be built upon the foundation of some existing natural response tendency. It can be successful only when it is intrinsic to the nature of the individual. Thus drives which are the chief sound of spontaneous attention and painless effort and are enormous resources of potential energy at the disposal of the leaner and teacher should be judiciously employed and wisely directed towards motivating the pupil.
A person can react to his environment in two ways. When we tie the laces of our shoe or board a bus or produce humming sound, we react in an uninvolved manner. The second type of reaction taken place at the time when we do some work very carefully and attentively and involve ourselves completely in it. In the first type of behavior the self remains aloof. In the second type of behavior as ego that is involvement behavior. Ego is a condition of total participation of the self as knower, organizer, observer, status, and seeker and as socialized being. Ego is involved in all those action in which our ability is challenged.
SO, TAKE CORRECTION – PAUL VINCENT
SOURCE AND AIMS OF TRUE EDUCATION
EDUCATION is the acquiring of knowledge. It is one of the main goals of every rational human being on earth. It is the reality behind this magic word that causes mothers and fathers to toil and save to assure that their children will have as complete education as possible. They hope thus to assure that their sons and daughters will have a “better opportunity” than they or will be able to compete in today’s mad market of better trained employers.
TRUE EDUCATION could it be our ideas of education that take too narrow and too low a range that there is more to true education than just a book learning –an acquiring of knowledge.
There is need of a broader scope, a higher aim. True education means more than the pursuing of a certain course of study. It has to do with the whole period of existence possible to man. It is the harmonious development of the physical, the mental and the spiritual powers. It prepares the student for the joy of service in this world and for the higher joy of wider service in the world to come.
The world has had its great intellect and extensive research men whose utterances have stimulated thought and opened to view vast fields of knowledge and these men have been honoured as guides and benefactors of their race; but there is one who stands higher than they. We can trace the line of the world`s teachers as far back as humans records extend. But the lights were before them. As the moon and the stars of our solar system shine by the reflected light of the sun, so as far as their teaching is true, do the world`s great thinker reflect the rays of the sun of Righteousness. Every gleam of thought every flash of the intellect is from the light of the world.
GOALS IN LEARNING
The goals in learning can be classified into two broad categories
1. THE ACQUISITION OF KNOWLEDGE
2. THE ACQUISITION OF SKILL
The acquisition of knowledge means the bringing up of intellectual and emotional modification and control in the individual through learning, while; The acquisition of skill refers to the sensory motor modification and control through learning.
The following sub-divisions are comprehended under the broad heading or the major goal – THE ACQUISITION OF KNOWLEDGE
1. PRECEPTION: this refers to the acquisition of specific knowledge about objects or events directly stimulating the sense at any particular moment. An object come before our sense organs, we get the sensation of it and attach a meaning to it on the basis of our past experience. This is perception. A young child sees a woman, in the past the woman has fed her.
2. CONCEPTION: this means the acquisition of organized knowledge in the form of concepts or general ideas which transcend any particular percept. Percept refers to individual or specific situation: concept is general or universal in its reference the child gets the perception of orange, apple, banana etc and is able to locate certain general qualities in them.
3. ASSOCIATIVE LEARNING: these correspond to memory both as the deliberate recall and recognition past experience and a habit or automatic memory due to association. Associative learning is fundamental to all other learning in the chapter on memory. This aspect of acquisition of knowledge will be discussed.
MOTIVES AND LEARNING
The human behavior is controlled, directed and modified through certain motives. When a person is hungry and is searching for food, or constructing a house, or mating or learning new skills we will always be able to trace some such elements which initiate his activates guide them and modify his behavior in the light of his successes or picture.
WHAT IS MOTIVATION
Motivation is that force which impels or incites individual’s action determines the individual direction of action and his rate of actions. When the individual gets any motive he expenses a tension and disequilibrium and becomes restless. His activities are then initiated the. The individual feels a push to behave in a certain direction. In education, motivation is the art of stimulating interest. In the pupil where there has been no such interest, or where it is as yet unfelt by the pupil and also of cultivating the interest already present in behalf of socially approved conduct. Motivation in school learning involves arousing, sustaining and directing desirable conduct.
WHAT WE MEAN BY MOTIVE
Motive is a condition –‘physiological and psychological’ within the organism that disposes it to act in certain ways. Motives take a variety of forms and are designated by many different terms such as need, desire, tension, set, determining tendencies attitudes, interest, persisting, stimuli etc. M C Geoch defines a motive as “any condition of an individual which points or orients him towards the practice of a given task and which defines the adequacy of his activities and completion of the task’’
KINDS – INTERNAL AND EXTERNAL
INTERNAL MOTIVATION – Human beings have internal urges, drives needs and appetites all these constitute innate motivation. Human beings are born with a very few ready-made forms of behavior, few unlearned activities undergo modification or change through learning but this learning itself has a cause or is motivated by something which is provided by the individual himself are his impulses, urge, appetites etc.
EXTERNAL MOTIVATION- learning must proceed in the absence of internal motivation, if there is intellectual immaturity and lack of sensitivity to ultimate consequences and ideals in the individual, then internal motivation will fail. In such circumstances resource is to be taken to external motivation.
External motivation however, is so called only because it is external to the learning activity itself. By external motivation it should not be considered that it is in any sense artificial, it has to be built upon the foundation of some existing natural response tendency. It can be successful only when it is intrinsic to the nature of the individual. Thus drives which are the chief sound of spontaneous attention and painless effort and are enormous resources of potential energy at the disposal of the leaner and teacher should be judiciously employed and wisely directed towards motivating the pupil.
A person can react to his environment in two ways. When we tie the laces of our shoe or board a bus or produce humming sound, we react in an uninvolved manner. The second type of reaction taken place at the time when we do some work very carefully and attentively and involve ourselves completely in it. In the first type of behavior the self remains aloof. In the second type of behavior as ego that is involvement behavior. Ego is a condition of total participation of the self as knower, organizer, observer, status, and seeker and as socialized being. Ego is involved in all those action in which our ability is challenged.
SO, TAKE CORRECTION – PAUL VINCENT
SOURCE ET OBJECTIFS D'ÉDUCATION VRAIE
Automatically translated into French thanks to WorldLingo
La SOURCE ET LES OBJECTIFS DE VÉRITABLE ÉDUCATION
d'ÉDUCATION est l'acquisition de la connaissance. Il est l'un des buts principaux de chaque être humain raisonnable sur terre. C'est la réalité derrière ce mot magique qui fait travailler fort des mères et des pères et économiser pour s'assurer que leurs enfants auront en tant qu'éducation complète comme possible. Ils espèrent ainsi s'assurer que leurs fils et filles auront une « meilleure occasion » qu'eux ou pourront concurrencer sur le marché fou d'aujourd'hui de meilleurs employeurs qualifiés.
L'ÉDUCATION VRAIE pourrait il être nos idées d'éducation qui prennent trop l'étroit et si bas une gamme qu'il y a plus pour rectifier l'éducation que juste un livre apprenant - une acquisition de la connaissance.
Il y a le besoin d'une plus large portée, un but plus élevé. L'éducation vraie signifie plus que la poursuite d'un certain cours d'étude. Il doit faire avec toute la période d'existence possible d'équiper. C'est le développement harmonieux de l'examen médical, des puissances mentales et spirituelles. Il prépare l'étudiant pour la joie du service en ce monde et pour la joie plus élevée d'un service plus large au monde venir.
Le monde a eu son grand intellect et des hommes étendus de recherches dont les expressions ont stimulé la pensée et se sont ouvertes pour regarder de vastes champs de la connaissance et de ces hommes ont été honorés pendant que des guides et des bienfaiteurs de leur course ; mais il y a d'un qui se tient plus haut qu'elles. Nous pouvons tracer la ligne des professeurs du `s du monde dès des humains que les disques se prolongent. Mais les lumières étaient avant eux. Car la lune et tient le premier rôle de notre éclat de système solaire par la lumière réfléchie du soleil, pour loin car leur enseignement est vrai, faites penseur du `s du monde le grand reflètent les rayons du soleil de la droiture. Chaque lueur de pensée chaque flash de l'intellect est de la lumière du monde.
Des BUTS EN APPRENANT
les buts dans l'étude peuvent être classifiés dans deux larges catégories
1. L'ACQUISITION DE LA CONNAISSANCE
2. L'ACQUISITION DE LA COMPÉTENCE
l'acquisition de la connaissance signifie apporter vers le haut de la modification et de la commande intellectuelles et émotives dans l'individu par l'étude, alors que ; L'acquisition de la compétence se rapporte à la modification et à la commande sensorielles de moteur par l'étude.
Les subdivisions suivantes sont comprises sous la large rubrique ou le but principal - L'ACQUISITION DE LA CONNAISSANCE
1. PRECEPTION : ceci se rapporte à l'acquisition de la connaissance spécifique au sujet des objets ou des événements stimulant directement le sens à n'importe quel moment particulier. Un objet viennent avant que nos organes de sens, nous obtiennent la sensation de elle et attachent une signification à lui sur la base de notre expérience antérieure. C'est perception. Un enfant en bas âge voit une femme, dans le passé où la femme l'a alimentée.
2. CONCEPTION : ceci signifie l'acquisition de la connaissance organisée sous forme de concepts ou les idées générales qui dépassent n'importe quel percept particulier. Percept se rapporte à la situation individuelle ou spécifique : le concept est général ou l'universel dans sa référence l'enfant obtient la perception de l'orange, de la pomme, de la banane etc. et peut pour localiser certaines qualités générales dans elles.
3. ÉTUDE ASSOCIATIVE : ceux-ci correspondent à la mémoire toutes les deux comme l'expérience antérieure délibérée de rappel et d'identification et une mémoire d'habitude ou automatique due à l'association. L'étude associative est fondamentale à tout l'autre qui apprend dans le chapitre sur la mémoire. Cet aspect d'acquisition de la connaissance sera discuté.
Les MOTIFS ET L'ÉTUDE
du comportement humain est commandé, dirigé et modifié par certains motifs. Quand une personne a faim et recherche la nourriture, ou construit une maison, ou joindre ou l'étude nouvelles des qualifications que nous pourrons toujours tracer quelques tels éléments qui lancent le sien active les guidons et modifiez son comportement à la lumière de ses succès ou image.
CE QUI EST la motivation
de MOTIVATION est cette force qui pousse ou incite l'action de l'individu détermine la direction individuelle de l'action et son taux d'actions. Quand l'individu l'obtient à n'importe quel motif des dépenses une tension et un déséquilibre et devient agité. Ses activités sont alors lancés. L'individu sent une poussée pour se comporter dans une certaine direction. Dans l'éducation, la motivation est l'art d'intérêt stimulant. Dans la pupille où il n'y a eu aucun un tel intérêt, ou où il est jusqu'ici non senti par la pupille et également de cultiver l'intérêt déjà actuel au nom de la conduite socialement approuvée. La motivation dans l'étude d'école implique de réveiller, soutenir et diriger la conduite souhaitable.
CE QUE VOULONS DIRE NOUS PAR motif
de MOTIVE est une condition - `physiologique et psychologique' dans l'organization qui la dispose agir de certaines manières. Les motifs prennent une variété de formes et sont indiqués par beaucoup de différentes limites telles que le besoin, le désir, la tension, l'ensemble, déterminant les attitudes de tendances, l'intérêt, la persistance, les stimulus etc. M C Geoch définit un motif comme « n'importe quel état d'un individu qui le dirige ou oriente vers la pratique de l'donné charge et qui définit l'adéquation de ses activités et accomplissement SORTES de charger des'
' - INTERNES ET MOTIVATION
INTERNE d'external - les êtres humains a des recommander internes, conduit les besoins et les appétits tous ceux-ci constituent la motivation innée. Des êtres humains sont soutenus avec très peu de formes prêtes à l'emploi de comportement, peu d'activités désapprises subissent la modification ou le changement par l'étude mais ceci qui s'apprend a une cause ou est motivée par quelque chose qui est fournie par l'individu lui-même est ses impulsions, recommander, appétits etc.
L'étude de MOTIVATION d'external doit procéder en l'absence de la motivation interne, s'il y a immaturité et de manque intellectuels de sensibilité aux conséquences et aux idéaux finals dans l'individuel, alors motivation interne échouera. Dans de telles circonstances la ressource doit être prise à la motivation externe.
La motivation externe cependant, est prétendue seulement parce qu'elle est externe à l'étude elle-même. Par motivation externe qu'il ne devrait pas considérer qu'il est dans n'importe quel sens artificiel, il doit être construit sur la base d'une certaine tendance normale existante de réponse. Il peut être réussi seulement quand il est intrinsèque à la nature de l'individu. Conduit ainsi qui sont le bruit en chef d'une attention spontanée et effort indolore et sont d'énormes ressources d'énergie potentielle à la disposition du plus maigre et le professeur devrait être judicieusement employé et sagement orienté sur motiver la pupille.
Une personne peut réagir à son environnement de deux manières. Quand nous attachons les lacets de notre chaussure ou embarquons un bruit de ronflement d'autobus ou de produit, nous réagissons dans uninvolved la façon. Le deuxième type de réaction eu lieu au moment où nous effectuons un certain travail très soigneusement et attentivement et nous faisons participer complètement dans lui. Dans le premier type de comportement l'individu demeure à distance. Dans le deuxième type de comportement comme moi qui est comportement de participation. Le moi est un état de la participation totale de l'individu comme knower, de l'organisateur, de l'observateur, du statut, et du chercheur et comme eu une vie sociale étant. Le moi est impliqué dans tous ces l'action dans laquelle notre capacité est défiée.
AINSI, CORRECTION DE PRISE - VINCENT DE PAUL
La SOURCE ET LES OBJECTIFS DE VÉRITABLE ÉDUCATION
d'ÉDUCATION est l'acquisition de la connaissance. Il est l'un des buts principaux de chaque être humain raisonnable sur terre. C'est la réalité derrière ce mot magique qui fait travailler fort des mères et des pères et économiser pour s'assurer que leurs enfants auront en tant qu'éducation complète comme possible. Ils espèrent ainsi s'assurer que leurs fils et filles auront une « meilleure occasion » qu'eux ou pourront concurrencer sur le marché fou d'aujourd'hui de meilleurs employeurs qualifiés.
L'ÉDUCATION VRAIE pourrait il être nos idées d'éducation qui prennent trop l'étroit et si bas une gamme qu'il y a plus pour rectifier l'éducation que juste un livre apprenant - une acquisition de la connaissance.
Il y a le besoin d'une plus large portée, un but plus élevé. L'éducation vraie signifie plus que la poursuite d'un certain cours d'étude. Il doit faire avec toute la période d'existence possible d'équiper. C'est le développement harmonieux de l'examen médical, des puissances mentales et spirituelles. Il prépare l'étudiant pour la joie du service en ce monde et pour la joie plus élevée d'un service plus large au monde venir.
Le monde a eu son grand intellect et des hommes étendus de recherches dont les expressions ont stimulé la pensée et se sont ouvertes pour regarder de vastes champs de la connaissance et de ces hommes ont été honorés pendant que des guides et des bienfaiteurs de leur course ; mais il y a d'un qui se tient plus haut qu'elles. Nous pouvons tracer la ligne des professeurs du `s du monde dès des humains que les disques se prolongent. Mais les lumières étaient avant eux. Car la lune et tient le premier rôle de notre éclat de système solaire par la lumière réfléchie du soleil, pour loin car leur enseignement est vrai, faites penseur du `s du monde le grand reflètent les rayons du soleil de la droiture. Chaque lueur de pensée chaque flash de l'intellect est de la lumière du monde.
Des BUTS EN APPRENANT
les buts dans l'étude peuvent être classifiés dans deux larges catégories
1. L'ACQUISITION DE LA CONNAISSANCE
2. L'ACQUISITION DE LA COMPÉTENCE
l'acquisition de la connaissance signifie apporter vers le haut de la modification et de la commande intellectuelles et émotives dans l'individu par l'étude, alors que ; L'acquisition de la compétence se rapporte à la modification et à la commande sensorielles de moteur par l'étude.
Les subdivisions suivantes sont comprises sous la large rubrique ou le but principal - L'ACQUISITION DE LA CONNAISSANCE
1. PRECEPTION : ceci se rapporte à l'acquisition de la connaissance spécifique au sujet des objets ou des événements stimulant directement le sens à n'importe quel moment particulier. Un objet viennent avant que nos organes de sens, nous obtiennent la sensation de elle et attachent une signification à lui sur la base de notre expérience antérieure. C'est perception. Un enfant en bas âge voit une femme, dans le passé où la femme l'a alimentée.
2. CONCEPTION : ceci signifie l'acquisition de la connaissance organisée sous forme de concepts ou les idées générales qui dépassent n'importe quel percept particulier. Percept se rapporte à la situation individuelle ou spécifique : le concept est général ou l'universel dans sa référence l'enfant obtient la perception de l'orange, de la pomme, de la banane etc. et peut pour localiser certaines qualités générales dans elles.
3. ÉTUDE ASSOCIATIVE : ceux-ci correspondent à la mémoire toutes les deux comme l'expérience antérieure délibérée de rappel et d'identification et une mémoire d'habitude ou automatique due à l'association. L'étude associative est fondamentale à tout l'autre qui apprend dans le chapitre sur la mémoire. Cet aspect d'acquisition de la connaissance sera discuté.
Les MOTIFS ET L'ÉTUDE
du comportement humain est commandé, dirigé et modifié par certains motifs. Quand une personne a faim et recherche la nourriture, ou construit une maison, ou joindre ou l'étude nouvelles des qualifications que nous pourrons toujours tracer quelques tels éléments qui lancent le sien active les guidons et modifiez son comportement à la lumière de ses succès ou image.
CE QUI EST la motivation
de MOTIVATION est cette force qui pousse ou incite l'action de l'individu détermine la direction individuelle de l'action et son taux d'actions. Quand l'individu l'obtient à n'importe quel motif des dépenses une tension et un déséquilibre et devient agité. Ses activités sont alors lancés. L'individu sent une poussée pour se comporter dans une certaine direction. Dans l'éducation, la motivation est l'art d'intérêt stimulant. Dans la pupille où il n'y a eu aucun un tel intérêt, ou où il est jusqu'ici non senti par la pupille et également de cultiver l'intérêt déjà actuel au nom de la conduite socialement approuvée. La motivation dans l'étude d'école implique de réveiller, soutenir et diriger la conduite souhaitable.
CE QUE VOULONS DIRE NOUS PAR motif
de MOTIVE est une condition - `physiologique et psychologique' dans l'organization qui la dispose agir de certaines manières. Les motifs prennent une variété de formes et sont indiqués par beaucoup de différentes limites telles que le besoin, le désir, la tension, l'ensemble, déterminant les attitudes de tendances, l'intérêt, la persistance, les stimulus etc. M C Geoch définit un motif comme « n'importe quel état d'un individu qui le dirige ou oriente vers la pratique de l'donné charge et qui définit l'adéquation de ses activités et accomplissement SORTES de charger des'
' - INTERNES ET MOTIVATION
INTERNE d'external - les êtres humains a des recommander internes, conduit les besoins et les appétits tous ceux-ci constituent la motivation innée. Des êtres humains sont soutenus avec très peu de formes prêtes à l'emploi de comportement, peu d'activités désapprises subissent la modification ou le changement par l'étude mais ceci qui s'apprend a une cause ou est motivée par quelque chose qui est fournie par l'individu lui-même est ses impulsions, recommander, appétits etc.
L'étude de MOTIVATION d'external doit procéder en l'absence de la motivation interne, s'il y a immaturité et de manque intellectuels de sensibilité aux conséquences et aux idéaux finals dans l'individuel, alors motivation interne échouera. Dans de telles circonstances la ressource doit être prise à la motivation externe.
La motivation externe cependant, est prétendue seulement parce qu'elle est externe à l'étude elle-même. Par motivation externe qu'il ne devrait pas considérer qu'il est dans n'importe quel sens artificiel, il doit être construit sur la base d'une certaine tendance normale existante de réponse. Il peut être réussi seulement quand il est intrinsèque à la nature de l'individu. Conduit ainsi qui sont le bruit en chef d'une attention spontanée et effort indolore et sont d'énormes ressources d'énergie potentielle à la disposition du plus maigre et le professeur devrait être judicieusement employé et sagement orienté sur motiver la pupille.
Une personne peut réagir à son environnement de deux manières. Quand nous attachons les lacets de notre chaussure ou embarquons un bruit de ronflement d'autobus ou de produit, nous réagissons dans uninvolved la façon. Le deuxième type de réaction eu lieu au moment où nous effectuons un certain travail très soigneusement et attentivement et nous faisons participer complètement dans lui. Dans le premier type de comportement l'individu demeure à distance. Dans le deuxième type de comportement comme moi qui est comportement de participation. Le moi est un état de la participation totale de l'individu comme knower, de l'organisateur, de l'observateur, du statut, et du chercheur et comme eu une vie sociale étant. Le moi est impliqué dans tous ces l'action dans laquelle notre capacité est défiée.
AINSI, CORRECTION DE PRISE - VINCENT DE PAUL
La SOURCE ET LES OBJECTIFS DE VÉRITABLE ÉDUCATION
d'ÉDUCATION est l'acquisition de la connaissance. Il est l'un des buts principaux de chaque être humain raisonnable sur terre. C'est la réalité derrière ce mot magique qui fait travailler fort des mères et des pères et économiser pour s'assurer que leurs enfants auront en tant qu'éducation complète comme possible. Ils espèrent ainsi s'assurer que leurs fils et filles auront une « meilleure occasion » qu'eux ou pourront concurrencer sur le marché fou d'aujourd'hui de meilleurs employeurs qualifiés.
L'ÉDUCATION VRAIE pourrait il être nos idées d'éducation qui prennent trop l'étroit et si bas une gamme qu'il y a plus pour rectifier l'éducation que juste un livre apprenant - une acquisition de la connaissance.
Il y a le besoin d'une plus large portée, un but plus élevé. L'éducation vraie signifie plus que la poursuite d'un certain cours d'étude. Il doit faire avec toute la période d'existence possible d'équiper. C'est le développement harmonieux de l'examen médical, des puissances mentales et spirituelles. Il prépare l'étudiant pour la joie du service en ce monde et pour la joie plus élevée d'un service plus large au monde venir.
The world has had its great intellect and extensive research men whose utterances have stimulated thought and opened to view vast fields of knowledge and these men have been honoured as guides and benefactors of their race; but there is one who stands higher than they. We can trace the line of the world`s teachers as far back as humans records extend. But the lights were before them. As the moon and the stars of our solar system shine by the reflected light of the sun, so as far as their teaching is true, do the world`s great thinker reflect the rays of the sun of Righteousness. Every gleam of thought every flash of the intellect is from the light of the world.
GOALS IN LEARNING
The goals in learning can be classified into two broad categories
1. THE ACQUISITION OF KNOWLEDGE
2. THE ACQUISITION OF SKILL
The acquisition of knowledge means the bringing up of intellectual and emotional modification and control in the individual through learning, while; The acquisition of skill refers to the sensory motor modification and control through learning.
The following sub-divisions are comprehended under the broad heading or the major goal – THE ACQUISITION OF KNOWLEDGE
1. PRECEPTION: this refers to the acquisition of specific knowledge about objects or events directly stimulating the sense at any particular moment. An object come before our sense organs, we get the sensation of it and attach a meaning to it on the basis of our past experience. This is perception. A young child sees a woman, in the past the woman has fed her.
2. CONCEPTION: this means the acquisition of organized knowledge in the form of concepts or general ideas which transcend any particular percept. Percept refers to individual or specific situation: concept is general or universal in its reference the child gets the perception of orange, apple, banana etc and is able to locate certain general qualities in them.
3. ASSOCIATIVE LEARNING: these correspond to memory both as the deliberate recall and recognition past experience and a habit or automatic memory due to association. Associative learning is fundamental to all other learning in the chapter on memory. This aspect of acquisition of knowledge will be discussed.
MOTIVES AND LEARNING
The human behavior is controlled, directed and modified through certain motives. When a person is hungry and is searching for food, or constructing a house, or mating or learning new skills we will always be able to trace some such elements which initiate his activates guide them and modify his behavior in the light of his successes or picture.
WHAT IS MOTIVATION
Motivation is that force which impels or incites individual’s action determines the individual direction of action and his rate of actions. When the individual gets any motive he expenses a tension and disequilibrium and becomes restless. His activities are then initiated the. The individual feels a push to behave in a certain direction. In education, motivation is the art of stimulating interest. In the pupil where there has been no such interest, or where it is as yet unfelt by the pupil and also of cultivating the interest already present in behalf of socially approved conduct. Motivation in school learning involves arousing, sustaining and directing desirable conduct.
WHAT WE MEAN BY MOTIVE
Motive is a condition –‘physiological and psychological’ within the organism that disposes it to act in certain ways. Motives take a variety of forms and are designated by many different terms such as need, desire, tension, set, determining tendencies attitudes, interest, persisting, stimuli etc. M C Geoch defines a motive as “any condition of an individual which points or orients him towards the practice of a given task and which defines the adequacy of his activities and completion of the task’’
KINDS – INTERNAL AND EXTERNAL
INTERNAL MOTIVATION – Human beings have internal urges, drives needs and appetites all these constitute innate motivation. Human beings are born with a very few ready-made forms of behavior, few unlearned activities undergo modification or change through learning but this learning itself has a cause or is motivated by something which is provided by the individual himself are his impulses, urge, appetites etc.
EXTERNAL MOTIVATION- learning must proceed in the absence of internal motivation, if there is intellectual immaturity and lack of sensitivity to ultimate consequences and ideals in the individual, then internal motivation will fail. In such circumstances resource is to be taken to external motivation.
External motivation however, is so called only because it is external to the learning activity itself. By external motivation it should not be considered that it is in any sense artificial, it has to be built upon the foundation of some existing natural response tendency. It can be successful only when it is intrinsic to the nature of the individual. Thus drives which are the chief sound of spontaneous attention and painless effort and are enormous resources of potential energy at the disposal of the leaner and teacher should be judiciously employed and wisely directed towards motivating the pupil.
A person can react to his environment in two ways. When we tie the laces of our shoe or board a bus or produce humming sound, we react in an uninvolved manner. The second type of reaction taken place at the time when we do some work very carefully and attentively and involve ourselves completely in it. In the first type of behavior the self remains aloof. In the second type of behavior as ego that is involvement behavior. Ego is a condition of total participation of the self as knower, organizer, observer, status, and seeker and as socialized being. Ego is involved in all those action in which our ability is challenged.
SO, TAKE CORRECTION – PAUL VINCENT
FUENTE Y PUNTERÍAS DE LA EDUCACIÓN VERDADERA
Automatically translated into Spanish thanks to WorldLingo
La FUENTE Y LAS PUNTERÍAS DE LA EDUCACIÓN VERDADERA
de la EDUCACIÓN es el adquirir del conocimiento. Es una de las metas principales de cada est humano racional en la tierra. Es la realidad detrás de esta palabra mágica que haga a madres y a padres trabajar y excepto asegurar que sus niños tendrán como educación completa como sea posible. Esperan así asegurar que sus hijos e hijas tengan una “oportunidad mejor” que ellos o podrán competir en el mercado enojado de hoy de patrones entrenados mejores.
La EDUCACIÓN VERDADERA podría él ser nuestras ideas de la educación que toman también el estrecho y demasiado bajo una gama que hay más para verdad la educación que apenas un libro que aprende - el adquirir del conocimiento.
Hay necesidad de un alcance más amplio, una puntería más alta. La educación verdadera significa más que perseguir de cierto curso del estudio. Tiene que hacer con el período entero de la existencia posible servir. Es el desarrollo armonioso de la comprobación, de las energías mentales y espirituales. Prepara a estudiante para la alegría del servicio en este mundo y para la alegría más alta de un servicio más amplio en el mundo para venir.
El mundo ha tenido su gran intelecto y han honrado a los hombres extensos de la investigación que elocuciones han estimulado pensamiento y se han abierto para ver campos extensos del conocimiento y de estos hombres mientras que las guías y los benefactores de su raza; pero hay uno quién está parado más arriba que él. Podemos remontar la línea de los profesores del `s del mundo desde seres humanos que los expedientes extienden. Pero las luces estaban antes de ellos. Como la luna y las estrellas de nuestra Sistema Solar brille por la luz reflejada del sol, para como su enseñanza es verdad, hacen lejos pensador del `s del mundo a gran reflejan los rayos del sol de Righteousness. Cada destello del pensamiento cada flash de la intelecto es de la luz del mundo.
Las METAS EN APRENDER
las metas en aprender se pueden clasificar en dos amplias categorías
1. LA ADQUISICIÓN DEL CONOCIMIENTO
2. LA ADQUISICIÓN DE LA HABILIDAD
la adquisición del conocimiento significa traer para arriba de la modificación y del control intelectuales y emocionales en el individuo con aprender, mientras que; La adquisición de la habilidad refiere a la modificación y al control sensoriales del motor con aprender.
Las subdivisiones siguientes se comprenden bajo el amplio título o meta principal - LA ADQUISICIÓN DEL CONOCIMIENTO
1. PRECEPTION: esto refiere a la adquisición del conocimiento específico sobre los objetos o los acontecimientos que estimulan directamente el sentido en cualquier momento particular. Un objeto viene antes de que nuestros órganos del sentido, nosotros consigan la sensación de ella y une un significado a él en base de nuestra experiencia previa. Ésta es opinión. Un niño joven ve a mujer, en el pasado que la mujer la ha alimentado.
2. CONCEPTO: esto significa la adquisición del conocimiento organizado bajo la forma de conceptos o las ideas generales que superan cualquier percept particular. Percept refiere a la situación individual o específica: el concepto es general o el universal en su referencia el niño consigue la opinión de la naranja, de la manzana, del plátano etc y puede localizar ciertas calidades generales en ellos.
3. EL APRENDER SOCIABLE: éstos corresponden a la memoria ambas como la experiencia previa deliberada de memoria y del reconocimiento y una memoria del hábito o automática debido a la asociación. El aprender sociable es fundamental a todo el otro que aprende en el capítulo en memoria. Este aspecto de la adquisición del conocimiento será discutido.
Los MOTIVOS Y APRENDER
el comportamiento humano es controlados, dirigidos y modificados con ciertos motivos. Cuando una persona tiene hambre y está buscando para alimento, o está construyendo una casa, o el acoplamiento o el aprender nuevas de habilidades que podremos siempre remontar algunos tales elementos que inicien el suyo activamos los dirigimos y modifique su comportamiento teniendo en cuenta sus éxitos o cuadro.
CUÁL ES la motivación
de la MOTIVACIÓN es esa fuerza que impulsa o incita la acción del individuo determina la dirección individual de la acción y su índice de acciones. Cuando el individuo lo consigue a cualquier motivo los costos una tensión y un desequilibrio y hace agitado. Sus actividades entonces son iniciados. El individuo siente un empuje para comportarse en cierta dirección. En la educación, la motivación es el arte del interés que estimula. En la pupila donde no ha habido tal interés, o donde está hasta ahora unfelt al lado de la pupila y también de cultivar el interés ya presente en nombre de conducta social aprobada. La motivación en aprender de la escuela implica el despertar, el sostener y el dirigir de conducta deseable.
QUÉ SIGNIFICAMOS POR el motivo
de MOTIVE es una condición - `fisiológico y psicologico' dentro del organismo que la dispone actuar de ciertas maneras. Los motivos toman una variedad de formas y son señalados por muchos diversos términos tales como necesidad, deseo, tensión, sistema, determinando las actitudes de las tendencias, el interés, persistir, los estímulos etc. M C Geoch define un motivo como “cualquier condición de un individuo que lo señale u oriente hacia la práctica de una tarea dada y que defina la suficiencia de sus actividades y terminación las CLASES de la tarea'
' - INTERNAS Y MOTIVACIÓN
INTERNA del external - los seres humanos tenga impulsos internos, conduce necesidades y los apetitos todos los éstos constituyen la motivación natural. Los seres humanos se llevan con muy pocas formas confeccionadas de comportamiento, pocas actividades unlearned experimentan la modificación o el cambio con aprender pero ésta que se aprende tiene una causa o es motivada por algo que es proporcionado por el individuo mismo es sus impulsos, impulso, apetitos etc.
El aprender de la MOTIVACIÓN del external debe proceder en ausencia de la motivación interna, si hay inmadurez y carencia intelectuales de la sensibilidad a las últimos consecuencias e ideales en el individual, entonces motivación interna fallará. En tales circunstancias el recurso debe ser llevado la motivación externa.
La motivación externa sin embargo, es supuesta solamente porque es externa a la actividad que aprende sí mismo. Por la motivación externa que no debe ser considerado que está en cualquier sentido artificial, él tiene que ser construido sobre la fundación de una cierta tendencia natural existente de la respuesta. Puede ser acertado solamente cuando es intrínseco a la naturaleza del individuo. Así conduce que son el principal sonido de la atención espontánea y esfuerzo sin dolor y son recursos enormes de la energía potencial en la disposición del más magro y el profesor debe ser empleado juicioso y ser dirigido sabiamente hacia la motivación de la pupila.
Una persona puede reaccionar a su ambiente de dos maneras. Cuando atamos los cordones de nuestro zapato o subimos a un sonido del tarareo del autobús o del producto, reaccionamos en uninvolved manera. El segundo tipo de reacción ocurrido cuando hacemos un cierto trabajo muy cuidadosamente y atento y nos implicamos totalmente en él. En el primer tipo de comportamiento sigue habiendo el uno mismo a distancia. En el segundo tipo de comportamiento como ego que es comportamiento de la implicación. El ego es una condición de la participación total del uno mismo como knower, del organizador, del observador, del estado, y del buscador y según lo socializado siendo. El ego está implicado en todos esos la acción en la cual se desafía nuestra capacidad.
ASÍ PUES, CORRECCIÓN DE LA TOMA - VINCENT DE PAUL
La FUENTE Y LAS PUNTERÍAS DE LA EDUCACIÓN VERDADERA
de la EDUCACIÓN es el adquirir del conocimiento. Es una de las metas principales de cada est humano racional en la tierra. Es la realidad detrás de esta palabra mágica que haga a madres y a padres trabajar y excepto asegurar que sus niños tendrán como educación completa como sea posible. Esperan así asegurar que sus hijos e hijas tengan una “oportunidad mejor” que ellos o podrán competir en el mercado enojado de hoy de patrones entrenados mejores.
La EDUCACIÓN VERDADERA podría él ser nuestras ideas de la educación que toman también el estrecho y demasiado bajo una gama que hay más para verdad la educación que apenas un libro que aprende - el adquirir del conocimiento.
Hay necesidad de un alcance más amplio, una puntería más alta. La educación verdadera significa más que perseguir de cierto curso del estudio. Tiene que hacer con el período entero de la existencia posible servir. Es el desarrollo armonioso de la comprobación, de las energías mentales y espirituales. Prepara a estudiante para la alegría del servicio en este mundo y para la alegría más alta de un servicio más amplio en el mundo para venir.
El mundo ha tenido su gran intelecto y han honrado a los hombres extensos de la investigación que elocuciones han estimulado pensamiento y se han abierto para ver campos extensos del conocimiento y de estos hombres mientras que las guías y los benefactores de su raza; pero hay uno quién está parado más arriba que él. Podemos remontar la línea de los profesores del `s del mundo desde seres humanos que los expedientes extienden. Pero las luces estaban antes de ellos. Como la luna y las estrellas de nuestra Sistema Solar brille por la luz reflejada del sol, para como su enseñanza es verdad, hacen lejos pensador del `s del mundo a gran reflejan los rayos del sol de Righteousness. Cada destello del pensamiento cada flash de la intelecto es de la luz del mundo.
Las METAS EN APRENDER
las metas en aprender se pueden clasificar en dos amplias categorías
1. LA ADQUISICIÓN DEL CONOCIMIENTO
2. LA ADQUISICIÓN DE LA HABILIDAD
la adquisición del conocimiento significa traer para arriba de la modificación y del control intelectuales y emocionales en el individuo con aprender, mientras que; La adquisición de la habilidad refiere a la modificación y al control sensoriales del motor con aprender.
Las subdivisiones siguientes se comprenden bajo el amplio título o meta principal - LA ADQUISICIÓN DEL CONOCIMIENTO
1. PRECEPTION: esto refiere a la adquisición del conocimiento específico sobre los objetos o los acontecimientos que estimulan directamente el sentido en cualquier momento particular. Un objeto viene antes de que nuestros órganos del sentido, nosotros consigan la sensación de ella y une un significado a él en base de nuestra experiencia previa. Ésta es opinión. Un niño joven ve a mujer, en el pasado que la mujer la ha alimentado.
2. CONCEPTO: esto significa la adquisición del conocimiento organizado bajo la forma de conceptos o las ideas generales que superan cualquier percept particular. Percept refiere a la situación individual o específica: el concepto es general o el universal en su referencia el niño consigue la opinión de la naranja, de la manzana, del plátano etc y puede localizar ciertas calidades generales en ellos.
3. EL APRENDER SOCIABLE: éstos corresponden a la memoria ambas como la experiencia previa deliberada de memoria y del reconocimiento y una memoria del hábito o automática debido a la asociación. El aprender sociable es fundamental a todo el otro que aprende en el capítulo en memoria. Este aspecto de la adquisición del conocimiento será discutido.
Los MOTIVOS Y APRENDER
el comportamiento humano es controlados, dirigidos y modificados con ciertos motivos. Cuando una persona tiene hambre y está buscando para alimento, o está construyendo una casa, o el acoplamiento o el aprender nuevas de habilidades que podremos siempre remontar algunos tales elementos que inicien el suyo activamos los dirigimos y modifique su comportamiento teniendo en cuenta sus éxitos o cuadro.
CUÁL ES la motivación
de la MOTIVACIÓN es esa fuerza que impulsa o incita la acción del individuo determina la dirección individual de la acción y su índice de acciones. Cuando el individuo lo consigue a cualquier motivo los costos una tensión y un desequilibrio y hace agitado. Sus actividades entonces son iniciados. El individuo siente un empuje para comportarse en cierta dirección. En la educación, la motivación es el arte del interés que estimula. En la pupila donde no ha habido tal interés, o donde está hasta ahora unfelt al lado de la pupila y también de cultivar el interés ya presente en nombre de conducta social aprobada. La motivación en aprender de la escuela implica el despertar, el sostener y el dirigir de conducta deseable.
QUÉ SIGNIFICAMOS POR el motivo
de MOTIVE es una condición - `fisiológico y psicologico' dentro del organismo que la dispone actuar de ciertas maneras. Los motivos toman una variedad de formas y son señalados por muchos diversos términos tales como necesidad, deseo, tensión, sistema, determinando las actitudes de las tendencias, el interés, persistir, los estímulos etc. M C Geoch define un motivo como “cualquier condición de un individuo que lo señale u oriente hacia la práctica de una tarea dada y que defina la suficiencia de sus actividades y terminación las CLASES de la tarea'
' - INTERNAS Y MOTIVACIÓN
INTERNA del external - los seres humanos tenga impulsos internos, conduce necesidades y los apetitos todos los éstos constituyen la motivación natural. Los seres humanos se llevan con muy pocas formas confeccionadas de comportamiento, pocas actividades unlearned experimentan la modificación o el cambio con aprender pero ésta que se aprende tiene una causa o es motivada por algo que es proporcionado por el individuo mismo es sus impulsos, impulso, apetitos etc.
El aprender de la MOTIVACIÓN del external debe proceder en ausencia de la motivación interna, si hay inmadurez y carencia intelectuales de la sensibilidad a las últimos consecuencias e ideales en el individual, entonces motivación interna fallará. En tales circunstancias el recurso debe ser llevado la motivación externa.
La motivación externa sin embargo, es supuesta solamente porque es externa a la actividad que aprende sí mismo. Por la motivación externa que no debe ser considerado que está en cualquier sentido artificial, él tiene que ser construido sobre la fundación de una cierta tendencia natural existente de la respuesta. Puede ser acertado solamente cuando es intrínseco a la naturaleza del individuo. Así conduce que son el principal sonido de la atención espontánea y esfuerzo sin dolor y son recursos enormes de la energía potencial en la disposición del más magro y el profesor debe ser empleado juicioso y ser dirigido sabiamente hacia la motivación de la pupila.
Una persona puede reaccionar a su ambiente de dos maneras. Cuando atamos los cordones de nuestro zapato o subimos a un sonido del tarareo del autobús o del producto, reaccionamos en uninvolved manera. El segundo tipo de reacción ocurrido cuando hacemos un cierto trabajo muy cuidadosamente y atento y nos implicamos totalmente en él. En el primer tipo de comportamiento sigue habiendo el uno mismo a distancia. En el segundo tipo de comportamiento como ego que es comportamiento de la implicación. El ego es una condición de la participación total del uno mismo como knower, del organizador, del observador, del estado, y del buscador y según lo socializado siendo. El ego está implicado en todos esos la acción en la cual se desafía nuestra capacidad.
ASÍ PUES, CORRECCIÓN DE LA TOMA - VINCENT DE PAUL
La FUENTE Y LAS PUNTERÍAS DE LA EDUCACIÓN VERDADERA
de la EDUCACIÓN es el adquirir del conocimiento. Es una de las metas principales de cada est humano racional en la tierra. Es la realidad detrás de esta palabra mágica que haga a madres y a padres trabajar y excepto asegurar que sus niños tendrán como educación completa como sea posible. Esperan así asegurar que sus hijos e hijas tengan una “oportunidad mejor” que ellos o podrán competir en el mercado enojado de hoy de patrones entrenados mejores.
La EDUCACIÓN VERDADERA podría él ser nuestras ideas de la educación que toman también el estrecho y demasiado bajo una gama que hay más para verdad la educación que apenas un libro que aprende - el adquirir del conocimiento.
Hay necesidad de un alcance más amplio, una puntería más alta. La educación verdadera significa más que perseguir de cierto curso del estudio. Tiene que hacer con el período entero de la existencia posible servir. Es el desarrollo armonioso de la comprobación, de las energías mentales y espirituales. Prepara a estudiante para la alegría del servicio en este mundo y para la alegría más alta de un servicio más amplio en el mundo para venir.
The world has had its great intellect and extensive research men whose utterances have stimulated thought and opened to view vast fields of knowledge and these men have been honoured as guides and benefactors of their race; but there is one who stands higher than they. We can trace the line of the world`s teachers as far back as humans records extend. But the lights were before them. As the moon and the stars of our solar system shine by the reflected light of the sun, so as far as their teaching is true, do the world`s great thinker reflect the rays of the sun of Righteousness. Every gleam of thought every flash of the intellect is from the light of the world.
GOALS IN LEARNING
The goals in learning can be classified into two broad categories
1. THE ACQUISITION OF KNOWLEDGE
2. THE ACQUISITION OF SKILL
The acquisition of knowledge means the bringing up of intellectual and emotional modification and control in the individual through learning, while; The acquisition of skill refers to the sensory motor modification and control through learning.
The following sub-divisions are comprehended under the broad heading or the major goal – THE ACQUISITION OF KNOWLEDGE
1. PRECEPTION: this refers to the acquisition of specific knowledge about objects or events directly stimulating the sense at any particular moment. An object come before our sense organs, we get the sensation of it and attach a meaning to it on the basis of our past experience. This is perception. A young child sees a woman, in the past the woman has fed her.
2. CONCEPTION: this means the acquisition of organized knowledge in the form of concepts or general ideas which transcend any particular percept. Percept refers to individual or specific situation: concept is general or universal in its reference the child gets the perception of orange, apple, banana etc and is able to locate certain general qualities in them.
3. ASSOCIATIVE LEARNING: these correspond to memory both as the deliberate recall and recognition past experience and a habit or automatic memory due to association. Associative learning is fundamental to all other learning in the chapter on memory. This aspect of acquisition of knowledge will be discussed.
MOTIVES AND LEARNING
The human behavior is controlled, directed and modified through certain motives. When a person is hungry and is searching for food, or constructing a house, or mating or learning new skills we will always be able to trace some such elements which initiate his activates guide them and modify his behavior in the light of his successes or picture.
WHAT IS MOTIVATION
Motivation is that force which impels or incites individual’s action determines the individual direction of action and his rate of actions. When the individual gets any motive he expenses a tension and disequilibrium and becomes restless. His activities are then initiated the. The individual feels a push to behave in a certain direction. In education, motivation is the art of stimulating interest. In the pupil where there has been no such interest, or where it is as yet unfelt by the pupil and also of cultivating the interest already present in behalf of socially approved conduct. Motivation in school learning involves arousing, sustaining and directing desirable conduct.
WHAT WE MEAN BY MOTIVE
Motive is a condition –‘physiological and psychological’ within the organism that disposes it to act in certain ways. Motives take a variety of forms and are designated by many different terms such as need, desire, tension, set, determining tendencies attitudes, interest, persisting, stimuli etc. M C Geoch defines a motive as “any condition of an individual which points or orients him towards the practice of a given task and which defines the adequacy of his activities and completion of the task’’
KINDS – INTERNAL AND EXTERNAL
INTERNAL MOTIVATION – Human beings have internal urges, drives needs and appetites all these constitute innate motivation. Human beings are born with a very few ready-made forms of behavior, few unlearned activities undergo modification or change through learning but this learning itself has a cause or is motivated by something which is provided by the individual himself are his impulses, urge, appetites etc.
EXTERNAL MOTIVATION- learning must proceed in the absence of internal motivation, if there is intellectual immaturity and lack of sensitivity to ultimate consequences and ideals in the individual, then internal motivation will fail. In such circumstances resource is to be taken to external motivation.
External motivation however, is so called only because it is external to the learning activity itself. By external motivation it should not be considered that it is in any sense artificial, it has to be built upon the foundation of some existing natural response tendency. It can be successful only when it is intrinsic to the nature of the individual. Thus drives which are the chief sound of spontaneous attention and painless effort and are enormous resources of potential energy at the disposal of the leaner and teacher should be judiciously employed and wisely directed towards motivating the pupil.
A person can react to his environment in two ways. When we tie the laces of our shoe or board a bus or produce humming sound, we react in an uninvolved manner. The second type of reaction taken place at the time when we do some work very carefully and attentively and involve ourselves completely in it. In the first type of behavior the self remains aloof. In the second type of behavior as ego that is involvement behavior. Ego is a condition of total participation of the self as knower, organizer, observer, status, and seeker and as socialized being. Ego is involved in all those action in which our ability is challenged.
SO, TAKE CORRECTION – PAUL VINCENT
FONTE ED OBIETTIVI DI FORMAZIONE ALLINEARE
Automatically translated into Italian thanks to WorldLingo
LA FONTE E GLI OBIETTIVI di VERA FORMAZIONE
di FORMAZIONE è l'acquisizione della conoscenza. È uno degli obiettivi principali di ogni umano razionale sulla terra. È la realtà dietro questa parola magica che induce le madri ed i padri a lavorare duramente e risparmi assicurare che i loro bambini avranno come formazione completa come possibile. Sperano così di assicurare che i loro figli e figlie avranno “un'occasione migliore„ che o potranno competere nell'odierno mercato pazzo dei datori di lavoro addestrati migliori.
LA FORMAZIONE ALLINEARE potrebbe esso essere le nostre idee di formazione che prendono ugualmente lo stretto e una gamma troppo bassa che ci sono più per allineare la formazione che appena un libro che impara - un'acquisizione della conoscenza.
Ci è bisogno di più vasta portata, un più alto scopo. La formazione allineare significa più del perseguire di determinato corso dello studio. Riguarda il periodo intero dell'esistenza possibile equipaggiare. È lo sviluppo armonioso del fisico medica, delle alimentazioni mentali e spiritose. Prepara l'allievo per la gioia di servizio in questo mondo e per l'più alta gioia di servizio più largo nel mondo venire.
Il mondo ha avuto relativo intellect grande ed i vasti uomini di ricerca di cui le espressioni hanno stimolato il pensiero e si sono aperte per osservare i campi ampi di conoscenza e di questi uomini honoured mentre guide e benefactors della loro corsa; ma ci è uno chi si leva in piedi più superiore alle. Possiamo seguire la linea degli insegnanti del `s del mondo fin dagli esseri umani che le annotazioni si estendono. Ma le luci erano prima di loro. Come la luna e le stelle del nostro sistema solare lucidi di luce riflessa del sole, per lontano poichè il loro insegnamento è allineare, fanno il thinker grande del `s del mondo riflettono i raggi del sole di Righteousness. Ogni gleam di pensiero ogni flash del intellect proviene dalla luce del mondo.
GLI OBIETTIVI NELL'IMPARARE
gli obiettivi nell'imparare possono essere classificati in due vaste categorie
1. L'AQUISIZIONE DI CONOSCENZA
2. L'AQUISIZIONE DI ABILITÀ
l'aquisizione di conoscenza significa portare in su della modifica e del controllo intellettuali ed impressionabili nell'individuo con imparare, mentre; L'aquisizione di abilità si riferisce alla modifica ed al controllo sensitivi del motore con imparare.
Le seguenti suddivisioni sono comprese sotto la vasta intestazione o l'obiettivo principale - L'AQUISIZIONE DI CONOSCENZA
1. PRECEPTION: ciò si riferisce all'aquisizione di conoscenza specifica circa gli oggetti o gli eventi direttamente che stimolano il senso a tutto il momento particolare. Un oggetto viene prima che i nostri organi di senso, noi gli ottengano la sensazione e fissa un significato ad esso in base alla nostra esperienza precedente. Ciò è percezione. Un bambino in giovane età vede una donna, nel passato che la donna la ha alimentata.
2. CONCEZIONE: ciò significa l'aquisizione di conoscenza organizzata sotto forma d'i concetti o le idee generali che oltrepassano tutto il percept particolare. Percept si riferisce alla situazione specifica o specifica: il concetto è generale o l'universale nel relativo riferimento il bambino ottiene la percezione dell'arancio, della mela, della banana ecc e può individuare determinate qualità generali in loro.
3. IMPARARE ASSOCIATIVO: questi corrispondono alla memoria entrambe come l'esperienza precedente intenzionale di riconoscimento e di richiamo e una memoria automatica o di abitudine dovuto l'associazione. Imparare associativo è fondamentale a tutto l'altro che impara nel capitolo sulla memoria. Questa funzione di aquisizione di conoscenza sarà discussa.
I MOTIVI ED IMPARARE
il comportamento umano è controllati, diretti e modificati con determinati motivi. Quando una persona è affamata e sta cercando l'alimento, o sta costruendo una casa, o corrispondere o nuove le abilità che imparare potremo sempre seguire alcuni tali elementi che iniziano suo attiviamo li guidiamo e modifichi il suo comportamento alla luce dei suoi successi o immagine.
CHE COSA È la motivazione
di MOTIVAZIONE è quella forza che impels o incites l'azione dell'individuo determina il senso specifico di azione ed il suo tasso delle azioni. Quando l'individuo lo ottiene a tutto il motivo spese un tensionamento e uno squilibrio e diventa agitato. Le sue attività allora sono iniziati. L'individuo ritiene una spinta per comportarsi in un determinato senso. Nella formazione, la motivazione è l'arte di interesse di stimolazione. Nella pupilla in cui non ci è stato tale interesse, o dove è finora unfelt dalla pupilla ed anche di coltivazione dell'interesse già presente nel favore di comportamento socialmente approvato. La motivazione nell'imparare della scuola coinvolge destare, sostenere e dirigere il comportamento desiderabile.
CHE COSA SIGNIFICHIAMO dal motivo
del MOTIVE è una circostanza - `fisiologico e psicologico' all'interno dell'organismo che la dispone comportarsi in determinati sensi. I motivi prendono una varietà di forme e sono indicati da molti termini differenti quali bisogno, desiderio, tensionamento, l'insieme, determinanti gli atteggiamenti di tendenze, l'interesse, la persistenza, gli stimoli ecc. La m. C Geoch definisce un motivo come “tutto lo stato di un individuo che lo indica o orienta verso la pratica di data operazione e che definisce l'adeguatezza delle sue attività e completamento GENERI di operazione'
' - INTERNI E MOTIVAZIONE
INTERNA del external - esseri umani ha stimoli interni, guida i bisogni e gli appetiti tutti questi costituiscono la motivazione innata. Gli esseri umani sono sopportati con molto poche forme pronte di comportamento, poche attività unlearned subiscono la modifica o il cambiamento con imparare ma questa che si impara ha una causa o è motivata da qualcosa che sia fornita dall'individuo egli stesso sia i suoi impulsi, stimolo, appetiti ecc.
Imparare di MOTIVAZIONE del external deve continuare in assenza della motivazione interna, se ci è immaturità e mancanza intellettuali di sensibilità alle ultimi conseguenze ed ideali nello specifico, allora motivazione interna verrà a mancare. In tali circostanze risorsa deve essere presa alla motivazione esterna.
La motivazione esterna tuttavia, è cosiddetta soltanto perché è esterna all'attività imparante in se. Dalla motivazione che esterna non dovrebbe essere considerato che è in tutto il senso artificiale, esso deve essere costruito sul fondamento di una certa tendenza naturale attuale di risposta. Può riuscire soltanto quando è intrinseco alla natura dell'individuo. Così guida che sono il suono principale di attenzione spontanea e sforzo non doloroso e sono risorse enormi di energia potenziale a disposizione del più magro e l'insegnante dovrebbe essere impiegato giudiziosamente ed essere orientato saggiamente verso la motivazione della pupilla.
Una persona può reagire al suo ambiente in due sensi. Quando leghiamo i merletti del nostro pattino o bordo un suono di ronzio dei prodotti o del bus, reagiamo in uninvolved il modo. Il secondo tipo di reazione avvenuto nel momento in cui facciamo un certo lavoro molto con attenzione ed attentamente e ci facciamo partecipare completamente in esso. Nel primo tipo di comportamento l'auto rimane aloof. Nel secondo tipo di comportamento come ego che è comportamento di partecipazione. Il Ego è uno stato di partecipazione totale dell'auto come knower, dell'organizzatore, dell'osservatore, della condizione e del cercatore e come socializzato essendo. Il Ego è coinvolgere in tutti quei azione in cui la nostra abilità è sfidata.
COSÌ, CORREZIONE DELL'INTROITO - VINCENT DEL PAUL
LA FONTE E GLI OBIETTIVI di VERA FORMAZIONE
di FORMAZIONE è l'acquisizione della conoscenza. È uno degli obiettivi principali di ogni umano razionale sulla terra. È la realtà dietro questa parola magica che induce le madri ed i padri a lavorare duramente e risparmi assicurare che i loro bambini avranno come formazione completa come possibile. Sperano così di assicurare che i loro figli e figlie avranno “un'occasione migliore„ che o potranno competere nell'odierno mercato pazzo dei datori di lavoro addestrati migliori.
LA FORMAZIONE ALLINEARE potrebbe esso essere le nostre idee di formazione che prendono ugualmente lo stretto e una gamma troppo bassa che ci sono più per allineare la formazione che appena un libro che impara - un'acquisizione della conoscenza.
Ci è bisogno di più vasta portata, un più alto scopo. La formazione allineare significa più del perseguire di determinato corso dello studio. Riguarda il periodo intero dell'esistenza possibile equipaggiare. È lo sviluppo armonioso del fisico medica, delle alimentazioni mentali e spiritose. Prepara l'allievo per la gioia di servizio in questo mondo e per l'più alta gioia di servizio più largo nel mondo venire.
Il mondo ha avuto relativo intellect grande ed i vasti uomini di ricerca di cui le espressioni hanno stimolato il pensiero e si sono aperte per osservare i campi ampi di conoscenza e di questi uomini honoured mentre guide e benefactors della loro corsa; ma ci è uno chi si leva in piedi più superiore alle. Possiamo seguire la linea degli insegnanti del `s del mondo fin dagli esseri umani che le annotazioni si estendono. Ma le luci erano prima di loro. Come la luna e le stelle del nostro sistema solare lucidi di luce riflessa del sole, per lontano poichè il loro insegnamento è allineare, fanno il thinker grande del `s del mondo riflettono i raggi del sole di Righteousness. Ogni gleam di pensiero ogni flash del intellect proviene dalla luce del mondo.
GLI OBIETTIVI NELL'IMPARARE
gli obiettivi nell'imparare possono essere classificati in due vaste categorie
1. L'AQUISIZIONE DI CONOSCENZA
2. L'AQUISIZIONE DI ABILITÀ
l'aquisizione di conoscenza significa portare in su della modifica e del controllo intellettuali ed impressionabili nell'individuo con imparare, mentre; L'aquisizione di abilità si riferisce alla modifica ed al controllo sensitivi del motore con imparare.
Le seguenti suddivisioni sono comprese sotto la vasta intestazione o l'obiettivo principale - L'AQUISIZIONE DI CONOSCENZA
1. PRECEPTION: ciò si riferisce all'aquisizione di conoscenza specifica circa gli oggetti o gli eventi direttamente che stimolano il senso a tutto il momento particolare. Un oggetto viene prima che i nostri organi di senso, noi gli ottengano la sensazione e fissa un significato ad esso in base alla nostra esperienza precedente. Ciò è percezione. Un bambino in giovane età vede una donna, nel passato che la donna la ha alimentata.
2. CONCEZIONE: ciò significa l'aquisizione di conoscenza organizzata sotto forma d'i concetti o le idee generali che oltrepassano tutto il percept particolare. Percept si riferisce alla situazione specifica o specifica: il concetto è generale o l'universale nel relativo riferimento il bambino ottiene la percezione dell'arancio, della mela, della banana ecc e può individuare determinate qualità generali in loro.
3. IMPARARE ASSOCIATIVO: questi corrispondono alla memoria entrambe come l'esperienza precedente intenzionale di riconoscimento e di richiamo e una memoria automatica o di abitudine dovuto l'associazione. Imparare associativo è fondamentale a tutto l'altro che impara nel capitolo sulla memoria. Questa funzione di aquisizione di conoscenza sarà discussa.
I MOTIVI ED IMPARARE
il comportamento umano è controllati, diretti e modificati con determinati motivi. Quando una persona è affamata e sta cercando l'alimento, o sta costruendo una casa, o corrispondere o nuove le abilità che imparare potremo sempre seguire alcuni tali elementi che iniziano suo attiviamo li guidiamo e modifichi il suo comportamento alla luce dei suoi successi o immagine.
CHE COSA È la motivazione
di MOTIVAZIONE è quella forza che impels o incites l'azione dell'individuo determina il senso specifico di azione ed il suo tasso delle azioni. Quando l'individuo lo ottiene a tutto il motivo spese un tensionamento e uno squilibrio e diventa agitato. Le sue attività allora sono iniziati. L'individuo ritiene una spinta per comportarsi in un determinato senso. Nella formazione, la motivazione è l'arte di interesse di stimolazione. Nella pupilla in cui non ci è stato tale interesse, o dove è finora unfelt dalla pupilla ed anche di coltivazione dell'interesse già presente nel favore di comportamento socialmente approvato. La motivazione nell'imparare della scuola coinvolge destare, sostenere e dirigere il comportamento desiderabile.
CHE COSA SIGNIFICHIAMO dal motivo
del MOTIVE è una circostanza - `fisiologico e psicologico' all'interno dell'organismo che la dispone comportarsi in determinati sensi. I motivi prendono una varietà di forme e sono indicati da molti termini differenti quali bisogno, desiderio, tensionamento, l'insieme, determinanti gli atteggiamenti di tendenze, l'interesse, la persistenza, gli stimoli ecc. La m. C Geoch definisce un motivo come “tutto lo stato di un individuo che lo indica o orienta verso la pratica di data operazione e che definisce l'adeguatezza delle sue attività e completamento GENERI di operazione'
' - INTERNI E MOTIVAZIONE
INTERNA del external - esseri umani ha stimoli interni, guida i bisogni e gli appetiti tutti questi costituiscono la motivazione innata. Gli esseri umani sono sopportati con molto poche forme pronte di comportamento, poche attività unlearned subiscono la modifica o il cambiamento con imparare ma questa che si impara ha una causa o è motivata da qualcosa che sia fornita dall'individuo egli stesso sia i suoi impulsi, stimolo, appetiti ecc.
Imparare di MOTIVAZIONE del external deve continuare in assenza della motivazione interna, se ci è immaturità e mancanza intellettuali di sensibilità alle ultimi conseguenze ed ideali nello specifico, allora motivazione interna verrà a mancare. In tali circostanze risorsa deve essere presa alla motivazione esterna.
La motivazione esterna tuttavia, è cosiddetta soltanto perché è esterna all'attività imparante in se. Dalla motivazione che esterna non dovrebbe essere considerato che è in tutto il senso artificiale, esso deve essere costruito sul fondamento di una certa tendenza naturale attuale di risposta. Può riuscire soltanto quando è intrinseco alla natura dell'individuo. Così guida che sono il suono principale di attenzione spontanea e sforzo non doloroso e sono risorse enormi di energia potenziale a disposizione del più magro e l'insegnante dovrebbe essere impiegato giudiziosamente ed essere orientato saggiamente verso la motivazione della pupilla.
Una persona può reagire al suo ambiente in due sensi. Quando leghiamo i merletti del nostro pattino o bordo un suono di ronzio dei prodotti o del bus, reagiamo in uninvolved il modo. Il secondo tipo di reazione avvenuto nel momento in cui facciamo un certo lavoro molto con attenzione ed attentamente e ci facciamo partecipare completamente in esso. Nel primo tipo di comportamento l'auto rimane aloof. Nel secondo tipo di comportamento come ego che è comportamento di partecipazione. Il Ego è uno stato di partecipazione totale dell'auto come knower, dell'organizzatore, dell'osservatore, della condizione e del cercatore e come socializzato essendo. Il Ego è coinvolgere in tutti quei azione in cui la nostra abilità è sfidata.
COSÌ, CORREZIONE DELL'INTROITO - VINCENT DEL PAUL
LA FONTE E GLI OBIETTIVI di VERA FORMAZIONE
di FORMAZIONE è l'acquisizione della conoscenza. È uno degli obiettivi principali di ogni umano razionale sulla terra. È la realtà dietro questa parola magica che induce le madri ed i padri a lavorare duramente e risparmi assicurare che i loro bambini avranno come formazione completa come possibile. Sperano così di assicurare che i loro figli e figlie avranno “un'occasione migliore„ che o potranno competere nell'odierno mercato pazzo dei datori di lavoro addestrati migliori.
LA FORMAZIONE ALLINEARE potrebbe esso essere le nostre idee di formazione che prendono ugualmente lo stretto e una gamma troppo bassa che ci sono più per allineare la formazione che appena un libro che impara - un'acquisizione della conoscenza.
Ci è bisogno di più vasta portata, un più alto scopo. La formazione allineare significa più del perseguire di determinato corso dello studio. Riguarda il periodo intero dell'esistenza possibile equipaggiare. È lo sviluppo armonioso del fisico medica, delle alimentazioni mentali e spiritose. Prepara l'allievo per la gioia di servizio in questo mondo e per l'più alta gioia di servizio più largo nel mondo venire.
The world has had its great intellect and extensive research men whose utterances have stimulated thought and opened to view vast fields of knowledge and these men have been honoured as guides and benefactors of their race; but there is one who stands higher than they. We can trace the line of the world`s teachers as far back as humans records extend. But the lights were before them. As the moon and the stars of our solar system shine by the reflected light of the sun, so as far as their teaching is true, do the world`s great thinker reflect the rays of the sun of Righteousness. Every gleam of thought every flash of the intellect is from the light of the world.
GOALS IN LEARNING
The goals in learning can be classified into two broad categories
1. THE ACQUISITION OF KNOWLEDGE
2. THE ACQUISITION OF SKILL
The acquisition of knowledge means the bringing up of intellectual and emotional modification and control in the individual through learning, while; The acquisition of skill refers to the sensory motor modification and control through learning.
The following sub-divisions are comprehended under the broad heading or the major goal – THE ACQUISITION OF KNOWLEDGE
1. PRECEPTION: this refers to the acquisition of specific knowledge about objects or events directly stimulating the sense at any particular moment. An object come before our sense organs, we get the sensation of it and attach a meaning to it on the basis of our past experience. This is perception. A young child sees a woman, in the past the woman has fed her.
2. CONCEPTION: this means the acquisition of organized knowledge in the form of concepts or general ideas which transcend any particular percept. Percept refers to individual or specific situation: concept is general or universal in its reference the child gets the perception of orange, apple, banana etc and is able to locate certain general qualities in them.
3. ASSOCIATIVE LEARNING: these correspond to memory both as the deliberate recall and recognition past experience and a habit or automatic memory due to association. Associative learning is fundamental to all other learning in the chapter on memory. This aspect of acquisition of knowledge will be discussed.
MOTIVES AND LEARNING
The human behavior is controlled, directed and modified through certain motives. When a person is hungry and is searching for food, or constructing a house, or mating or learning new skills we will always be able to trace some such elements which initiate his activates guide them and modify his behavior in the light of his successes or picture.
WHAT IS MOTIVATION
Motivation is that force which impels or incites individual’s action determines the individual direction of action and his rate of actions. When the individual gets any motive he expenses a tension and disequilibrium and becomes restless. His activities are then initiated the. The individual feels a push to behave in a certain direction. In education, motivation is the art of stimulating interest. In the pupil where there has been no such interest, or where it is as yet unfelt by the pupil and also of cultivating the interest already present in behalf of socially approved conduct. Motivation in school learning involves arousing, sustaining and directing desirable conduct.
WHAT WE MEAN BY MOTIVE
Motive is a condition –‘physiological and psychological’ within the organism that disposes it to act in certain ways. Motives take a variety of forms and are designated by many different terms such as need, desire, tension, set, determining tendencies attitudes, interest, persisting, stimuli etc. M C Geoch defines a motive as “any condition of an individual which points or orients him towards the practice of a given task and which defines the adequacy of his activities and completion of the task’’
KINDS – INTERNAL AND EXTERNAL
INTERNAL MOTIVATION – Human beings have internal urges, drives needs and appetites all these constitute innate motivation. Human beings are born with a very few ready-made forms of behavior, few unlearned activities undergo modification or change through learning but this learning itself has a cause or is motivated by something which is provided by the individual himself are his impulses, urge, appetites etc.
EXTERNAL MOTIVATION- learning must proceed in the absence of internal motivation, if there is intellectual immaturity and lack of sensitivity to ultimate consequences and ideals in the individual, then internal motivation will fail. In such circumstances resource is to be taken to external motivation.
External motivation however, is so called only because it is external to the learning activity itself. By external motivation it should not be considered that it is in any sense artificial, it has to be built upon the foundation of some existing natural response tendency. It can be successful only when it is intrinsic to the nature of the individual. Thus drives which are the chief sound of spontaneous attention and painless effort and are enormous resources of potential energy at the disposal of the leaner and teacher should be judiciously employed and wisely directed towards motivating the pupil.
A person can react to his environment in two ways. When we tie the laces of our shoe or board a bus or produce humming sound, we react in an uninvolved manner. The second type of reaction taken place at the time when we do some work very carefully and attentively and involve ourselves completely in it. In the first type of behavior the self remains aloof. In the second type of behavior as ego that is involvement behavior. Ego is a condition of total participation of the self as knower, organizer, observer, status, and seeker and as socialized being. Ego is involved in all those action in which our ability is challenged.
SO, TAKE CORRECTION – PAUL VINCENT
QUELLE UND ZIELE DER ZUTREFFENDEN AUSBILDUNG
Automatically translated into German thanks to WorldLingo
QUELLE UND ZIELE DER ZUTREFFENDEN AUSBILDUNG
AUSBILDUNG ist das Erwerben des Wissens. Es ist eins der Hauptziele jedes rationalen menschlichen Wesens auf Masse. Es ist die Wirklichkeit hinter diesem magischen Wort, das Mütter und Väter veranlaßt, und außer abzuplagen zu versichern, daß ihre Kinder als komplette Ausbildung haben, wie möglich. Sie hoffen folglich, daß ihre Söhne und Töchter eine „bessere Gelegenheit“ als sie zu versichern oder werden konkurrieren im heutigen wütenden Markt der besseren ausgebildeten Arbeitgeber haben.
ZUTREFFENDE AUSBILDUNG könnte es unsere Ideen der Ausbildung sein, die auch Enge und eine zu niedrige Strecke, daß es mehr gibt, zum von Ausbildung als gerade ein erlernendes Buch auszurichten - ein Erwerben des Wissens nehmen.
Es gibt Notwendigkeit eines ausgedehnteren Bereichs, ein höheres Ziel. Zutreffende Ausbildung bedeutet mehr als das Ausüben eines bestimmten Bildungswegs. Es bezieht der vollständigen Periode des Bestehens möglich mit ein zu bemannen. Es ist die harmonische Entwicklung des Systemtestes, der Geistes- und geistigen Energien. Es bereitet den Kursteilnehmer für die Freude am Service in dieser Welt und für die höhere Freude am breiteren Service in der Welt vor zu kommen.
Die Welt hat seinen großen Intellekt gehabt und umfangreiche Forschung Männer deren äußerungen Gedanken angeregt und sich geöffnet haben, um beträchtliches anzusehen, fängt vom Wissen und von diesen Männern sind geehrt worden während Führer und Wohltäter ihres Rennens auf; aber es gibt ein, wer stark als sie steht. Wir können die Linie der Welt`s weiten Rückseite der Lehrer verfolgen so, wie Menschen Aufzeichnungen verlängern. Aber die Lichter waren vor ihnen. Als der Mond und die Sterne unseres Solarsystems glänzen Sie durch das reflektierte Licht der Sonne, damit weit, da ihr Unterricht zutreffend ist, tun den Welt`s großen Denker reflektieren die Strahlen der Sonne von Righteousness. Jeder Schimmer des Gedankens jeder Blitz des Intellekts ist vom Licht der Welt.
ZIELE, WENN man die
Ziele ERLERNT, beim Lernen kann in zwei ausgedehnte Kategorien 1
eingestuft werden. DER ERWERB VON WISSEN
2. DER ERWERB DER FÄHIGKEIT
der Erwerb des Wissens bedeutet der intellektuellen und emotionalen änderung und der Steuerung in der Einzelperson durch das Lernen oben holen, während; Der Erwerb der Fähigkeit bezieht sich die auf sensorische Bewegungsänderung und -steuerung durch das Lernen.
Die folgenden Unterteilungen werden unter der ausgedehnten überschrift oder dem Hauptziel - DER ERWERB VON WISSEN 1
begriffen. PRECEPTION: dieses bezieht sich den auf Erwerb des spezifischen Wissens über die Gegenstände oder Fälle, welche direkt die Richtung an jedem bestimmten Moment anregen. Ein Gegenstand kommen, bevor unsere Richtung Organe, wir die Empfindung von ihr erhalten und bringen eine Bedeutung zu ihm auf der Grundlage von unsere letzte Erfahrung an. Dieses ist Vorstellung. Ein junges Kind sieht eine Frau, in der Vergangenheit, welche die Frau sie eingezogen hat.
2. AUFFASSUNG: dies heißt den Erwerb des organisierten Wissens in Form von Konzepten oder allgemeine Ideen, die jedes bestimmte percept überschreiten. Percept bezieht sich auf einzelne oder spezifische Situation: Konzept ist allgemein, oder Universalität in seinem Hinweis das Kind erhält die Vorstellung der Orange, des Apfels, der Banane usw. und ist in der Lage, bestimmte allgemeine Qualitäten in ihnen zu lokalisieren.
3. VEREINIGENDES LERNEN: diese entsprechen Gedächtnis beide wie die überlegte letzte Erfahrung des Rückrufs und der Anerkennung und ein Gewohnheit- oder automatischesgedächtnis wegen der Verbindung. Das vereinigende Lernen ist zu allem anderem grundlegend, das im Kapitel auf Gedächtnis erlernt. Dieser Aspekt des Erwerbs des Wissens wird besprochen.
MOTIVE UND DAS LERNEN
des menschlichen Verhaltens ist kontrolliert geändert, verwiesen und durch bestimmte Motive. Wenn eine Person hungrig ist und nach Nahrung sucht oder ein Haus konstruiert oder der Anschluß oder die Lernen neuen von Fähigkeiten, die wir werden, immer einige solche Elemente, die seins einleiten, aktiviert führen sie nachvollziehen und ändern Sie sein Verhalten angesichts seiner Erfolge oder Abbildung.
WAS IST, ist
BEWEGGRUND Beweggrund diese Kraft, die Tätigkeit der Einzelperson feststellt die einzelne Richtung der Tätigkeit und seine Rate von Tätigkeiten nötigt oder anreizt. Wenn die Einzelperson jedem möglichem Motiv ihn Unkosten eine Spannung und eine Labilität erhält und rastlos wird. Seine Tätigkeiten sind dann eingeleitete. Die Einzelperson glaubt einem Stoß, um sich in einer bestimmten Richtung zu benehmen. In der Ausbildung ist Beweggrund die kunst des anregenden Interesses. In der Pupille, in der es kein solches Interesse gegeben hat, oder wo es bis jetzt unfelt durch die Pupille und auch von der Kultivierung des Interesses ist, das am Interesse der sozial anerkannten Führung bereits vorhanden ist. Beweggrund, beim Schulelernen bezieht, wünschenswerte Führung zu wecken mit ein, zu unterstützen und zu verweisen.
WAS WIR DURCH MOTIVE Motiv
BEDEUTEN, ist eine Bedingung - physiologische und psychologische `' das innerhalb des Organismus, der sie abschafft, in bestimmten Weisen zu fungieren. Motive nehmen eine Vielzahl der Formen und werden durch viele unterschiedliche Bezeichnungen wie Notwendigkeit, Wunsch, Spannung, Satz gekennzeichnet und stellen Tendenzhaltung, Interesse, das Fortbestehen, die Anregungen etc. fest. M C Geoch definiert ein Motiv, wie „jeder möglicher Zustand einer Einzelperson, die ihn in Richtung zur Praxis einer gegebenen Aufgabe zeigt oder orientiert und die die Angemessenheit seiner Tätigkeiten definiert und Beendigung der Aufgabe''
die ARTEN - INTERN UND external
INTERNER BEWEGGRUND - Menschen interne Drängen haben, Notwendigkeiten fährt und der aller Appetit diese angeborenen Beweggrund festsetzt. Menschen werden mit sehr wenige gebrauchsfertige Formen des Verhaltens getragen, machen wenige unlearned Tätigkeiten änderung oder änderung durch das Lernen durch, aber diese, die sich erlernt, hat eine Ursache oder wird durch etwas motiviert, das von der Einzelperson selbst sind seine Antriebe, Drängen, Appetit etc. zur Verfügung gestellt wird.
DAS external BEWEGGRUND-Lernen muß in Ermangelung des internen Beweggrundes fortfahren, wenn es intellektuelle Unreife und Mangel an Empfindlichkeit zu den entscheidenden Konsequenzen und zu den Idealen im einzelnen gibt, dann interner Beweggrund ausfällt. Unter solchen Umständen soll Hilfsmittel zum externen Beweggrund genommen werden.
Externer Beweggrund jedoch, ist sogenannt, nur weil er zur Lernentätigkeit selbst extern ist. Durch externen Beweggrund, den es nicht betrachtet werden sollte, daß es in jeder möglicher künstlichen Richtung ist, es, muß nach der Grundlage etwas vorhandener natürlicher Wartetendenz errichtet werden. Es kann erfolgreich sein, nur wenn es zur Natur der Einzelperson tatsächlich ist. Fährt so, die der Hauptton der spontanen Aufmerksamkeit und schmerzlose Bemühung sind und enorme Betriebsmittel der möglichen Energie zur Verfügung vom magereren stehen und Lehrer sollte in Richtung zum Motivieren der Pupille vernünftig beschäftigt werden und klug verwiesen werden.
Eine Person kann zu seinem Klima in zwei Möglichkeiten reagieren. Wenn wir die Spitzee unseres Schuhes binden oder einen Bus- oder Erzeugnissummenton verschalen, reagieren wir in uninvolved Weise. Die zweite Art der Reaktion stattgefunden, zur Zeit als wir etwas Arbeit sehr sorgfältig und aufmerksam erledigen und uns vollständig in sie miteinbeziehen. In der ersten Art des Verhaltens bleibt der Selbst aloof. In der zweiten Art des Verhaltens als Ego, das Miteinbeziehung Verhalten ist. Ego ist ein Zustand der Gesamtteilnahme des Selbst- als knower, Organisator, Beobachter, Status, und Sucher und wie gesellig gewesen seiend. Ego wird in alle jene Tätigkeit miteinbezogen, in der unsere Fähigkeit herausgefordert wird.
SO NEHMEN-KORREKTUR - PAUL VINCENT
QUELLE UND ZIELE DER ZUTREFFENDEN AUSBILDUNG
AUSBILDUNG ist das Erwerben des Wissens. Es ist eins der Hauptziele jedes rationalen menschlichen Wesens auf Masse. Es ist die Wirklichkeit hinter diesem magischen Wort, das Mütter und Väter veranlaßt, und außer abzuplagen zu versichern, daß ihre Kinder als komplette Ausbildung haben, wie möglich. Sie hoffen folglich, daß ihre Söhne und Töchter eine „bessere Gelegenheit“ als sie zu versichern oder werden konkurrieren im heutigen wütenden Markt der besseren ausgebildeten Arbeitgeber haben.
ZUTREFFENDE AUSBILDUNG könnte es unsere Ideen der Ausbildung sein, die auch Enge und eine zu niedrige Strecke, daß es mehr gibt, zum von Ausbildung als gerade ein erlernendes Buch auszurichten - ein Erwerben des Wissens nehmen.
Es gibt Notwendigkeit eines ausgedehnteren Bereichs, ein höheres Ziel. Zutreffende Ausbildung bedeutet mehr als das Ausüben eines bestimmten Bildungswegs. Es bezieht der vollständigen Periode des Bestehens möglich mit ein zu bemannen. Es ist die harmonische Entwicklung des Systemtestes, der Geistes- und geistigen Energien. Es bereitet den Kursteilnehmer für die Freude am Service in dieser Welt und für die höhere Freude am breiteren Service in der Welt vor zu kommen.
Die Welt hat seinen großen Intellekt gehabt und umfangreiche Forschung Männer deren äußerungen Gedanken angeregt und sich geöffnet haben, um beträchtliches anzusehen, fängt vom Wissen und von diesen Männern sind geehrt worden während Führer und Wohltäter ihres Rennens auf; aber es gibt ein, wer stark als sie steht. Wir können die Linie der Welt`s weiten Rückseite der Lehrer verfolgen so, wie Menschen Aufzeichnungen verlängern. Aber die Lichter waren vor ihnen. Als der Mond und die Sterne unseres Solarsystems glänzen Sie durch das reflektierte Licht der Sonne, damit weit, da ihr Unterricht zutreffend ist, tun den Welt`s großen Denker reflektieren die Strahlen der Sonne von Righteousness. Jeder Schimmer des Gedankens jeder Blitz des Intellekts ist vom Licht der Welt.
ZIELE, WENN man die
Ziele ERLERNT, beim Lernen kann in zwei ausgedehnte Kategorien 1
eingestuft werden. DER ERWERB VON WISSEN
2. DER ERWERB DER FÄHIGKEIT
der Erwerb des Wissens bedeutet der intellektuellen und emotionalen änderung und der Steuerung in der Einzelperson durch das Lernen oben holen, während; Der Erwerb der Fähigkeit bezieht sich die auf sensorische Bewegungsänderung und -steuerung durch das Lernen.
Die folgenden Unterteilungen werden unter der ausgedehnten überschrift oder dem Hauptziel - DER ERWERB VON WISSEN 1
begriffen. PRECEPTION: dieses bezieht sich den auf Erwerb des spezifischen Wissens über die Gegenstände oder Fälle, welche direkt die Richtung an jedem bestimmten Moment anregen. Ein Gegenstand kommen, bevor unsere Richtung Organe, wir die Empfindung von ihr erhalten und bringen eine Bedeutung zu ihm auf der Grundlage von unsere letzte Erfahrung an. Dieses ist Vorstellung. Ein junges Kind sieht eine Frau, in der Vergangenheit, welche die Frau sie eingezogen hat.
2. AUFFASSUNG: dies heißt den Erwerb des organisierten Wissens in Form von Konzepten oder allgemeine Ideen, die jedes bestimmte percept überschreiten. Percept bezieht sich auf einzelne oder spezifische Situation: Konzept ist allgemein, oder Universalität in seinem Hinweis das Kind erhält die Vorstellung der Orange, des Apfels, der Banane usw. und ist in der Lage, bestimmte allgemeine Qualitäten in ihnen zu lokalisieren.
3. VEREINIGENDES LERNEN: diese entsprechen Gedächtnis beide wie die überlegte letzte Erfahrung des Rückrufs und der Anerkennung und ein Gewohnheit- oder automatischesgedächtnis wegen der Verbindung. Das vereinigende Lernen ist zu allem anderem grundlegend, das im Kapitel auf Gedächtnis erlernt. Dieser Aspekt des Erwerbs des Wissens wird besprochen.
MOTIVE UND DAS LERNEN
des menschlichen Verhaltens ist kontrolliert geändert, verwiesen und durch bestimmte Motive. Wenn eine Person hungrig ist und nach Nahrung sucht oder ein Haus konstruiert oder der Anschluß oder die Lernen neuen von Fähigkeiten, die wir werden, immer einige solche Elemente, die seins einleiten, aktiviert führen sie nachvollziehen und ändern Sie sein Verhalten angesichts seiner Erfolge oder Abbildung.
WAS IST, ist
BEWEGGRUND Beweggrund diese Kraft, die Tätigkeit der Einzelperson feststellt die einzelne Richtung der Tätigkeit und seine Rate von Tätigkeiten nötigt oder anreizt. Wenn die Einzelperson jedem möglichem Motiv ihn Unkosten eine Spannung und eine Labilität erhält und rastlos wird. Seine Tätigkeiten sind dann eingeleitete. Die Einzelperson glaubt einem Stoß, um sich in einer bestimmten Richtung zu benehmen. In der Ausbildung ist Beweggrund die kunst des anregenden Interesses. In der Pupille, in der es kein solches Interesse gegeben hat, oder wo es bis jetzt unfelt durch die Pupille und auch von der Kultivierung des Interesses ist, das am Interesse der sozial anerkannten Führung bereits vorhanden ist. Beweggrund, beim Schulelernen bezieht, wünschenswerte Führung zu wecken mit ein, zu unterstützen und zu verweisen.
WAS WIR DURCH MOTIVE Motiv
BEDEUTEN, ist eine Bedingung - physiologische und psychologische `' das innerhalb des Organismus, der sie abschafft, in bestimmten Weisen zu fungieren. Motive nehmen eine Vielzahl der Formen und werden durch viele unterschiedliche Bezeichnungen wie Notwendigkeit, Wunsch, Spannung, Satz gekennzeichnet und stellen Tendenzhaltung, Interesse, das Fortbestehen, die Anregungen etc. fest. M C Geoch definiert ein Motiv, wie „jeder möglicher Zustand einer Einzelperson, die ihn in Richtung zur Praxis einer gegebenen Aufgabe zeigt oder orientiert und die die Angemessenheit seiner Tätigkeiten definiert und Beendigung der Aufgabe''
die ARTEN - INTERN UND external
INTERNER BEWEGGRUND - Menschen interne Drängen haben, Notwendigkeiten fährt und der aller Appetit diese angeborenen Beweggrund festsetzt. Menschen werden mit sehr wenige gebrauchsfertige Formen des Verhaltens getragen, machen wenige unlearned Tätigkeiten änderung oder änderung durch das Lernen durch, aber diese, die sich erlernt, hat eine Ursache oder wird durch etwas motiviert, das von der Einzelperson selbst sind seine Antriebe, Drängen, Appetit etc. zur Verfügung gestellt wird.
DAS external BEWEGGRUND-Lernen muß in Ermangelung des internen Beweggrundes fortfahren, wenn es intellektuelle Unreife und Mangel an Empfindlichkeit zu den entscheidenden Konsequenzen und zu den Idealen im einzelnen gibt, dann interner Beweggrund ausfällt. Unter solchen Umständen soll Hilfsmittel zum externen Beweggrund genommen werden.
Externer Beweggrund jedoch, ist sogenannt, nur weil er zur Lernentätigkeit selbst extern ist. Durch externen Beweggrund, den es nicht betrachtet werden sollte, daß es in jeder möglicher künstlichen Richtung ist, es, muß nach der Grundlage etwas vorhandener natürlicher Wartetendenz errichtet werden. Es kann erfolgreich sein, nur wenn es zur Natur der Einzelperson tatsächlich ist. Fährt so, die der Hauptton der spontanen Aufmerksamkeit und schmerzlose Bemühung sind und enorme Betriebsmittel der möglichen Energie zur Verfügung vom magereren stehen und Lehrer sollte in Richtung zum Motivieren der Pupille vernünftig beschäftigt werden und klug verwiesen werden.
Eine Person kann zu seinem Klima in zwei Möglichkeiten reagieren. Wenn wir die Spitzee unseres Schuhes binden oder einen Bus- oder Erzeugnissummenton verschalen, reagieren wir in uninvolved Weise. Die zweite Art der Reaktion stattgefunden, zur Zeit als wir etwas Arbeit sehr sorgfältig und aufmerksam erledigen und uns vollständig in sie miteinbeziehen. In der ersten Art des Verhaltens bleibt der Selbst aloof. In der zweiten Art des Verhaltens als Ego, das Miteinbeziehung Verhalten ist. Ego ist ein Zustand der Gesamtteilnahme des Selbst- als knower, Organisator, Beobachter, Status, und Sucher und wie gesellig gewesen seiend. Ego wird in alle jene Tätigkeit miteinbezogen, in der unsere Fähigkeit herausgefordert wird.
SO NEHMEN-KORREKTUR - PAUL VINCENT
QUELLE UND ZIELE DER ZUTREFFENDEN AUSBILDUNG
AUSBILDUNG ist das Erwerben des Wissens. Es ist eins der Hauptziele jedes rationalen menschlichen Wesens auf Masse. Es ist die Wirklichkeit hinter diesem magischen Wort, das Mütter und Väter veranlaßt, und außer abzuplagen zu versichern, daß ihre Kinder als komplette Ausbildung haben, wie möglich. Sie hoffen folglich, daß ihre Söhne und Töchter eine „bessere Gelegenheit“ als sie zu versichern oder werden konkurrieren im heutigen wütenden Markt der besseren ausgebildeten Arbeitgeber haben.
ZUTREFFENDE AUSBILDUNG könnte es unsere Ideen der Ausbildung sein, die auch Enge und eine zu niedrige Strecke, daß es mehr gibt, zum von Ausbildung als gerade ein erlernendes Buch auszurichten - ein Erwerben des Wissens nehmen.
Es gibt Notwendigkeit eines ausgedehnteren Bereichs, ein höheres Ziel. Zutreffende Ausbildung bedeutet mehr als das Ausüben eines bestimmten Bildungswegs. Es bezieht der vollständigen Periode des Bestehens möglich mit ein zu bemannen. Es ist die harmonische Entwicklung des Systemtestes, der Geistes- und geistigen Energien. Es bereitet den Kursteilnehmer für die Freude am Service in dieser Welt und für die höhere Freude am breiteren Service in der Welt vor zu kommen.
The world has had its great intellect and extensive research men whose utterances have stimulated thought and opened to view vast fields of knowledge and these men have been honoured as guides and benefactors of their race; but there is one who stands higher than they. We can trace the line of the world`s teachers as far back as humans records extend. But the lights were before them. As the moon and the stars of our solar system shine by the reflected light of the sun, so as far as their teaching is true, do the world`s great thinker reflect the rays of the sun of Righteousness. Every gleam of thought every flash of the intellect is from the light of the world.
GOALS IN LEARNING
The goals in learning can be classified into two broad categories
1. THE ACQUISITION OF KNOWLEDGE
2. THE ACQUISITION OF SKILL
The acquisition of knowledge means the bringing up of intellectual and emotional modification and control in the individual through learning, while; The acquisition of skill refers to the sensory motor modification and control through learning.
The following sub-divisions are comprehended under the broad heading or the major goal – THE ACQUISITION OF KNOWLEDGE
1. PRECEPTION: this refers to the acquisition of specific knowledge about objects or events directly stimulating the sense at any particular moment. An object come before our sense organs, we get the sensation of it and attach a meaning to it on the basis of our past experience. This is perception. A young child sees a woman, in the past the woman has fed her.
2. CONCEPTION: this means the acquisition of organized knowledge in the form of concepts or general ideas which transcend any particular percept. Percept refers to individual or specific situation: concept is general or universal in its reference the child gets the perception of orange, apple, banana etc and is able to locate certain general qualities in them.
3. ASSOCIATIVE LEARNING: these correspond to memory both as the deliberate recall and recognition past experience and a habit or automatic memory due to association. Associative learning is fundamental to all other learning in the chapter on memory. This aspect of acquisition of knowledge will be discussed.
MOTIVES AND LEARNING
The human behavior is controlled, directed and modified through certain motives. When a person is hungry and is searching for food, or constructing a house, or mating or learning new skills we will always be able to trace some such elements which initiate his activates guide them and modify his behavior in the light of his successes or picture.
WHAT IS MOTIVATION
Motivation is that force which impels or incites individual’s action determines the individual direction of action and his rate of actions. When the individual gets any motive he expenses a tension and disequilibrium and becomes restless. His activities are then initiated the. The individual feels a push to behave in a certain direction. In education, motivation is the art of stimulating interest. In the pupil where there has been no such interest, or where it is as yet unfelt by the pupil and also of cultivating the interest already present in behalf of socially approved conduct. Motivation in school learning involves arousing, sustaining and directing desirable conduct.
WHAT WE MEAN BY MOTIVE
Motive is a condition –‘physiological and psychological’ within the organism that disposes it to act in certain ways. Motives take a variety of forms and are designated by many different terms such as need, desire, tension, set, determining tendencies attitudes, interest, persisting, stimuli etc. M C Geoch defines a motive as “any condition of an individual which points or orients him towards the practice of a given task and which defines the adequacy of his activities and completion of the task’’
KINDS – INTERNAL AND EXTERNAL
INTERNAL MOTIVATION – Human beings have internal urges, drives needs and appetites all these constitute innate motivation. Human beings are born with a very few ready-made forms of behavior, few unlearned activities undergo modification or change through learning but this learning itself has a cause or is motivated by something which is provided by the individual himself are his impulses, urge, appetites etc.
EXTERNAL MOTIVATION- learning must proceed in the absence of internal motivation, if there is intellectual immaturity and lack of sensitivity to ultimate consequences and ideals in the individual, then internal motivation will fail. In such circumstances resource is to be taken to external motivation.
External motivation however, is so called only because it is external to the learning activity itself. By external motivation it should not be considered that it is in any sense artificial, it has to be built upon the foundation of some existing natural response tendency. It can be successful only when it is intrinsic to the nature of the individual. Thus drives which are the chief sound of spontaneous attention and painless effort and are enormous resources of potential energy at the disposal of the leaner and teacher should be judiciously employed and wisely directed towards motivating the pupil.
A person can react to his environment in two ways. When we tie the laces of our shoe or board a bus or produce humming sound, we react in an uninvolved manner. The second type of reaction taken place at the time when we do some work very carefully and attentively and involve ourselves completely in it. In the first type of behavior the self remains aloof. In the second type of behavior as ego that is involvement behavior. Ego is a condition of total participation of the self as knower, organizer, observer, status, and seeker and as socialized being. Ego is involved in all those action in which our ability is challenged.
SO, TAKE CORRECTION – PAUL VINCENT
FONTE E ALVOS DA INSTRUÇÃO VERDADEIRA
Automatically translated into Portuguese thanks to WorldLingo
A FONTE E OS ALVOS DA INSTRUÇÃO VERDADEIRA
da INSTRUÇÃO são adquirir do conhecimento. É um dos objetivos principais cada estar humano racional na terra. É a realidade atrás desta palavra mágica que faz com que as mães e os pais labutem e excepto para assegurar que suas crianças terão como a instrução completa como possível. Esperam assim assegurar que seus filhos e filhas terão “uma oportunidade melhor” do que eles ou competem no mercado louco de hoje de empregadores treinados melhores.
A INSTRUÇÃO VERDADEIRA poderia ele ser nossas idéias da instrução que fazem exame demasiado do narrow e de uma escala demasiado baixa que há mais para rectificar a instrução do que apenas um livro que aprende - adquirir do conhecimento.
Há uma necessidade de um espaço mais largo, um alvo mais elevado. A instrução verdadeira significa mais do que perseguir de um determinado curso de estudo. Tem que fazer com o período inteiro da existência possível equipar. É o desenvolvimento harmonious do exame, dos poders mentais e espirituais. Prepara o estudante para a alegria do serviço neste mundo e para a alegria mais elevada de um serviço mais largo no mundo para vir.
O mundo teve seu intellect grande e os homens extensivos da pesquisa cujos os utterances estimularam o pensamento e o abriram para ver campos vastos do conhecimento e dos estes homens foram honrados enquanto guias e benfeitores de sua raça; mas há um quem está mais altamente do que ele. Nós podemos seguir a linha da parte traseira tão distante dos professores do `s do mundo como os registros dos seres humanos estendem. Mas as luzes eram antes deles. Como a lua e as estrelas de nosso sistema solar brilhe pela luz refletida do sol, de modo a distante porque seu ensino é verdadeiro, fazem o thinker grande do `s do mundo refletem os raios do sol de Righteousness. Cada gleam do pensamento cada flash do intellect é da luz do mundo.
OS OBJETIVOS EM APRENDER
os objetivos na aprendizagem podem ser classificados em duas categorias largas
1. A AQUISIÇÃO DO CONHECIMENTO
2. A AQUISIÇÃO DA HABILIDADE
a aquisição do conhecimento significar trazer acima da modificação e do controle intelectuais e emocionais no indivíduo com da aprendizagem, quando; A aquisição da habilidade consulta à modificação e ao controle sensory do motor com da aprendizagem.
As seguintes subdivisões são compreendidas sob o título largo ou o objetivo principal - A AQUISIÇÃO DO CONHECIMENTO
1. PRECEPTION: isto consulta à aquisição do conhecimento específico sobre os objetos ou os eventos que estimulam diretamente o sentido em todo o momento particular. Um objeto vem antes que nossos órgãos do sentido, nós comecem o sensation dele e une-lhe um meaning na base de nossa experiência passada. Esta é percepção. Uma criança nova vê uma mulher, no passado onde a mulher a alimentou.
2. CONCEPTION: isto significam a aquisição do conhecimento organizado no formulário dos conceitos ou as idéias gerais que transcend todo o percept particular. Percept consulta à situação individual ou específica: o conceito é geral ou o universal em sua referência a criança começa a percepção da laranja, da maçã, da banana etc. e pode encontrar determinadas qualidades gerais nelas.
3. APRENDIZAGEM ASSOCIATIVA: estes correspondem à memória ambos como a experiência passada deliberada da recordação e do recognition e uma memória do hábito ou a automática devido à associação. A aprendizagem associativa é fundamental a toda a outra que aprende no capítulo na memória. Este aspecto da aquisição do conhecimento será discutido.
OS MOTRIZ E A APRENDIZAGEM
do comportamento humano são controlados, dirigidos e modificados com determinados motriz. Quando uma pessoa está com fome e está procurarando pelo alimento, ou está construindo uma casa, ou acoplar ou habilidades que novas as aprender nós sempre seguem alguns tais elementos que inicíam his ativam os guiam e modifique seu comportamento na luz de seu sucessos ou retrato.
O QUE É o Motivation
do MOTIVATION é essa força que impels ou incites a ação do indivíduo determina o sentido individual da ação e sua taxa das ações. Quando o indivíduo o começar a todo o motriz despesas uma tensão e um disequilibrium e se tornar agitado. Suas atividades são então iniciados. O indivíduo sente um impulso para comportar-se em um determinado sentido. Na instrução, o motivation é a arte do interesse estimulando. Na pupila onde não houve nenhum tal interesse, ou onde é até agora unfelt pela pupila e também de cultivar o interesse já atual no interesse de conduta social aprovada. O Motivation na aprendizagem da escola envolve despertar, sustentar e dirigir a conduta desejável.
O QUE NÓS SIGNIFICAMOS pelo motriz
de MOTRIZ é uma circunstância - `physiological e psicológico' dentro do organismo que a dispõe agir em determinadas maneiras. Os motriz fazem exame de uma variedade dos formulários e são designados por muitos termos diferentes tais como a necessidade, o desejo, a tensão, o jogo, determinando as atitudes das tendências, o interesse, persistir, os stimuli etc. M C Geoch define um motriz como “toda a condição de um indivíduo que o aponte ou oriente para a prática de uma tarefa dada e que defina o adequacy de suas atividades e conclusão os TIPOS da tarefa'
' - INTERNOS E MOTIVATION
INTERNO do external - seres humanos tenha impusos internos, dirige necessidades e os apetites todos os estes constituem o motivation innate. Os seres humanos são carregados com muito poucos formulários ready-made do comportamento, poucas atividades unlearned submetem-se à modificação ou à mudança com da aprendizagem mas esta que aprende-se tem uma causa ou motivated por algo que é fornecido pelo indivíduo ele mesmo é seus impulsos, impuso, apetites etc.
A aprendizagem do MOTIVATION- do external deve proseguir na ausência do motivation interno, se houver um immaturity e uma falta intelectuais da sensibilidade às conseqüências e aos ideals finais no individual, então motivation interno falhará. Em tais circunstâncias o recurso deve ser feito exame ao motivation externo.
O motivation externo entretanto, é assim que - chamado somente porque é externo à atividade de aprendizagem própria. Pelo motivation que externo não se deve considerar que está em todo o sentido artificial, ele tem que ser construído em cima da fundação de alguma tendência natural existente da resposta. Pode ser bem sucedido somente quando é intrínseco à natureza do indivíduo. Dirige assim que são o som principal da atenção espontânea e esforço painless e são recursos enormes da energia potencial na eliminação do mais magro e o professor deve judiciously ser empregado e sàbiamente dirigido para motivating a pupila.
Uma pessoa pode reagir a seu ambiente em duas maneiras. Quando nós amarramos os laços de nossa sapata ou board um som humming da barra-ônibus ou do produto, nós reagimos no uninvolved a maneira. O segundo tipo de reação ocorrido naquele tempo quando nós fizermos algum trabalho muito com cuidado e attentively e nos envolvermos completamente nele. No primeiro tipo de comportamento o self remanesce aloof. No segundo tipo de comportamento como o ego que é comportamento da participação. O Ego é uma condição da participação total do self como o knower, do organizer, do observador, do status, e do seeker e como socializado sendo. O Ego é envolvido em todos aqueles a ação em que nossa abilidade é desafiada.
ASSIM, CORREÇÃO DA TOMADA - VINCENT DE PAUL
A FONTE E OS ALVOS DA INSTRUÇÃO VERDADEIRA
da INSTRUÇÃO são adquirir do conhecimento. É um dos objetivos principais cada estar humano racional na terra. É a realidade atrás desta palavra mágica que faz com que as mães e os pais labutem e excepto para assegurar que suas crianças terão como a instrução completa como possível. Esperam assim assegurar que seus filhos e filhas terão “uma oportunidade melhor” do que eles ou competem no mercado louco de hoje de empregadores treinados melhores.
A INSTRUÇÃO VERDADEIRA poderia ele ser nossas idéias da instrução que fazem exame demasiado do narrow e de uma escala demasiado baixa que há mais para rectificar a instrução do que apenas um livro que aprende - adquirir do conhecimento.
Há uma necessidade de um espaço mais largo, um alvo mais elevado. A instrução verdadeira significa mais do que perseguir de um determinado curso de estudo. Tem que fazer com o período inteiro da existência possível equipar. É o desenvolvimento harmonious do exame, dos poders mentais e espirituais. Prepara o estudante para a alegria do serviço neste mundo e para a alegria mais elevada de um serviço mais largo no mundo para vir.
O mundo teve seu intellect grande e os homens extensivos da pesquisa cujos os utterances estimularam o pensamento e o abriram para ver campos vastos do conhecimento e dos estes homens foram honrados enquanto guias e benfeitores de sua raça; mas há um quem está mais altamente do que ele. Nós podemos seguir a linha da parte traseira tão distante dos professores do `s do mundo como os registros dos seres humanos estendem. Mas as luzes eram antes deles. Como a lua e as estrelas de nosso sistema solar brilhe pela luz refletida do sol, de modo a distante porque seu ensino é verdadeiro, fazem o thinker grande do `s do mundo refletem os raios do sol de Righteousness. Cada gleam do pensamento cada flash do intellect é da luz do mundo.
OS OBJETIVOS EM APRENDER
os objetivos na aprendizagem podem ser classificados em duas categorias largas
1. A AQUISIÇÃO DO CONHECIMENTO
2. A AQUISIÇÃO DA HABILIDADE
a aquisição do conhecimento significar trazer acima da modificação e do controle intelectuais e emocionais no indivíduo com da aprendizagem, quando; A aquisição da habilidade consulta à modificação e ao controle sensory do motor com da aprendizagem.
As seguintes subdivisões são compreendidas sob o título largo ou o objetivo principal - A AQUISIÇÃO DO CONHECIMENTO
1. PRECEPTION: isto consulta à aquisição do conhecimento específico sobre os objetos ou os eventos que estimulam diretamente o sentido em todo o momento particular. Um objeto vem antes que nossos órgãos do sentido, nós comecem o sensation dele e une-lhe um meaning na base de nossa experiência passada. Esta é percepção. Uma criança nova vê uma mulher, no passado onde a mulher a alimentou.
2. CONCEPTION: isto significam a aquisição do conhecimento organizado no formulário dos conceitos ou as idéias gerais que transcend todo o percept particular. Percept consulta à situação individual ou específica: o conceito é geral ou o universal em sua referência a criança começa a percepção da laranja, da maçã, da banana etc. e pode encontrar determinadas qualidades gerais nelas.
3. APRENDIZAGEM ASSOCIATIVA: estes correspondem à memória ambos como a experiência passada deliberada da recordação e do recognition e uma memória do hábito ou a automática devido à associação. A aprendizagem associativa é fundamental a toda a outra que aprende no capítulo na memória. Este aspecto da aquisição do conhecimento será discutido.
OS MOTRIZ E A APRENDIZAGEM
do comportamento humano são controlados, dirigidos e modificados com determinados motriz. Quando uma pessoa está com fome e está procurarando pelo alimento, ou está construindo uma casa, ou acoplar ou habilidades que novas as aprender nós sempre seguem alguns tais elementos que inicíam his ativam os guiam e modifique seu comportamento na luz de seu sucessos ou retrato.
O QUE É o Motivation
do MOTIVATION é essa força que impels ou incites a ação do indivíduo determina o sentido individual da ação e sua taxa das ações. Quando o indivíduo o começar a todo o motriz despesas uma tensão e um disequilibrium e se tornar agitado. Suas atividades são então iniciados. O indivíduo sente um impulso para comportar-se em um determinado sentido. Na instrução, o motivation é a arte do interesse estimulando. Na pupila onde não houve nenhum tal interesse, ou onde é até agora unfelt pela pupila e também de cultivar o interesse já atual no interesse de conduta social aprovada. O Motivation na aprendizagem da escola envolve despertar, sustentar e dirigir a conduta desejável.
O QUE NÓS SIGNIFICAMOS pelo motriz
de MOTRIZ é uma circunstância - `physiological e psicológico' dentro do organismo que a dispõe agir em determinadas maneiras. Os motriz fazem exame de uma variedade dos formulários e são designados por muitos termos diferentes tais como a necessidade, o desejo, a tensão, o jogo, determinando as atitudes das tendências, o interesse, persistir, os stimuli etc. M C Geoch define um motriz como “toda a condição de um indivíduo que o aponte ou oriente para a prática de uma tarefa dada e que defina o adequacy de suas atividades e conclusão os TIPOS da tarefa'
' - INTERNOS E MOTIVATION
INTERNO do external - seres humanos tenha impusos internos, dirige necessidades e os apetites todos os estes constituem o motivation innate. Os seres humanos são carregados com muito poucos formulários ready-made do comportamento, poucas atividades unlearned submetem-se à modificação ou à mudança com da aprendizagem mas esta que aprende-se tem uma causa ou motivated por algo que é fornecido pelo indivíduo ele mesmo é seus impulsos, impuso, apetites etc.
A aprendizagem do MOTIVATION- do external deve proseguir na ausência do motivation interno, se houver um immaturity e uma falta intelectuais da sensibilidade às conseqüências e aos ideals finais no individual, então motivation interno falhará. Em tais circunstâncias o recurso deve ser feito exame ao motivation externo.
O motivation externo entretanto, é assim que - chamado somente porque é externo à atividade de aprendizagem própria. Pelo motivation que externo não se deve considerar que está em todo o sentido artificial, ele tem que ser construído em cima da fundação de alguma tendência natural existente da resposta. Pode ser bem sucedido somente quando é intrínseco à natureza do indivíduo. Dirige assim que são o som principal da atenção espontânea e esforço painless e são recursos enormes da energia potencial na eliminação do mais magro e o professor deve judiciously ser empregado e sàbiamente dirigido para motivating a pupila.
Uma pessoa pode reagir a seu ambiente em duas maneiras. Quando nós amarramos os laços de nossa sapata ou board um som humming da barra-ônibus ou do produto, nós reagimos no uninvolved a maneira. O segundo tipo de reação ocorrido naquele tempo quando nós fizermos algum trabalho muito com cuidado e attentively e nos envolvermos completamente nele. No primeiro tipo de comportamento o self remanesce aloof. No segundo tipo de comportamento como o ego que é comportamento da participação. O Ego é uma condição da participação total do self como o knower, do organizer, do observador, do status, e do seeker e como socializado sendo. O Ego é envolvido em todos aqueles a ação em que nossa abilidade é desafiada.
ASSIM, CORREÇÃO DA TOMADA - VINCENT DE PAUL
A FONTE E OS ALVOS DA INSTRUÇÃO VERDADEIRA
da INSTRUÇÃO são adquirir do conhecimento. É um dos objetivos principais cada estar humano racional na terra. É a realidade atrás desta palavra mágica que faz com que as mães e os pais labutem e excepto para assegurar que suas crianças terão como a instrução completa como possível. Esperam assim assegurar que seus filhos e filhas terão “uma oportunidade melhor” do que eles ou competem no mercado louco de hoje de empregadores treinados melhores.
A INSTRUÇÃO VERDADEIRA poderia ele ser nossas idéias da instrução que fazem exame demasiado do narrow e de uma escala demasiado baixa que há mais para rectificar a instrução do que apenas um livro que aprende - adquirir do conhecimento.
Há uma necessidade de um espaço mais largo, um alvo mais elevado. A instrução verdadeira significa mais do que perseguir de um determinado curso de estudo. Tem que fazer com o período inteiro da existência possível equipar. É o desenvolvimento harmonious do exame, dos poders mentais e espirituais. Prepara o estudante para a alegria do serviço neste mundo e para a alegria mais elevada de um serviço mais largo no mundo para vir.
The world has had its great intellect and extensive research men whose utterances have stimulated thought and opened to view vast fields of knowledge and these men have been honoured as guides and benefactors of their race; but there is one who stands higher than they. We can trace the line of the world`s teachers as far back as humans records extend. But the lights were before them. As the moon and the stars of our solar system shine by the reflected light of the sun, so as far as their teaching is true, do the world`s great thinker reflect the rays of the sun of Righteousness. Every gleam of thought every flash of the intellect is from the light of the world.
GOALS IN LEARNING
The goals in learning can be classified into two broad categories
1. THE ACQUISITION OF KNOWLEDGE
2. THE ACQUISITION OF SKILL
The acquisition of knowledge means the bringing up of intellectual and emotional modification and control in the individual through learning, while; The acquisition of skill refers to the sensory motor modification and control through learning.
The following sub-divisions are comprehended under the broad heading or the major goal – THE ACQUISITION OF KNOWLEDGE
1. PRECEPTION: this refers to the acquisition of specific knowledge about objects or events directly stimulating the sense at any particular moment. An object come before our sense organs, we get the sensation of it and attach a meaning to it on the basis of our past experience. This is perception. A young child sees a woman, in the past the woman has fed her.
2. CONCEPTION: this means the acquisition of organized knowledge in the form of concepts or general ideas which transcend any particular percept. Percept refers to individual or specific situation: concept is general or universal in its reference the child gets the perception of orange, apple, banana etc and is able to locate certain general qualities in them.
3. ASSOCIATIVE LEARNING: these correspond to memory both as the deliberate recall and recognition past experience and a habit or automatic memory due to association. Associative learning is fundamental to all other learning in the chapter on memory. This aspect of acquisition of knowledge will be discussed.
MOTIVES AND LEARNING
The human behavior is controlled, directed and modified through certain motives. When a person is hungry and is searching for food, or constructing a house, or mating or learning new skills we will always be able to trace some such elements which initiate his activates guide them and modify his behavior in the light of his successes or picture.
WHAT IS MOTIVATION
Motivation is that force which impels or incites individual’s action determines the individual direction of action and his rate of actions. When the individual gets any motive he expenses a tension and disequilibrium and becomes restless. His activities are then initiated the. The individual feels a push to behave in a certain direction. In education, motivation is the art of stimulating interest. In the pupil where there has been no such interest, or where it is as yet unfelt by the pupil and also of cultivating the interest already present in behalf of socially approved conduct. Motivation in school learning involves arousing, sustaining and directing desirable conduct.
WHAT WE MEAN BY MOTIVE
Motive is a condition –‘physiological and psychological’ within the organism that disposes it to act in certain ways. Motives take a variety of forms and are designated by many different terms such as need, desire, tension, set, determining tendencies attitudes, interest, persisting, stimuli etc. M C Geoch defines a motive as “any condition of an individual which points or orients him towards the practice of a given task and which defines the adequacy of his activities and completion of the task’’
KINDS – INTERNAL AND EXTERNAL
INTERNAL MOTIVATION – Human beings have internal urges, drives needs and appetites all these constitute innate motivation. Human beings are born with a very few ready-made forms of behavior, few unlearned activities undergo modification or change through learning but this learning itself has a cause or is motivated by something which is provided by the individual himself are his impulses, urge, appetites etc.
EXTERNAL MOTIVATION- learning must proceed in the absence of internal motivation, if there is intellectual immaturity and lack of sensitivity to ultimate consequences and ideals in the individual, then internal motivation will fail. In such circumstances resource is to be taken to external motivation.
External motivation however, is so called only because it is external to the learning activity itself. By external motivation it should not be considered that it is in any sense artificial, it has to be built upon the foundation of some existing natural response tendency. It can be successful only when it is intrinsic to the nature of the individual. Thus drives which are the chief sound of spontaneous attention and painless effort and are enormous resources of potential energy at the disposal of the leaner and teacher should be judiciously employed and wisely directed towards motivating the pupil.
A person can react to his environment in two ways. When we tie the laces of our shoe or board a bus or produce humming sound, we react in an uninvolved manner. The second type of reaction taken place at the time when we do some work very carefully and attentively and involve ourselves completely in it. In the first type of behavior the self remains aloof. In the second type of behavior as ego that is involvement behavior. Ego is a condition of total participation of the self as knower, organizer, observer, status, and seeker and as socialized being. Ego is involved in all those action in which our ability is challenged.
SO, TAKE CORRECTION – PAUL VINCENT
KÄLLA OCH SYFTEN AV RIKTIG UTBILDNING
Automatically translated into Swedish thanks to WorldLingo
KÄLLAN OCH SYFTEN AV RIKTIG UTBILDNINGS
UTBILDNING är få av kunskap. Det är ett av de huvudsakliga målen av varje rationell människa på jord. Det är verkligheten bak denna magi uttrycker som orsakar fostrar och avlar för att slita och räddningen som ska försäkras att deras ska barn har som färdig utbildning som möjlighet. De hoppas thus för att försäkra, att deras ska sons och döttrar har ”ett bättre tillfälle” än dem eller ska konkurrerar i dagens tokigt marknadsför av bättre utbildade arbetsgivare.
RIKTIG UTBILDNING kunde det vara våra idéer av utbildning som tar en för smal och för låg spänna, att det finns mer som precis true utbildning än en boka som lärer - få av kunskap.
Det finns behov av en mer bred räckvidd, ett högre syfte. Riktigt utbildningshjälpmedel mer än förfölja av en bestämd studiekurs. Det måste att göra med den hela perioden av existensmöjligheten för att bemanna. Det är den harmoniska utvecklingen av läkarundersökningen, den mentala och andliga överheten. Det förbereder deltagaren för glädjen av tjänste- i denna värld, och för den högre glädjen av mer bred serva i världen för att komma.
Världen har haft dess stora intellekt, och omfattande forskningmanar vars utterances har stimulerat tanke och har öppnat för att beskåda vast, sätter in av kunskap och dessa manar har hedrats som vägleder och välgörare av deras race; men det finns en vem står higher än dem. Vi kan spåra fodra av lärarna för världs`s, som avlägsen baksida som människarekord fördjupa. Men tänder var för dem. Gör den stora tänkaren för världs`s reflekterar strålarna av sunen av Righteousness som moonen och stjärnorna av vårt sol- systemsken vid reflekterad lätt av sunen, för långt, som deras undervisning är riktig. Varje glimt av tanke varje pråligt av intellektet är från det ljust av världen.
MÅL, I ATT LÄRA
målen, i att lära, kan klassificeras in i två breda kategorier
1. FÖRVÄRVET AV KUNSKAP
2. FÖRVÄRVET AV EXPERTIS
förvärvet av kunskapshjälpmedel uppfostran av intellektuell och emotionell ändring och kontrollerar i individen till och med att lära, stund; Förvärvet av expertis ser till den sensoriska motoriska ändringen och kontrollerar till och med att lära.
Subna-divisions begripas efter under den breda överskriften eller ha som huvudämnemålet - FÖRVÄRVET AV KUNSKAP
1. PRECEPTION: detta ser till förvärvet av specifik kunskap anmärker omkring eller händelser som stimulerar direkt avkänningen på något särskilt ögonblick. En anmärka kommer, för våra avkänningsorgan, oss får förnimmelsen av den och fäster ett menande till det på basen av vår förflutna erfar. Denna är föreställningen. En ungt barn ser en kvinna, i förflutnan som kvinnan har matat henne.
2. BEFRUKTNING: detta hjälpmedel förvärvet av organiserad kunskap i form av begrepp eller allmänna idéer som överskrider någon särskild det uppfattade. Det uppfattade ser till individ- eller närmare detaljläget: begreppet är allmänt, eller universalen i dess hänvisar till barnet får föreställningen av apelsinen, äpplet, bananen etc. och är kompetent att lokalisera bestämda allmänna kvaliteter i dem.
3. FÖRENA LÄRA: dessa motsvarar till minnet båda, som den avsiktliga återkallelsen och erkännandeförflutnan erfar och en vana eller en automatisk anslutning för minne tack vare. Förena lära är grunden till all annat som lärer i kapitlet på minne. Denna aspekt av förvärvet av kunskap ska diskuteras.
BEVEKELSEGRUNDER OCH ATT LÄRA
människauppförandet kontrolleras, riktas och ändras till och med bestämda bevekelsegrunder. Ändra hans uppförande i det ljust av hans framgångar eller föreställa, när en person är hungrig och söker för mat eller konstruerar ett hus, eller när du parar ihop eller att lära ny expertis som vi ska, alltid spårar några sådan beståndsdelar, som påbörjandet his aktiverar, vägleder dem och.
VAD ÄR, är
MOTIVATIONmotivationen den styrka som driver eller hetsar individ handling bestämmer individriktningen av handlingen, och his klassar av handlingar. När individen får någon bevekelsegrund, uppta som omkostnad blir han en spänning och en disequilibrium och rastlös. Hans aktiviteter är därefter initierade. Individkänselförnimmelserna en push som uppför i en bestämd riktning. I utbildning är motivationen konsten av stimulering intresserar. I eleven, var det inte har finnas något sådan, intresserar, eller var det är som yet unfelt vid eleven och också av att odla gåvan för intressera redan i vägnar av socialt godkänt uppförande. Motivationen skolar in att lära gäller att väcka, att tåla och att rikta önskvärt uppförande.
VAD VI BETYDER VID den BEVEKELSEGRUND
bevekelsegrunden, är en villkora - `som är fysiologisk och som är psykologisk' inom organismen som ordnar den att agera i bestämd väg. Bevekelsegrunder tar en variation av bildar och designeras av många olika benämner liksom behov, lust, spänning, uppsättningen som bestämmer tendensinställningar, intresserar, framhärdande, stimuli Etc. M C Geoch definierar en bevekelsegrund, som ”villkora any av en individ, som pekar eller orienterar honom in mot öva av en given uppgift, och, som definierar adequacyen av hans aktiviteter, och avslutning INRE SORTER av för uppgiften
'' - OCH DEN YTTRE
INRE MOTIVATIONEN - människor har inre drifter, kör behov, och alla aptit dessa utgör innate motivation. Människor är födda med ett mycket få ready-made bildar av uppförande, genomgår fåtalet unlearned aktiviteter ändring eller ändring till och med att lära, men denna som lärer sig, har en orsaka eller motiveras av något som ges av den själva individen är hans impulser, drift, aptit Etc.
YTTRE lära för MOTIVATION- måste fortsätta i frånvaroen av den inre motivationen, om det finns intellektuell omognad och brist av känsligheten till ultimat följder och ideal i individen, därefter den inre motivationen ska kuggningen. I sådan omständigheter ska resursen tas till den yttre motivationen.
Den yttre motivationen emellertid, är så - kallat, därför att endast den är yttre till lärande aktiviteten sig själv. Av yttre motivation som det inte bör vara ansett, att det är i någon konstgjord avkänning, det, måste att byggas på fundamentet av någon existerande naturlig svarstendens. Det kan vara lyckat, när endast det är inneboende till naturen av individen. Således drev, som är chefen som är solid av spontan uppmärksamhet, och smärtfritt försök och är jättelika resurser av potentiell energi på förfogandet av det mer leaner, och lärare bör judiciously användas och klokt riktas in mot att motivera eleven.
En person kan reagera till hans väg för miljön itu. När vi binder, snör åt av vårt skor eller stiger ombord en bussa, eller solitt jordbruksproduktersurr, reagerar vi i uninvolved sätt. Understödjatypen av reaktion som ägs rum på tiden, då vi gör något arbete mycket försiktigt och uppmärksamt och gäller oss själva fullständigt i det. I den första typen av uppförande återstår själven reserverad. I understödjatypen av uppförande som egoen som är medverkanuppförande. Egoen är en villkora av sammanlagt deltagande av själven som knower, organisatören, observatören, status och sökaren och som umgåtts vara. Egoen är involverade sammanlagt de handlingen som vår kapacitet utmanas i.
SÅ TAKEKORRIGERING - PAUL VINCENT
KÄLLAN OCH SYFTEN AV RIKTIG UTBILDNINGS
UTBILDNING är få av kunskap. Det är ett av de huvudsakliga målen av varje rationell människa på jord. Det är verkligheten bak denna magi uttrycker som orsakar fostrar och avlar för att slita och räddningen som ska försäkras att deras ska barn har som färdig utbildning som möjlighet. De hoppas thus för att försäkra, att deras ska sons och döttrar har ”ett bättre tillfälle” än dem eller ska konkurrerar i dagens tokigt marknadsför av bättre utbildade arbetsgivare.
RIKTIG UTBILDNING kunde det vara våra idéer av utbildning som tar en för smal och för låg spänna, att det finns mer som precis true utbildning än en boka som lärer - få av kunskap.
Det finns behov av en mer bred räckvidd, ett högre syfte. Riktigt utbildningshjälpmedel mer än förfölja av en bestämd studiekurs. Det måste att göra med den hela perioden av existensmöjligheten för att bemanna. Det är den harmoniska utvecklingen av läkarundersökningen, den mentala och andliga överheten. Det förbereder deltagaren för glädjen av tjänste- i denna värld, och för den högre glädjen av mer bred serva i världen för att komma.
Världen har haft dess stora intellekt, och omfattande forskningmanar vars utterances har stimulerat tanke och har öppnat för att beskåda vast, sätter in av kunskap och dessa manar har hedrats som vägleder och välgörare av deras race; men det finns en vem står higher än dem. Vi kan spåra fodra av lärarna för världs`s, som avlägsen baksida som människarekord fördjupa. Men tänder var för dem. Gör den stora tänkaren för världs`s reflekterar strålarna av sunen av Righteousness som moonen och stjärnorna av vårt sol- systemsken vid reflekterad lätt av sunen, för långt, som deras undervisning är riktig. Varje glimt av tanke varje pråligt av intellektet är från det ljust av världen.
MÅL, I ATT LÄRA
målen, i att lära, kan klassificeras in i två breda kategorier
1. FÖRVÄRVET AV KUNSKAP
2. FÖRVÄRVET AV EXPERTIS
förvärvet av kunskapshjälpmedel uppfostran av intellektuell och emotionell ändring och kontrollerar i individen till och med att lära, stund; Förvärvet av expertis ser till den sensoriska motoriska ändringen och kontrollerar till och med att lära.
Subna-divisions begripas efter under den breda överskriften eller ha som huvudämnemålet - FÖRVÄRVET AV KUNSKAP
1. PRECEPTION: detta ser till förvärvet av specifik kunskap anmärker omkring eller händelser som stimulerar direkt avkänningen på något särskilt ögonblick. En anmärka kommer, för våra avkänningsorgan, oss får förnimmelsen av den och fäster ett menande till det på basen av vår förflutna erfar. Denna är föreställningen. En ungt barn ser en kvinna, i förflutnan som kvinnan har matat henne.
2. BEFRUKTNING: detta hjälpmedel förvärvet av organiserad kunskap i form av begrepp eller allmänna idéer som överskrider någon särskild det uppfattade. Det uppfattade ser till individ- eller närmare detaljläget: begreppet är allmänt, eller universalen i dess hänvisar till barnet får föreställningen av apelsinen, äpplet, bananen etc. och är kompetent att lokalisera bestämda allmänna kvaliteter i dem.
3. FÖRENA LÄRA: dessa motsvarar till minnet båda, som den avsiktliga återkallelsen och erkännandeförflutnan erfar och en vana eller en automatisk anslutning för minne tack vare. Förena lära är grunden till all annat som lärer i kapitlet på minne. Denna aspekt av förvärvet av kunskap ska diskuteras.
BEVEKELSEGRUNDER OCH ATT LÄRA
människauppförandet kontrolleras, riktas och ändras till och med bestämda bevekelsegrunder. Ändra hans uppförande i det ljust av hans framgångar eller föreställa, när en person är hungrig och söker för mat eller konstruerar ett hus, eller när du parar ihop eller att lära ny expertis som vi ska, alltid spårar några sådan beståndsdelar, som påbörjandet his aktiverar, vägleder dem och.
VAD ÄR, är
MOTIVATIONmotivationen den styrka som driver eller hetsar individ handling bestämmer individriktningen av handlingen, och his klassar av handlingar. När individen får någon bevekelsegrund, uppta som omkostnad blir han en spänning och en disequilibrium och rastlös. Hans aktiviteter är därefter initierade. Individkänselförnimmelserna en push som uppför i en bestämd riktning. I utbildning är motivationen konsten av stimulering intresserar. I eleven, var det inte har finnas något sådan, intresserar, eller var det är som yet unfelt vid eleven och också av att odla gåvan för intressera redan i vägnar av socialt godkänt uppförande. Motivationen skolar in att lära gäller att väcka, att tåla och att rikta önskvärt uppförande.
VAD VI BETYDER VID den BEVEKELSEGRUND
bevekelsegrunden, är en villkora - `som är fysiologisk och som är psykologisk' inom organismen som ordnar den att agera i bestämd väg. Bevekelsegrunder tar en variation av bildar och designeras av många olika benämner liksom behov, lust, spänning, uppsättningen som bestämmer tendensinställningar, intresserar, framhärdande, stimuli Etc. M C Geoch definierar en bevekelsegrund, som ”villkora any av en individ, som pekar eller orienterar honom in mot öva av en given uppgift, och, som definierar adequacyen av hans aktiviteter, och avslutning INRE SORTER av för uppgiften
'' - OCH DEN YTTRE
INRE MOTIVATIONEN - människor har inre drifter, kör behov, och alla aptit dessa utgör innate motivation. Människor är födda med ett mycket få ready-made bildar av uppförande, genomgår fåtalet unlearned aktiviteter ändring eller ändring till och med att lära, men denna som lärer sig, har en orsaka eller motiveras av något som ges av den själva individen är hans impulser, drift, aptit Etc.
YTTRE lära för MOTIVATION- måste fortsätta i frånvaroen av den inre motivationen, om det finns intellektuell omognad och brist av känsligheten till ultimat följder och ideal i individen, därefter den inre motivationen ska kuggningen. I sådan omständigheter ska resursen tas till den yttre motivationen.
Den yttre motivationen emellertid, är så - kallat, därför att endast den är yttre till lärande aktiviteten sig själv. Av yttre motivation som det inte bör vara ansett, att det är i någon konstgjord avkänning, det, måste att byggas på fundamentet av någon existerande naturlig svarstendens. Det kan vara lyckat, när endast det är inneboende till naturen av individen. Således drev, som är chefen som är solid av spontan uppmärksamhet, och smärtfritt försök och är jättelika resurser av potentiell energi på förfogandet av det mer leaner, och lärare bör judiciously användas och klokt riktas in mot att motivera eleven.
En person kan reagera till hans väg för miljön itu. När vi binder, snör åt av vårt skor eller stiger ombord en bussa, eller solitt jordbruksproduktersurr, reagerar vi i uninvolved sätt. Understödjatypen av reaktion som ägs rum på tiden, då vi gör något arbete mycket försiktigt och uppmärksamt och gäller oss själva fullständigt i det. I den första typen av uppförande återstår själven reserverad. I understödjatypen av uppförande som egoen som är medverkanuppförande. Egoen är en villkora av sammanlagt deltagande av själven som knower, organisatören, observatören, status och sökaren och som umgåtts vara. Egoen är involverade sammanlagt de handlingen som vår kapacitet utmanas i.
SÅ TAKEKORRIGERING - PAUL VINCENT
KÄLLAN OCH SYFTEN AV RIKTIG UTBILDNINGS
UTBILDNING är få av kunskap. Det är ett av de huvudsakliga målen av varje rationell människa på jord. Det är verkligheten bak denna magi uttrycker som orsakar fostrar och avlar för att slita och räddningen som ska försäkras att deras ska barn har som färdig utbildning som möjlighet. De hoppas thus för att försäkra, att deras ska sons och döttrar har ”ett bättre tillfälle” än dem eller ska konkurrerar i dagens tokigt marknadsför av bättre utbildade arbetsgivare.
RIKTIG UTBILDNING kunde det vara våra idéer av utbildning som tar en för smal och för låg spänna, att det finns mer som precis true utbildning än en boka som lärer - få av kunskap.
Det finns behov av en mer bred räckvidd, ett högre syfte. Riktigt utbildningshjälpmedel mer än förfölja av en bestämd studiekurs. Det måste att göra med den hela perioden av existensmöjligheten för att bemanna. Det är den harmoniska utvecklingen av läkarundersökningen, den mentala och andliga överheten. Det förbereder deltagaren för glädjen av tjänste- i denna värld, och för den högre glädjen av mer bred serva i världen för att komma.
The world has had its great intellect and extensive research men whose utterances have stimulated thought and opened to view vast fields of knowledge and these men have been honoured as guides and benefactors of their race; but there is one who stands higher than they. We can trace the line of the world`s teachers as far back as humans records extend. But the lights were before them. As the moon and the stars of our solar system shine by the reflected light of the sun, so as far as their teaching is true, do the world`s great thinker reflect the rays of the sun of Righteousness. Every gleam of thought every flash of the intellect is from the light of the world.
GOALS IN LEARNING
The goals in learning can be classified into two broad categories
1. THE ACQUISITION OF KNOWLEDGE
2. THE ACQUISITION OF SKILL
The acquisition of knowledge means the bringing up of intellectual and emotional modification and control in the individual through learning, while; The acquisition of skill refers to the sensory motor modification and control through learning.
The following sub-divisions are comprehended under the broad heading or the major goal – THE ACQUISITION OF KNOWLEDGE
1. PRECEPTION: this refers to the acquisition of specific knowledge about objects or events directly stimulating the sense at any particular moment. An object come before our sense organs, we get the sensation of it and attach a meaning to it on the basis of our past experience. This is perception. A young child sees a woman, in the past the woman has fed her.
2. CONCEPTION: this means the acquisition of organized knowledge in the form of concepts or general ideas which transcend any particular percept. Percept refers to individual or specific situation: concept is general or universal in its reference the child gets the perception of orange, apple, banana etc and is able to locate certain general qualities in them.
3. ASSOCIATIVE LEARNING: these correspond to memory both as the deliberate recall and recognition past experience and a habit or automatic memory due to association. Associative learning is fundamental to all other learning in the chapter on memory. This aspect of acquisition of knowledge will be discussed.
MOTIVES AND LEARNING
The human behavior is controlled, directed and modified through certain motives. When a person is hungry and is searching for food, or constructing a house, or mating or learning new skills we will always be able to trace some such elements which initiate his activates guide them and modify his behavior in the light of his successes or picture.
WHAT IS MOTIVATION
Motivation is that force which impels or incites individual’s action determines the individual direction of action and his rate of actions. When the individual gets any motive he expenses a tension and disequilibrium and becomes restless. His activities are then initiated the. The individual feels a push to behave in a certain direction. In education, motivation is the art of stimulating interest. In the pupil where there has been no such interest, or where it is as yet unfelt by the pupil and also of cultivating the interest already present in behalf of socially approved conduct. Motivation in school learning involves arousing, sustaining and directing desirable conduct.
WHAT WE MEAN BY MOTIVE
Motive is a condition –‘physiological and psychological’ within the organism that disposes it to act in certain ways. Motives take a variety of forms and are designated by many different terms such as need, desire, tension, set, determining tendencies attitudes, interest, persisting, stimuli etc. M C Geoch defines a motive as “any condition of an individual which points or orients him towards the practice of a given task and which defines the adequacy of his activities and completion of the task’’
KINDS – INTERNAL AND EXTERNAL
INTERNAL MOTIVATION – Human beings have internal urges, drives needs and appetites all these constitute innate motivation. Human beings are born with a very few ready-made forms of behavior, few unlearned activities undergo modification or change through learning but this learning itself has a cause or is motivated by something which is provided by the individual himself are his impulses, urge, appetites etc.
EXTERNAL MOTIVATION- learning must proceed in the absence of internal motivation, if there is intellectual immaturity and lack of sensitivity to ultimate consequences and ideals in the individual, then internal motivation will fail. In such circumstances resource is to be taken to external motivation.
External motivation however, is so called only because it is external to the learning activity itself. By external motivation it should not be considered that it is in any sense artificial, it has to be built upon the foundation of some existing natural response tendency. It can be successful only when it is intrinsic to the nature of the individual. Thus drives which are the chief sound of spontaneous attention and painless effort and are enormous resources of potential energy at the disposal of the leaner and teacher should be judiciously employed and wisely directed towards motivating the pupil.
A person can react to his environment in two ways. When we tie the laces of our shoe or board a bus or produce humming sound, we react in an uninvolved manner. The second type of reaction taken place at the time when we do some work very carefully and attentively and involve ourselves completely in it. In the first type of behavior the self remains aloof. In the second type of behavior as ego that is involvement behavior. Ego is a condition of total participation of the self as knower, organizer, observer, status, and seeker and as socialized being. Ego is involved in all those action in which our ability is challenged.
SO, TAKE CORRECTION – PAUL VINCENT
ИСТОЧНИК И ЦЕЛИ ПОИСТИНЕ ОБРАЗОВАНИЯ
Automatically translated into Russian thanks to WorldLingo
ИСТОЧНИК И ЦЕЛИ ПОИСТИНЕ ОБРАЗОВАНИЯ
ОБРАЗОВАНИЯ приобретать знания. Оно одним из главных задач каждого рационального людского существования на земле. Будет реальностью за этим волшебным словом причиняет матей и отцов маяться и за исключением убедить что их дети будут иметь как вполне образование как по возможности. Они надеются таким образом убедить что их сынки и дочи будут иметь «более лучшую возможность» чем они или будутся состязались в сегодняшнем сумашедшем рынке более лучших натренированных работодателей.
ПОИСТИНЕ ОБРАЗОВАНИЕМ смогло оно быть наши идеи образования принимают слишком узкую часть и слишком низкий ряд что больше для того чтобы true образование чем как раз книжная ученость - приобретать знания.
Будет потребность более обширного объема, более высокой цели. Поистине образование намеревается больше чем следовать некоторого курса изучения. Оно должно сделать с всем периодом существования по возможности для того чтобы укомплектоватьть личным составом. Будет гармоничным развитием материальня, умственных и духовных сил. Оно подготовляет студента для утехи обслуживания в этом мире и для более высокой утехи более широкого обслуживания в мире прийти.
Мир имел свой большой интеллект и были удостоины обширные люди исследования произнесения стимулировали мысль и раскрывали для того чтобы осмотреть более обширные поля знания и этих людей по мере того как направляющие выступы и благодетели их гонки; но одно стоит более высоко чем они. Мы можем трассировать линию учителей `s мира еще в людях, котор показатели удлиняют. Но света были перед ими. Как луна и звезды нашей солнечной системы посветите отраженным светом солнца, для того НОП далеко по мере того как их преподавательство поистине, сделайте великий мыслителя `s мира отразите лучи солнца Righteousness. Каждый gleam мысли каждая вспышка интеллекта от света мира.
ЦЕЛИ В УЧИТЬ
цели в учить можно расклассифицировать в 2 обширных категории
1. ПРИЕМ ЗНАНИЯ
2. ПРИЕМ ИСКУССТВА
прием знания намеревается приносить вверх интеллектуальных и эмоциональных изменения и управления в индивидуале через учить, пока; Прием искусства refer to сензорные изменение и управление мотора через учить.
Following подразделения постиганы под обширной рубрикой или главной целью - ПРИЕМОМ ЗНАНИЯ
1. PRECEPTION: это refer to прием специфически знания о предметах или случаях сразу стимулируя чувство на любом определенном моменте. Предмет приходит прежде чем наши органы чувства, мы получают шумиху ее и прикрепляет смысль к ему on the basis of наш прошлый опыт. Это будет воспринятие. Маленький ребенок видит женщину, в прошлом, котор женщина подавала она.
2. ЗАЧАТИЕ: это намереваются прием организованного знания in the form of принципиальные схемы или общие понятия переступают пределы любое определенное percept. Percept refer to индивидуальная или специфически ситуация: принципиальная схема вообще или универсалия в своей справке ребенок получает воспринятие померанца, яблока, банана etc и может обнаружить местонахождение некоторые вообще качества в их.
3. АССОЦИАТИВНЫЙ УЧИТЬ: эти соответствуют к памяти обоим по мере того как нарочито опыт отозвания и опознавания прошлый и память привычки или автоматических из-за ассоциации. Ассоциативный учить основной к всему другому учя в главе на памяти. Этот аспект приема знания будет обсужен.
ПОВОДА И УЧИТЬ
людское поведение controlled, сразу и доработаны через некоторые повода. Когда персона голодна и поищет для еды, или построит дом, или сопрягать или учить новые искусства, котор мы будем всегда трассировали некоторые такие элементы которые начинают его активируют направляют их и доработайте его поведение in the light of его успехи или изображение.
Мотивировкой
МОТИВИРОВКИ будет то усилие побуждает или подстрекает действие индивидуала обусловливает индивидуальное направление действия и его тариф действий. Когда индивидуал получает любому поводу его расходы напряжение и disequilibrium и будет неусидчивым. Его деятельности после этого начатые. Чувствуют, что нажим поступает индивидуал в некотором направлении. В образовании, мотивировкой будет искусствоо стимулируя интереса. В зрачке где не было такого интереса, или где будет пока еще unfelt зрачком и также культивировать интерес уже присытствыющий in behalf of социально approved проведение. Мотивировка в школе учя включает всполошить, вытерпеть и сразу желательное проведение.
МЫ НАМЕРЕВАЕМСЯ поводом
ПОВОДА будет условием - `физиологическим и психологическим' внутри организм размещает его подействовать в некоторых дорогах. Повода принимают разнообразие форм и много по-разному термин such as потребность, желание, напряжение, комплект, обусловливая ориентации тенденций, интерес, упорствовать, cEtc стимулов. M c Geoch определяет повод как «любое состояние индивидуала указывает или ориентирует его к практике, котор дали задачи и определяет соответствие его деятельностей и завершение ВИДЫ задачи'
' - ВНУТРЕННЕ И МОТИВИРОВКА
EXTERNAL ВНУТРЕННЕ - людские существования имеет внутренне позывы, управляет потребностями и аппетиты все эти образовывают innate мотивировку. Людские существования принесены с очень немногие ready-made формы поведения, несколько unlearned деятельности проходят изменение или изменение через учить но это учя имеет причину или motivated что-то которое обеспечено индивидуалом себя будет его ИМПами ульс, позывом, cEtc аппетитов.
МОТИВИРОВКА EXTERNAL учя должна продолжать в отсутствии внутренне мотивировки, если будет интеллектуальные незрелость и отсутсвие чувствительности к предельным последствиям и ideals в индивидуальном, то внутренне мотивировка потерпит неудачу. В такие обстоятельства ресурс должен быть принятым к внешней мотивировке.
Внешняя мотивировка однако, поэтому - после того как я вызвана только потому что она внешня к учя RABOTе самей. внешней мотивировкой, котор оно не должно быть рассмотрено что оно находится в любом чувстве искусственном, оно быть построено на учредительстве некоторой existing естественной тенденции реакции. Оно может быть успешно только когда оно внутреннеприсуще к природе индивидуала. Таким образом управляет будут главным звуком самопроизвольно внимания и безболезненным усилием и будут преогромными ресурсами потенциальной энергии на избавлении сухопарого и учитель должен judiciously быть использован и велемудро сразу к motivating зрачок.
Персона может прореагировать к его окружающей среде в 2 дорогах. Когда мы связываем шнурки нашего ботинка или всходим на борт шины или звука припевать продукции, мы реагируем в uninvolved образ. Второй осуществлянный тип реакции в то время, когда мы сделаем некоторую работу очень тщательно и внимательн и включим вполне в ее. В первом типе поведения собственная личность остает aloof. В втором типе поведения как эго будет поведением запутанности. Эго будет условием полного участия собственной личности как knower, устроителя, наблюдателя, состояния, и искателя и как общано был. Эго включается в все те действие в наша способность брошена вызов.
ТАК, КОРРЕКЦИЯ ВЗЯТИЯ - ПОЛ ВИНСЕНТ
ИСТОЧНИК И ЦЕЛИ ПОИСТИНЕ ОБРАЗОВАНИЯ
ОБРАЗОВАНИЯ приобретать знания. Оно одним из главных задач каждого рационального людского существования на земле. Будет реальностью за этим волшебным словом причиняет матей и отцов маяться и за исключением убедить что их дети будут иметь как вполне образование как по возможности. Они надеются таким образом убедить что их сынки и дочи будут иметь «более лучшую возможность» чем они или будутся состязались в сегодняшнем сумашедшем рынке более лучших натренированных работодателей.
ПОИСТИНЕ ОБРАЗОВАНИЕМ смогло оно быть наши идеи образования принимают слишком узкую часть и слишком низкий ряд что больше для того чтобы true образование чем как раз книжная ученость - приобретать знания.
Будет потребность более обширного объема, более высокой цели. Поистине образование намеревается больше чем следовать некоторого курса изучения. Оно должно сделать с всем периодом существования по возможности для того чтобы укомплектоватьть личным составом. Будет гармоничным развитием материальня, умственных и духовных сил. Оно подготовляет студента для утехи обслуживания в этом мире и для более высокой утехи более широкого обслуживания в мире прийти.
Мир имел свой большой интеллект и были удостоины обширные люди исследования произнесения стимулировали мысль и раскрывали для того чтобы осмотреть более обширные поля знания и этих людей по мере того как направляющие выступы и благодетели их гонки; но одно стоит более высоко чем они. Мы можем трассировать линию учителей `s мира еще в людях, котор показатели удлиняют. Но света были перед ими. Как луна и звезды нашей солнечной системы посветите отраженным светом солнца, для того НОП далеко по мере того как их преподавательство поистине, сделайте великий мыслителя `s мира отразите лучи солнца Righteousness. Каждый gleam мысли каждая вспышка интеллекта от света мира.
ЦЕЛИ В УЧИТЬ
цели в учить можно расклассифицировать в 2 обширных категории
1. ПРИЕМ ЗНАНИЯ
2. ПРИЕМ ИСКУССТВА
прием знания намеревается приносить вверх интеллектуальных и эмоциональных изменения и управления в индивидуале через учить, пока; Прием искусства refer to сензорные изменение и управление мотора через учить.
Following подразделения постиганы под обширной рубрикой или главной целью - ПРИЕМОМ ЗНАНИЯ
1. PRECEPTION: это refer to прием специфически знания о предметах или случаях сразу стимулируя чувство на любом определенном моменте. Предмет приходит прежде чем наши органы чувства, мы получают шумиху ее и прикрепляет смысль к ему on the basis of наш прошлый опыт. Это будет воспринятие. Маленький ребенок видит женщину, в прошлом, котор женщина подавала она.
2. ЗАЧАТИЕ: это намереваются прием организованного знания in the form of принципиальные схемы или общие понятия переступают пределы любое определенное percept. Percept refer to индивидуальная или специфически ситуация: принципиальная схема вообще или универсалия в своей справке ребенок получает воспринятие померанца, яблока, банана etc и может обнаружить местонахождение некоторые вообще качества в их.
3. АССОЦИАТИВНЫЙ УЧИТЬ: эти соответствуют к памяти обоим по мере того как нарочито опыт отозвания и опознавания прошлый и память привычки или автоматических из-за ассоциации. Ассоциативный учить основной к всему другому учя в главе на памяти. Этот аспект приема знания будет обсужен.
ПОВОДА И УЧИТЬ
людское поведение controlled, сразу и доработаны через некоторые повода. Когда персона голодна и поищет для еды, или построит дом, или сопрягать или учить новые искусства, котор мы будем всегда трассировали некоторые такие элементы которые начинают его активируют направляют их и доработайте его поведение in the light of его успехи или изображение.
Мотивировкой
МОТИВИРОВКИ будет то усилие побуждает или подстрекает действие индивидуала обусловливает индивидуальное направление действия и его тариф действий. Когда индивидуал получает любому поводу его расходы напряжение и disequilibrium и будет неусидчивым. Его деятельности после этого начатые. Чувствуют, что нажим поступает индивидуал в некотором направлении. В образовании, мотивировкой будет искусствоо стимулируя интереса. В зрачке где не было такого интереса, или где будет пока еще unfelt зрачком и также культивировать интерес уже присытствыющий in behalf of социально approved проведение. Мотивировка в школе учя включает всполошить, вытерпеть и сразу желательное проведение.
МЫ НАМЕРЕВАЕМСЯ поводом
ПОВОДА будет условием - `физиологическим и психологическим' внутри организм размещает его подействовать в некоторых дорогах. Повода принимают разнообразие форм и много по-разному термин such as потребность, желание, напряжение, комплект, обусловливая ориентации тенденций, интерес, упорствовать, cEtc стимулов. M c Geoch определяет повод как «любое состояние индивидуала указывает или ориентирует его к практике, котор дали задачи и определяет соответствие его деятельностей и завершение ВИДЫ задачи'
' - ВНУТРЕННЕ И МОТИВИРОВКА
EXTERNAL ВНУТРЕННЕ - людские существования имеет внутренне позывы, управляет потребностями и аппетиты все эти образовывают innate мотивировку. Людские существования принесены с очень немногие ready-made формы поведения, несколько unlearned деятельности проходят изменение или изменение через учить но это учя имеет причину или motivated что-то которое обеспечено индивидуалом себя будет его ИМПами ульс, позывом, cEtc аппетитов.
МОТИВИРОВКА EXTERNAL учя должна продолжать в отсутствии внутренне мотивировки, если будет интеллектуальные незрелость и отсутсвие чувствительности к предельным последствиям и ideals в индивидуальном, то внутренне мотивировка потерпит неудачу. В такие обстоятельства ресурс должен быть принятым к внешней мотивировке.
Внешняя мотивировка однако, поэтому - после того как я вызвана только потому что она внешня к учя RABOTе самей. внешней мотивировкой, котор оно не должно быть рассмотрено что оно находится в любом чувстве искусственном, оно быть построено на учредительстве некоторой existing естественной тенденции реакции. Оно может быть успешно только когда оно внутреннеприсуще к природе индивидуала. Таким образом управляет будут главным звуком самопроизвольно внимания и безболезненным усилием и будут преогромными ресурсами потенциальной энергии на избавлении сухопарого и учитель должен judiciously быть использован и велемудро сразу к motivating зрачок.
Персона может прореагировать к его окружающей среде в 2 дорогах. Когда мы связываем шнурки нашего ботинка или всходим на борт шины или звука припевать продукции, мы реагируем в uninvolved образ. Второй осуществлянный тип реакции в то время, когда мы сделаем некоторую работу очень тщательно и внимательн и включим вполне в ее. В первом типе поведения собственная личность остает aloof. В втором типе поведения как эго будет поведением запутанности. Эго будет условием полного участия собственной личности как knower, устроителя, наблюдателя, состояния, и искателя и как общано был. Эго включается в все те действие в наша способность брошена вызов.
ТАК, КОРРЕКЦИЯ ВЗЯТИЯ - ПОЛ ВИНСЕНТ
ИСТОЧНИК И ЦЕЛИ ПОИСТИНЕ ОБРАЗОВАНИЯ
ОБРАЗОВАНИЯ приобретать знания. Оно одним из главных задач каждого рационального людского существования на земле. Будет реальностью за этим волшебным словом причиняет матей и отцов маяться и за исключением убедить что их дети будут иметь как вполне образование как по возможности. Они надеются таким образом убедить что их сынки и дочи будут иметь «более лучшую возможность» чем они или будутся состязались в сегодняшнем сумашедшем рынке более лучших натренированных работодателей.
ПОИСТИНЕ ОБРАЗОВАНИЕМ смогло оно быть наши идеи образования принимают слишком узкую часть и слишком низкий ряд что больше для того чтобы true образование чем как раз книжная ученость - приобретать знания.
Будет потребность более обширного объема, более высокой цели. Поистине образование намеревается больше чем следовать некоторого курса изучения. Оно должно сделать с всем периодом существования по возможности для того чтобы укомплектоватьть личным составом. Будет гармоничным развитием материальня, умственных и духовных сил. Оно подготовляет студента для утехи обслуживания в этом мире и для более высокой утехи более широкого обслуживания в мире прийти.
The world has had its great intellect and extensive research men whose utterances have stimulated thought and opened to view vast fields of knowledge and these men have been honoured as guides and benefactors of their race; but there is one who stands higher than they. We can trace the line of the world`s teachers as far back as humans records extend. But the lights were before them. As the moon and the stars of our solar system shine by the reflected light of the sun, so as far as their teaching is true, do the world`s great thinker reflect the rays of the sun of Righteousness. Every gleam of thought every flash of the intellect is from the light of the world.
GOALS IN LEARNING
The goals in learning can be classified into two broad categories
1. THE ACQUISITION OF KNOWLEDGE
2. THE ACQUISITION OF SKILL
The acquisition of knowledge means the bringing up of intellectual and emotional modification and control in the individual through learning, while; The acquisition of skill refers to the sensory motor modification and control through learning.
The following sub-divisions are comprehended under the broad heading or the major goal – THE ACQUISITION OF KNOWLEDGE
1. PRECEPTION: this refers to the acquisition of specific knowledge about objects or events directly stimulating the sense at any particular moment. An object come before our sense organs, we get the sensation of it and attach a meaning to it on the basis of our past experience. This is perception. A young child sees a woman, in the past the woman has fed her.
2. CONCEPTION: this means the acquisition of organized knowledge in the form of concepts or general ideas which transcend any particular percept. Percept refers to individual or specific situation: concept is general or universal in its reference the child gets the perception of orange, apple, banana etc and is able to locate certain general qualities in them.
3. ASSOCIATIVE LEARNING: these correspond to memory both as the deliberate recall and recognition past experience and a habit or automatic memory due to association. Associative learning is fundamental to all other learning in the chapter on memory. This aspect of acquisition of knowledge will be discussed.
MOTIVES AND LEARNING
The human behavior is controlled, directed and modified through certain motives. When a person is hungry and is searching for food, or constructing a house, or mating or learning new skills we will always be able to trace some such elements which initiate his activates guide them and modify his behavior in the light of his successes or picture.
WHAT IS MOTIVATION
Motivation is that force which impels or incites individual’s action determines the individual direction of action and his rate of actions. When the individual gets any motive he expenses a tension and disequilibrium and becomes restless. His activities are then initiated the. The individual feels a push to behave in a certain direction. In education, motivation is the art of stimulating interest. In the pupil where there has been no such interest, or where it is as yet unfelt by the pupil and also of cultivating the interest already present in behalf of socially approved conduct. Motivation in school learning involves arousing, sustaining and directing desirable conduct.
WHAT WE MEAN BY MOTIVE
Motive is a condition –‘physiological and psychological’ within the organism that disposes it to act in certain ways. Motives take a variety of forms and are designated by many different terms such as need, desire, tension, set, determining tendencies attitudes, interest, persisting, stimuli etc. M C Geoch defines a motive as “any condition of an individual which points or orients him towards the practice of a given task and which defines the adequacy of his activities and completion of the task’’
KINDS – INTERNAL AND EXTERNAL
INTERNAL MOTIVATION – Human beings have internal urges, drives needs and appetites all these constitute innate motivation. Human beings are born with a very few ready-made forms of behavior, few unlearned activities undergo modification or change through learning but this learning itself has a cause or is motivated by something which is provided by the individual himself are his impulses, urge, appetites etc.
EXTERNAL MOTIVATION- learning must proceed in the absence of internal motivation, if there is intellectual immaturity and lack of sensitivity to ultimate consequences and ideals in the individual, then internal motivation will fail. In such circumstances resource is to be taken to external motivation.
External motivation however, is so called only because it is external to the learning activity itself. By external motivation it should not be considered that it is in any sense artificial, it has to be built upon the foundation of some existing natural response tendency. It can be successful only when it is intrinsic to the nature of the individual. Thus drives which are the chief sound of spontaneous attention and painless effort and are enormous resources of potential energy at the disposal of the leaner and teacher should be judiciously employed and wisely directed towards motivating the pupil.
A person can react to his environment in two ways. When we tie the laces of our shoe or board a bus or produce humming sound, we react in an uninvolved manner. The second type of reaction taken place at the time when we do some work very carefully and attentively and involve ourselves completely in it. In the first type of behavior the self remains aloof. In the second type of behavior as ego that is involvement behavior. Ego is a condition of total participation of the self as knower, organizer, observer, status, and seeker and as socialized being. Ego is involved in all those action in which our ability is challenged.
SO, TAKE CORRECTION – PAUL VINCENT
BRON EN DOELSTELLINGEN VAN WAAR ONDERWIJS
Automatically translated into Dutch thanks to WorldLingo
De BRON EN de DOELSTELLINGEN VAN het WARE ONDERWIJS
van het ONDERWIJS zijn het verwerven van kennis. Het is één van de belangrijkste doelstellingen van elk rationeel menselijk wezen ter wereld. Het is de werkelijkheid achter dit magische woord dat moeders en vaders ertoe beweegt hard werken en sparen om te verzekeren die hun kinderen als volledig onderwijs mogelijk zullen hebben. Zij hopen zo om te verzekeren dat hun zonen en dochters een „betere kans“ dan zij zullen hebben of in de gekke markt van vandaag van betere opgeleide werkgevers zullen kunnen concurreren.
Het WARE ONDERWIJS kon het onze ideeën van onderwijs zijn die een te smalle en te lage waaier nemen dat er meer aan waar onderwijs dan enkel een boekenkennis - het verwerven van kennis zijn.
Er is behoefte van een bredere dimensie, een hoger doel. Het ware onderwijs betekent meer dan het nastreven van een bepaalde cursus van studie. Het moet met de gehele periode van bestaan doen mogelijk aan de mens. Het is de harmonische ontwikkeling van de fysieke, geestelijke en geestelijke bevoegdheden. Het bereidt de student voor de vreugde van de dienst in deze wereld en voor de hogere vreugde van de bredere dienst in de wereld voor om te komen.
De wereld heeft zijn grote intellect en uitgebreide onderzoekmensen gehad de waarvan uitingen gedachte hebben bevorderd en voor menings enorme gebieden van kennis geopend en deze mensen als gidsen en weldoeners van hun ras zijn geëerd; maar er is één wie zich hoger bevindt dan zij. Wij kunnen de lijn van de wereld`s leraren zover terug als mensenverslagen vinden uitbreiden ons. Maar de lichten waren vóór hen. Aangezien de maan en de sterren van ons zonnesysteem door het weerspiegelde licht van de zon glanzen, zodat voor zover het hun onderwijs waar is, doe de wereld `s de grote denker op de stralen van de zon van Oprechtheid wijst. Elk schijnsel van gedacht elke flits van intellect is van het licht van de wereld.
De DOELSTELLINGEN IN het LEREN van
de doelstellingen in het leren kunnen in twee brede categorieën 1
worden geclassificeerd. DE AANWINST VAN KENNIS
2. De AANWINST VAN VAARDIGHEID
de aanwinst van kennis betekent het brengen omhoog van intellectuele en emotionele wijziging en controle in het individu door het leren, terwijl; De aanwinst van vaardigheid verwijst naar de sensorische motorwijziging en de controle door het leren.
De volgende onderverdelingen worden begrepen onder de brede rubriek of het belangrijkste doel - de AANWINST VAN KENNIS
1. PRECEPTION: dit verwijst naar de aanwinst van specifieke kennis over voorwerpen of gebeurtenissen die direct de betekenis bevorderen op om het even welk bepaald ogenblik. Een voorwerp komt vóór onze betekenisorganen, krijgen wij de sensatie van het en maken een betekenis aan het vast op basis van onze afgelopen ervaring. Dit is waarneming. Een jong kind ziet een vrouw, in het verleden de vrouw haar heeft gevoed.
2. CONCEPTIE: dit betekent de aanwinst van georganiseerde kennis in de vorm van concepten of algemene ideeën die om het even welke bepaalde percept overtreffen. Percept verwijst naar individuele of specifieke situatie: het concept is algemeen of universeel in zijn verwijzing krijgt het kind de waarneming van sinaasappel, appel, banaan enz. en kan van bepaalde algemene kwaliteiten in hen de plaats bepalen.
3. HET ASSOCIATIEVE LEREN: deze beantwoorden aan geheugen zowel als weloverwogen rappel als erkennings afgelopen ervaring en een gewoonte of automatisch geheugen toe te schrijven aan vereniging. Het associatieve leren is fundamenteel voor al andere het leren in het hoofdstuk op geheugen. Dit aspect van aanwinst van kennis zal worden besproken.
De MOTIEVEN EN het LEREN van
het menselijke gedrag worden gecontroleerd, geleid en door bepaalde motieven gewijzigd. Wanneer een persoon hongerig is en naar voedsel, zoekt of een huis, construeert of koppelt of nieuwe vaardigheden leert zullen wij altijd sommige dergelijke elementen kunnen vinden die van hem activeren leiden hen en wijzigen zijn gedrag in het licht van zijn successen of beeld in werking stellen.
WAT de Motivatie IS
van de MOTIVATIE is dat de kracht die aanspoort of de actie oproept van het individu de individuele richting van actie en zijn tarief acties bepaalt. Wanneer het individu om het even welke beweging veroorzakend hij uitgaven een spanning en een onevenwichtigheid krijgt en rusteloos wordt. Zijn activiteiten zijn dan in werking gestelde. Het individu voelt een duw om zich in een bepaalde richting te gedragen. In onderwijs, is de motivatie de kunst van het bevorderen van rente. In de leerling waar er geen dergelijke rente is geweest, of waar het tot hiertoe unfelt door de leerling en ook van het cultiveren van de rente reeds huidig in naam van sociaal goedgekeurd gedrag is. De motivatie in school het leren impliceert het wekken, het ondersteunen van en het leiden van wenselijk gedrag.
WAT WIJ DOOR BEWEGING VEROORZAKENDE Beweging veroorzakend
BEDOELEN is een voorwaarde - `fysiologisch en psychologisch' binnen het organisme dat het om op bepaalde manieren schikt te handelen. De motieven nemen een verscheidenheid van vormen en door vele verschillende termijnen zoals behoefte, wens, spanning, reeks, bepalende tendensenhoudingen, rente, het voortduren, stimuli enz. aangewezen. M C Geoch defini�ërt beweging veroorzakend als „om het even welke voorwaarde van een individu die richt of hem naar de praktijk van een bepaalde taak oriënteert en die de geschiktheid van zijn activiteiten bepaalt en de voltooiing van de taak''
SOORTEN - INTERNE EN EXTERNE
INTERNE MOTIVATIE - Mensen interne drang heeft, drijft behoeften en eetlust al deze ingeboren motivatie vormen. De mensen zijn geboren met zeer weinig kant-en-klare vormen van gedrag, ondergaan weinig afgeleerde activiteiten wijziging of verandering door het leren maar dit het leren van heeft een oorzaak of door iets gemotiveerd wat door het individu zelf is zijn impulsen, drang, eetlust enz. wordt verstrekt.
Het EXTERNE leren van de MOTIVATIE moet bij gebrek aan interne motivatie te werk gaan, als er intellectuele onrijpheid is en het gebrek aan gevoeligheid voor uiteindelijke gevolgen en ideals in de individuele, dan interne motivatie zal ontbreken. In dergelijke omstandigheden moet het middel aan externe motivatie worden genomen.
De externe motivatie nochtans, is zogenaamd slechts omdat het aan de het leren activiteit zelf extern is. Door externe motivatie zou men moeten overwegen dat het in geen betekenis kunstmatig is, moet het op de stichting van één of andere bestaande natuurlijke reactietendens worden gebouwd. Het kan succesvol zijn slechts wanneer het aan de aard van het individu intrinsiek is. Aldus zou de aandrijving die het belangrijkste geluid van spontane aandacht en pijnloze inspanning is en enorme middelen van potentiële energie ter beschikking van magerder en de leraar is oordeelundig moeten wijselijk naar het motiveren van de leerling worden aangewend en worden geleid.
Een persoon kan aan zijn milieu op twee manieren reageren. Wanneer wij het kant van onze schoen binden of een bus inschepen of het zoemen geluid veroorzaken, reageren wij in uninvolved manier. Het tweede plaatsgevonden type van reactie wanneer wij zorgvuldig wat werk zeer en aandachtig doen en ons volledig daarin impliceren. In het eerste type van gedrag de zelfoverblijfselen op een afstand. In het tweede type van gedrag als ego die betrokkenheidsgedrag is. Ego is een voorwaarde van totale participatie van zelf als knower, organisator, waarnemer, status, en zoeker en zoals gesocialiseerd zijnd. Ego is betrokken bij die allemaal actie waarin onze capaciteit wordt uitgedaagd.
ZO, NEEM CORRECTIE - PAUL VINCENT
De BRON EN de DOELSTELLINGEN VAN het WARE ONDERWIJS
van het ONDERWIJS zijn het verwerven van kennis. Het is één van de belangrijkste doelstellingen van elk rationeel menselijk wezen ter wereld. Het is de werkelijkheid achter dit magische woord dat moeders en vaders ertoe beweegt hard werken en sparen om te verzekeren die hun kinderen als volledig onderwijs mogelijk zullen hebben. Zij hopen zo om te verzekeren dat hun zonen en dochters een „betere kans“ dan zij zullen hebben of in de gekke markt van vandaag van betere opgeleide werkgevers zullen kunnen concurreren.
Het WARE ONDERWIJS kon het onze ideeën van onderwijs zijn die een te smalle en te lage waaier nemen dat er meer aan waar onderwijs dan enkel een boekenkennis - het verwerven van kennis zijn.
Er is behoefte van een bredere dimensie, een hoger doel. Het ware onderwijs betekent meer dan het nastreven van een bepaalde cursus van studie. Het moet met de gehele periode van bestaan doen mogelijk aan de mens. Het is de harmonische ontwikkeling van de fysieke, geestelijke en geestelijke bevoegdheden. Het bereidt de student voor de vreugde van de dienst in deze wereld en voor de hogere vreugde van de bredere dienst in de wereld voor om te komen.
De wereld heeft zijn grote intellect en uitgebreide onderzoekmensen gehad de waarvan uitingen gedachte hebben bevorderd en voor menings enorme gebieden van kennis geopend en deze mensen als gidsen en weldoeners van hun ras zijn geëerd; maar er is één wie zich hoger bevindt dan zij. Wij kunnen de lijn van de wereld`s leraren zover terug als mensenverslagen vinden uitbreiden ons. Maar de lichten waren vóór hen. Aangezien de maan en de sterren van ons zonnesysteem door het weerspiegelde licht van de zon glanzen, zodat voor zover het hun onderwijs waar is, doe de wereld `s de grote denker op de stralen van de zon van Oprechtheid wijst. Elk schijnsel van gedacht elke flits van intellect is van het licht van de wereld.
De DOELSTELLINGEN IN het LEREN van
de doelstellingen in het leren kunnen in twee brede categorieën 1
worden geclassificeerd. DE AANWINST VAN KENNIS
2. De AANWINST VAN VAARDIGHEID
de aanwinst van kennis betekent het brengen omhoog van intellectuele en emotionele wijziging en controle in het individu door het leren, terwijl; De aanwinst van vaardigheid verwijst naar de sensorische motorwijziging en de controle door het leren.
De volgende onderverdelingen worden begrepen onder de brede rubriek of het belangrijkste doel - de AANWINST VAN KENNIS
1. PRECEPTION: dit verwijst naar de aanwinst van specifieke kennis over voorwerpen of gebeurtenissen die direct de betekenis bevorderen op om het even welk bepaald ogenblik. Een voorwerp komt vóór onze betekenisorganen, krijgen wij de sensatie van het en maken een betekenis aan het vast op basis van onze afgelopen ervaring. Dit is waarneming. Een jong kind ziet een vrouw, in het verleden de vrouw haar heeft gevoed.
2. CONCEPTIE: dit betekent de aanwinst van georganiseerde kennis in de vorm van concepten of algemene ideeën die om het even welke bepaalde percept overtreffen. Percept verwijst naar individuele of specifieke situatie: het concept is algemeen of universeel in zijn verwijzing krijgt het kind de waarneming van sinaasappel, appel, banaan enz. en kan van bepaalde algemene kwaliteiten in hen de plaats bepalen.
3. HET ASSOCIATIEVE LEREN: deze beantwoorden aan geheugen zowel als weloverwogen rappel als erkennings afgelopen ervaring en een gewoonte of automatisch geheugen toe te schrijven aan vereniging. Het associatieve leren is fundamenteel voor al andere het leren in het hoofdstuk op geheugen. Dit aspect van aanwinst van kennis zal worden besproken.
De MOTIEVEN EN het LEREN van
het menselijke gedrag worden gecontroleerd, geleid en door bepaalde motieven gewijzigd. Wanneer een persoon hongerig is en naar voedsel, zoekt of een huis, construeert of koppelt of nieuwe vaardigheden leert zullen wij altijd sommige dergelijke elementen kunnen vinden die van hem activeren leiden hen en wijzigen zijn gedrag in het licht van zijn successen of beeld in werking stellen.
WAT de Motivatie IS
van de MOTIVATIE is dat de kracht die aanspoort of de actie oproept van het individu de individuele richting van actie en zijn tarief acties bepaalt. Wanneer het individu om het even welke beweging veroorzakend hij uitgaven een spanning en een onevenwichtigheid krijgt en rusteloos wordt. Zijn activiteiten zijn dan in werking gestelde. Het individu voelt een duw om zich in een bepaalde richting te gedragen. In onderwijs, is de motivatie de kunst van het bevorderen van rente. In de leerling waar er geen dergelijke rente is geweest, of waar het tot hiertoe unfelt door de leerling en ook van het cultiveren van de rente reeds huidig in naam van sociaal goedgekeurd gedrag is. De motivatie in school het leren impliceert het wekken, het ondersteunen van en het leiden van wenselijk gedrag.
WAT WIJ DOOR BEWEGING VEROORZAKENDE Beweging veroorzakend
BEDOELEN is een voorwaarde - `fysiologisch en psychologisch' binnen het organisme dat het om op bepaalde manieren schikt te handelen. De motieven nemen een verscheidenheid van vormen en door vele verschillende termijnen zoals behoefte, wens, spanning, reeks, bepalende tendensenhoudingen, rente, het voortduren, stimuli enz. aangewezen. M C Geoch defini�ërt beweging veroorzakend als „om het even welke voorwaarde van een individu die richt of hem naar de praktijk van een bepaalde taak oriënteert en die de geschiktheid van zijn activiteiten bepaalt en de voltooiing van de taak''
SOORTEN - INTERNE EN EXTERNE
INTERNE MOTIVATIE - Mensen interne drang heeft, drijft behoeften en eetlust al deze ingeboren motivatie vormen. De mensen zijn geboren met zeer weinig kant-en-klare vormen van gedrag, ondergaan weinig afgeleerde activiteiten wijziging of verandering door het leren maar dit het leren van heeft een oorzaak of door iets gemotiveerd wat door het individu zelf is zijn impulsen, drang, eetlust enz. wordt verstrekt.
Het EXTERNE leren van de MOTIVATIE moet bij gebrek aan interne motivatie te werk gaan, als er intellectuele onrijpheid is en het gebrek aan gevoeligheid voor uiteindelijke gevolgen en ideals in de individuele, dan interne motivatie zal ontbreken. In dergelijke omstandigheden moet het middel aan externe motivatie worden genomen.
De externe motivatie nochtans, is zogenaamd slechts omdat het aan de het leren activiteit zelf extern is. Door externe motivatie zou men moeten overwegen dat het in geen betekenis kunstmatig is, moet het op de stichting van één of andere bestaande natuurlijke reactietendens worden gebouwd. Het kan succesvol zijn slechts wanneer het aan de aard van het individu intrinsiek is. Aldus zou de aandrijving die het belangrijkste geluid van spontane aandacht en pijnloze inspanning is en enorme middelen van potentiële energie ter beschikking van magerder en de leraar is oordeelundig moeten wijselijk naar het motiveren van de leerling worden aangewend en worden geleid.
Een persoon kan aan zijn milieu op twee manieren reageren. Wanneer wij het kant van onze schoen binden of een bus inschepen of het zoemen geluid veroorzaken, reageren wij in uninvolved manier. Het tweede plaatsgevonden type van reactie wanneer wij zorgvuldig wat werk zeer en aandachtig doen en ons volledig daarin impliceren. In het eerste type van gedrag de zelfoverblijfselen op een afstand. In het tweede type van gedrag als ego die betrokkenheidsgedrag is. Ego is een voorwaarde van totale participatie van zelf als knower, organisator, waarnemer, status, en zoeker en zoals gesocialiseerd zijnd. Ego is betrokken bij die allemaal actie waarin onze capaciteit wordt uitgedaagd.
ZO, NEEM CORRECTIE - PAUL VINCENT
De BRON EN de DOELSTELLINGEN VAN het WARE ONDERWIJS
van het ONDERWIJS zijn het verwerven van kennis. Het is één van de belangrijkste doelstellingen van elk rationeel menselijk wezen ter wereld. Het is de werkelijkheid achter dit magische woord dat moeders en vaders ertoe beweegt hard werken en sparen om te verzekeren die hun kinderen als volledig onderwijs mogelijk zullen hebben. Zij hopen zo om te verzekeren dat hun zonen en dochters een „betere kans“ dan zij zullen hebben of in de gekke markt van vandaag van betere opgeleide werkgevers zullen kunnen concurreren.
Het WARE ONDERWIJS kon het onze ideeën van onderwijs zijn die een te smalle en te lage waaier nemen dat er meer aan waar onderwijs dan enkel een boekenkennis - het verwerven van kennis zijn.
Er is behoefte van een bredere dimensie, een hoger doel. Het ware onderwijs betekent meer dan het nastreven van een bepaalde cursus van studie. Het moet met de gehele periode van bestaan doen mogelijk aan de mens. Het is de harmonische ontwikkeling van de fysieke, geestelijke en geestelijke bevoegdheden. Het bereidt de student voor de vreugde van de dienst in deze wereld en voor de hogere vreugde van de bredere dienst in de wereld voor om te komen.
The world has had its great intellect and extensive research men whose utterances have stimulated thought and opened to view vast fields of knowledge and these men have been honoured as guides and benefactors of their race; but there is one who stands higher than they. We can trace the line of the world`s teachers as far back as humans records extend. But the lights were before them. As the moon and the stars of our solar system shine by the reflected light of the sun, so as far as their teaching is true, do the world`s great thinker reflect the rays of the sun of Righteousness. Every gleam of thought every flash of the intellect is from the light of the world.
GOALS IN LEARNING
The goals in learning can be classified into two broad categories
1. THE ACQUISITION OF KNOWLEDGE
2. THE ACQUISITION OF SKILL
The acquisition of knowledge means the bringing up of intellectual and emotional modification and control in the individual through learning, while; The acquisition of skill refers to the sensory motor modification and control through learning.
The following sub-divisions are comprehended under the broad heading or the major goal – THE ACQUISITION OF KNOWLEDGE
1. PRECEPTION: this refers to the acquisition of specific knowledge about objects or events directly stimulating the sense at any particular moment. An object come before our sense organs, we get the sensation of it and attach a meaning to it on the basis of our past experience. This is perception. A young child sees a woman, in the past the woman has fed her.
2. CONCEPTION: this means the acquisition of organized knowledge in the form of concepts or general ideas which transcend any particular percept. Percept refers to individual or specific situation: concept is general or universal in its reference the child gets the perception of orange, apple, banana etc and is able to locate certain general qualities in them.
3. ASSOCIATIVE LEARNING: these correspond to memory both as the deliberate recall and recognition past experience and a habit or automatic memory due to association. Associative learning is fundamental to all other learning in the chapter on memory. This aspect of acquisition of knowledge will be discussed.
MOTIVES AND LEARNING
The human behavior is controlled, directed and modified through certain motives. When a person is hungry and is searching for food, or constructing a house, or mating or learning new skills we will always be able to trace some such elements which initiate his activates guide them and modify his behavior in the light of his successes or picture.
WHAT IS MOTIVATION
Motivation is that force which impels or incites individual’s action determines the individual direction of action and his rate of actions. When the individual gets any motive he expenses a tension and disequilibrium and becomes restless. His activities are then initiated the. The individual feels a push to behave in a certain direction. In education, motivation is the art of stimulating interest. In the pupil where there has been no such interest, or where it is as yet unfelt by the pupil and also of cultivating the interest already present in behalf of socially approved conduct. Motivation in school learning involves arousing, sustaining and directing desirable conduct.
WHAT WE MEAN BY MOTIVE
Motive is a condition –‘physiological and psychological’ within the organism that disposes it to act in certain ways. Motives take a variety of forms and are designated by many different terms such as need, desire, tension, set, determining tendencies attitudes, interest, persisting, stimuli etc. M C Geoch defines a motive as “any condition of an individual which points or orients him towards the practice of a given task and which defines the adequacy of his activities and completion of the task’’
KINDS – INTERNAL AND EXTERNAL
INTERNAL MOTIVATION – Human beings have internal urges, drives needs and appetites all these constitute innate motivation. Human beings are born with a very few ready-made forms of behavior, few unlearned activities undergo modification or change through learning but this learning itself has a cause or is motivated by something which is provided by the individual himself are his impulses, urge, appetites etc.
EXTERNAL MOTIVATION- learning must proceed in the absence of internal motivation, if there is intellectual immaturity and lack of sensitivity to ultimate consequences and ideals in the individual, then internal motivation will fail. In such circumstances resource is to be taken to external motivation.
External motivation however, is so called only because it is external to the learning activity itself. By external motivation it should not be considered that it is in any sense artificial, it has to be built upon the foundation of some existing natural response tendency. It can be successful only when it is intrinsic to the nature of the individual. Thus drives which are the chief sound of spontaneous attention and painless effort and are enormous resources of potential energy at the disposal of the leaner and teacher should be judiciously employed and wisely directed towards motivating the pupil.
A person can react to his environment in two ways. When we tie the laces of our shoe or board a bus or produce humming sound, we react in an uninvolved manner. The second type of reaction taken place at the time when we do some work very carefully and attentively and involve ourselves completely in it. In the first type of behavior the self remains aloof. In the second type of behavior as ego that is involvement behavior. Ego is a condition of total participation of the self as knower, organizer, observer, status, and seeker and as socialized being. Ego is involved in all those action in which our ability is challenged.
SO, TAKE CORRECTION – PAUL VINCENT
مصدر وأهداف من يصحّ تربية
Automatically translated into Arabic thanks to WorldLingo
مصدر وأهداف من يصحّ تربية
تربية ال يكتسب من معرفة. هو واحدة من الأهداف رئيسيّة من كلّ كائن منطقيّة إنسانيّة على أرض. هو الحقيقة خلف هذا كلمة سحريّة أنّ يسبّب أمهات وآباء أن يعنى وباستثناء أن يؤكّد أنّ سيتلقّى أطفالهم كتربية كاملة بما أنّ يمكن. هم يأملون لذلك أن يؤكّد أنّ هم سيتلقّى بنات وابنة "فرصة جيّدة" من هم أو سيكون يمكن أن ينافس في سوق هذه الأيّام مجنونة من جيّدة يدرّب [إمبلورس].
يصحّ تربية استطاع هو كنت أفكارنا التربية أنّ يأخذ أيضا مضيق و [توو لوو] مدى أنّ هناك أكثر أن يعدّل تربية من فقط كتاب يعلم - يكتسب من معرفة.
هناك حاجة من مجال واسعة, هدف [هيغر]. يصحّ يعني تربية أكثر من ال يتتبّع من [كورس وف ستثدي] مؤكّدة. هو يضطرّ أتمّت مع الفترة كاملة وجود يمكن أن يجنّد. هو التطوير توافقيّة من ال [فسكل], العقليّة والقوى روحانيّة. هو يعدّ الطالبة للسعادة الخدمة في هذا عالم ولالسعادة [هيغر] من يوسع خدمة في العالم أن يأتي.
قد تلقّى العالم عقله عظيمة وواسعة بحر رجال الذي تعبيرات قد حثّوا فكرة ويفتح أن يشاهد مجالات ضخمة من معرفة وهذا رجال يتلقّى يكون أنفذت بما أنّ مرشدات ومحسنات من جنسهم; غير أنّ هناك واحدة الذي يقف [هيغر] من هم. نحن يستطيع تتبّعت الخطّ من العالم `[س] معلمات حتّى أناس سجلات يمدّدون. غير أنّ كان الأضواء قبل هم. لمعت كالقمر والنجوم من [سلر سستم] نا ب ال يعكس ضوء من الشمس, [س س] بعيدا بما أنّ تعليمهم يكون يصحّ, يتمّ العالم `[س] مفكرة عظيمة يعكس الأشعة من الشمس [ريغتيووسنسّ]. كلّ ومض الفكرة كلّ برق من العقل من الضوء من العالم.
أهداف في يعلم
الأهداف في يعلم يستطيع كنت صنّفت داخل اثنان أصناف
واسعة 1. الاكتساب المعرفة
2. يعني الاكتساب المهارة
الاكتساب المعرفة ال يحضر فوق من عقليّة وعاطفيّة تعديل وتحكم في الفردة من خلال يعلم, بينما; يحيل الاكتساب المهارة الحسّيّة محرك تعديل وتحكم من خلال يعلم.
تضمّنت ال [سوب-ديفيسونس] تالي تحت الترويسة واسعة أو الهدف كبريات - الاكتساب المعرفة
1. [برسبأيشن]: هذا يحيل الاكتساب من معرفة خاصّة حول أشياء أو حادثات مباشرة يحثّ الإحساس في أيّ عزم خاصّة. شيء يأتي قبل أن نا إحساس يحصل أجهزة, نحن الإحساس من هو ويربط معنى إلى هو [أن ث بسس وف] [بست إكسبرينس] نا. هذا إدراك. [يوونغ شلد] يرى إمرأة, في الماض الإمرأة قد غذّىه.
2. تصميم: هذا يعني الاكتساب من ينظّم معرفة [إين ث فورم وف] مفاهيم أو أفكار عامّة أيّ يتجاوز أيّ [برسبت] خاصّة. [برسبت] يحيل فرديّة أو حالة خاصّة: مفهوم عامّة أو يحصل قضيّة كليّة في مرجعه الطفلة الإدراك من برتقال, تفّاح, موز [إتك] ويمكن أن يحدّ نوعيات مؤكّدة عامّة في هم.
3. ترابطيّة يعلم: هذا يماثلون إلى ذاكرة كلا بما أنّ المتعمّدة إستدعاء وتمييز [بست إكسبرينس] وعادة أو ذاكرة آليّة واجبة إلى جمعية. ترابطيّة يعلم أساسيّة إلى كلّ أخرى يعلم في الفصل على ذاكرة. سيتناقش هذا مظهر الاكتساب المعرفة كنت.
دافع ويعلم
التصرف إنسانيّة مراقبة, يوجّه ويعدّل من خلال دافع مؤكّدة. عدّلت عندما شخص جائعة ويبحث لطعام, أو يبني منزل, أو يزاوج أو يعلم جديدة مهارات نحن دائما سنكون يمكن أن يتتبّع بعض هذا عناصر أيّ يبدأ خاصّتي ينشّط يرشدهم وتصرفه [إين ث ليغت وف] ه نجاحات أو صورة.
ماذا يكون تحريض
تحريض أنّ قوة أيّ يضطرّ أو يحرّض فردة عمل يحدّد الاتّجاه فرديّة عمل ومعدله الأعمال. عندما يحصل الفردة أيّ دافع هو [إإكسبنسس] توتر واختلال توازن ويصبح يقلق. أنشطته بعد ذلك يبدأ ال. يشعر الفردة دفع أن يتصرّف في اتّجاه مؤكّدة. في تربية, تحريض الفنّ من يحثّ فائدة. في التلميذة حيث هناك قد كان ما من هذا فائدة, أو حيث هو يكون [أس ت] [أونفلت] بالتلميذة وأيضا من يزرع الفائدة سابقا حاضرة [إين بهلف وف] تصرّف إداريّ مستحسنة [سسلّي]. يتضمّن تحريض في مدرسة يعلم يثير, يبقي ويوجّه تصرّف إداريّ مرغوبة.
ماذا نحن نعني ب [موتيف]
دافع شرط - `[فسولوجكل] ونفسانيّة' ضمن الكائن حيّ أنّ يهيّئ هو أن يتصرّف في طرق مؤكّدة. دافع يأخذون تشكيل الأشكال وعيّنت ب كثير عبارات مختلفة مثل حاجة, رغبة, توتر, مجموعة, يحدّ نزعات مواقف, فائدة, على ثابر, منبهات [إتك.]. يعيّن [م] [ك] [جوش] دافع بما أنّ "أيّ شرط من فردة أيّ يدلّ أو يوجّه ه نحو الممارسة من يعطى مهمة وأيّ يعيّن الملاءمة من أنشطته وإنجاز من المهمة''
أنواع - داخليّة و [إإكسترنل]
تحريض داخليّة - [هومن بينغ] يتلقّى دافع داخليّة, يقود حاجات وشهيات كلّ هذا يمثّلون تحريض فطريّة. [هومن بينغ] [بورن] مع جدّا قليل من أشكال [رد-مد] تصرف, يتحمّل قليل من [أونلرند] أنشطة تعديل أو تغير من خلال يعلم غير أنّ هذا يعلمبنفسي يتلقّى سبب أو حثثت ب شيء أيّ يكون زوّدت بالفردة بنفسي يكون ه دافع, دافع, شهيات [إتك.].
[إإكسترنل] [موتيفأيشن-] يعلم ينبغي باشرت في [ث بسنس] من تحريض داخليّة, إن هناك يكون عقليّة فجاجة وافتقار الحساسية إلى نهائيّة نتيجات ومثل أعلى في الفرديّة, بعد ذلك تحريض داخليّة سيفشل. في هذا ظروف موردة أن يكون أخذت إلى تحريض خارجيّة.
تحريض خارجيّة مهما, ما يسمّى فقط لأنّ هو يكون خارجيّة إلى ال [لرن كتيفيتي] بنفسي. بتحريض خارجيّة هو سوفت لا يكون اعتبرت أنّ هو في أيّ إحساس اصطناعيّة, هو يضطرّ كنت بنيت على الأساس من بعض موجودة طبيعيّة إستجابة نزعة. هو يستطيع كنت ناجحة فقط عندما هو جوهريّة إلى الطبيعة من الفردة. لذلك يقود أيّ يكون الصوة رئيسيّة من إنتباه عفويّة وجهد مؤلمة ويكون موردات ضخمة من طاقة ممكنة في التصرف من الهزيلة ومعلمة سوفت كنت بحكمة استخدمت وبحكمة وجّهت نحو يحثّ التلميذة.
شخص يستطيع تجاوبت إلى بيئته في اثنان طرق. عندما يقيّد نحن الأشرطة من حذاءنا أو يطلع حافلة أو إنتاج يهمهم صوة, نحن نتجاوب في [أونينفولفد] طريقة. الثاني نوع الردّ فعل يتمّ [أت ث تيم وهن] يتمّ نحن بعض عمل جدّا بعناية وبانتباه ويتضمّنبنفسي تماما في هو. في النوع أولى تصرف يبقى النفس بمعزل. في الثاني نوع التصرف كأنا أنّ يكون تورط تصرف. أنا شرط من مشاركة إجماليّة من النفس ك [نوور], منظمة, ملاحظة, وضع, وباحثة وبما أنّ يتصاحب يكون. أنا تضمّنت في كلّ أنّ عمل في أيّ قدرتنا يكون تحدّيت.
هكذا, لقطة تصحيح - بول فانسنت
مصدر وأهداف من يصحّ تربية
تربية ال يكتسب من معرفة. هو واحدة من الأهداف رئيسيّة من كلّ كائن منطقيّة إنسانيّة على أرض. هو الحقيقة خلف هذا كلمة سحريّة أنّ يسبّب أمهات وآباء أن يعنى وباستثناء أن يؤكّد أنّ سيتلقّى أطفالهم كتربية كاملة بما أنّ يمكن. هم يأملون لذلك أن يؤكّد أنّ هم سيتلقّى بنات وابنة "فرصة جيّدة" من هم أو سيكون يمكن أن ينافس في سوق هذه الأيّام مجنونة من جيّدة يدرّب [إمبلورس].
يصحّ تربية استطاع هو كنت أفكارنا التربية أنّ يأخذ أيضا مضيق و [توو لوو] مدى أنّ هناك أكثر أن يعدّل تربية من فقط كتاب يعلم - يكتسب من معرفة.
هناك حاجة من مجال واسعة, هدف [هيغر]. يصحّ يعني تربية أكثر من ال يتتبّع من [كورس وف ستثدي] مؤكّدة. هو يضطرّ أتمّت مع الفترة كاملة وجود يمكن أن يجنّد. هو التطوير توافقيّة من ال [فسكل], العقليّة والقوى روحانيّة. هو يعدّ الطالبة للسعادة الخدمة في هذا عالم ولالسعادة [هيغر] من يوسع خدمة في العالم أن يأتي.
قد تلقّى العالم عقله عظيمة وواسعة بحر رجال الذي تعبيرات قد حثّوا فكرة ويفتح أن يشاهد مجالات ضخمة من معرفة وهذا رجال يتلقّى يكون أنفذت بما أنّ مرشدات ومحسنات من جنسهم; غير أنّ هناك واحدة الذي يقف [هيغر] من هم. نحن يستطيع تتبّعت الخطّ من العالم `[س] معلمات حتّى أناس سجلات يمدّدون. غير أنّ كان الأضواء قبل هم. لمعت كالقمر والنجوم من [سلر سستم] نا ب ال يعكس ضوء من الشمس, [س س] بعيدا بما أنّ تعليمهم يكون يصحّ, يتمّ العالم `[س] مفكرة عظيمة يعكس الأشعة من الشمس [ريغتيووسنسّ]. كلّ ومض الفكرة كلّ برق من العقل من الضوء من العالم.
أهداف في يعلم
الأهداف في يعلم يستطيع كنت صنّفت داخل اثنان أصناف
واسعة 1. الاكتساب المعرفة
2. يعني الاكتساب المهارة
الاكتساب المعرفة ال يحضر فوق من عقليّة وعاطفيّة تعديل وتحكم في الفردة من خلال يعلم, بينما; يحيل الاكتساب المهارة الحسّيّة محرك تعديل وتحكم من خلال يعلم.
تضمّنت ال [سوب-ديفيسونس] تالي تحت الترويسة واسعة أو الهدف كبريات - الاكتساب المعرفة
1. [برسبأيشن]: هذا يحيل الاكتساب من معرفة خاصّة حول أشياء أو حادثات مباشرة يحثّ الإحساس في أيّ عزم خاصّة. شيء يأتي قبل أن نا إحساس يحصل أجهزة, نحن الإحساس من هو ويربط معنى إلى هو [أن ث بسس وف] [بست إكسبرينس] نا. هذا إدراك. [يوونغ شلد] يرى إمرأة, في الماض الإمرأة قد غذّىه.
2. تصميم: هذا يعني الاكتساب من ينظّم معرفة [إين ث فورم وف] مفاهيم أو أفكار عامّة أيّ يتجاوز أيّ [برسبت] خاصّة. [برسبت] يحيل فرديّة أو حالة خاصّة: مفهوم عامّة أو يحصل قضيّة كليّة في مرجعه الطفلة الإدراك من برتقال, تفّاح, موز [إتك] ويمكن أن يحدث نوعيات مؤكّدة عامّة في هم.
3. ترابطيّة يعلم: هذا يماثلون إلى ذاكرة كلا بما أنّ المتعمّدة إستدعاء وتمييز [بست إكسبرينس] وعادة أو ذاكرة آليّة واجبة إلى جمعية. ترابطيّة يعلم أساسيّة إلى كلّ أخرى يعلم في الفصل على ذاكرة. سيتناقش هذا مظهر الاكتساب المعرفة كنت.
دافع ويعلم
التصرف إنسانيّة مراقبة, يوجّه ويعدّل من خلال دافع مؤكّدة. عدّلت عندما شخص جائعة ويبحث لطعام, أو يبني منزل, أو يزاوج أو يعلم جديدة مهارات نحن دائما سنكون يمكن أن يتتبّع بعض هذا عناصر أيّ يبدأ خاصّتي ينشّط يرشدهم وتصرفه [إين ث ليغت وف] ه نجاحات أو صورة.
ماذا يكون تحريض
تحريض أنّ قوة أيّ يضطرّ أو يحرّض فردة عمل يحدّد الاتّجاه فرديّة عمل ومعدله الأعمال. عندما يحصل الفردة أيّ دافع هو [إإكسبنسس] توتر واختلال توازن ويصبح يقلق. أنشطته بعد ذلك يبدأ ال. يشعر الفردة دفع أن يتصرّف في اتّجاه مؤكّدة. في تربية, تحريض الفنّ من يحثّ فائدة. في التلميذة حيث هناك قد كان ما من هذا فائدة, أو حيث هو يكون [أس ت] [أونفلت] بالتلميذة وأيضا من يزرع الفائدة سابقا حاضرة [إين بهلف وف] تصرّف إداريّ مستحسنة [سسلّي]. يتضمّن تحريض في مدرسة يعلم يثير, يبقي ويوجّه تصرّف إداريّ مرغوبة.
ماذا نحن نعني ب [موتيف]
دافع شرط - `[فسولوجكل] ونفسانيّة' ضمن الكائن حيّ أنّ يهيّئ هو أن يتصرّف في طرق مؤكّدة. دافع يأخذون تشكيل الأشكال وعيّنت ب كثير عبارات مختلفة مثل حاجة, رغبة, توتر, مجموعة, يحدّد نزعات مواقف, فائدة, على ثابر, منبهات [إتك.]. يعيّن [م] [ك] [جوش] دافع بما أنّ "أيّ شرط من فردة أيّ يدلّ أو يوجّه ه نحو الممارسة من يعطى مهمة وأيّ يعيّن الملاءمة من أنشطته وإنجاز من المهمة''
أنواع - داخليّة و [إإكسترنل]
تحريض داخليّة - [هومن بينغ] يتلقّى دافع داخليّة, يقود حاجات وشهيات كلّ هذا يمثّلون تحريض فطريّة. [هومن بينغ] [بورن] مع جدّا قليل من أشكال [رد-مد] تصرف, يتحمّل قليل من [أونلرند] أنشطة تعديل أو تغير من خلال يعلم غير أنّ هذا يعلمبنفسي يتلقّى سبب أو حثثت ب شيء أيّ يكون زوّدت بالفردة بنفسي يكون ه دافع, دافع, شهيات [إتك.].
[إإكسترنل] [موتيفأيشن-] يعلم ينبغي باشرت في [ث بسنس] من تحريض داخليّة, إن هناك يكون عقليّة فجاجة وافتقار الحساسية إلى نهائيّة نتيجات ومثل أعلى في الفرديّة, بعد ذلك تحريض داخليّة سيفشل. في هذا ظروف موردة أن يكون أخذت إلى تحريض خارجيّة.
تحريض خارجيّة مهما, ما يسمّى فقط لأنّ هو يكون خارجيّة إلى ال [لرن كتيفيتي] بنفسي. بتحريض خارجيّة هو سوفت لا يكون اعتبرت أنّ هو في أيّ إحساس اصطناعيّة, هو يضطرّ كنت بنيت على الأساس من بعض موجودة طبيعيّة إستجابة نزعة. هو يستطيع كنت ناجحة فقط عندما هو جوهريّة إلى الطبيعة من الفردة. لذلك يقود أيّ يكون الصوة رئيسيّة من إنتباه عفويّة وجهد مؤلمة ويكون موردات ضخمة من طاقة ممكنة في التصرف من الهزيلة ومعلمة سوفت كنت بحكمة استخدمت وبحكمة وجّهت نحو يحثّ التلميذة.
شخص يستطيع تجاوبت إلى بيئته في اثنان طرق. عندما يقيّد نحن الأشرطة من حذاءنا أو يطلع حافلة أو إنتاج يهمهم صوة, نحن نتجاوب في [أونينفولفد] طريقة. الثاني نوع الردّ فعل يتمّ [أت ث تيم وهن] يتمّ نحن بعض عمل جدّا بعناية وبانتباه ويتضمّنبنفسي تماما في هو. في النوع أولى تصرف يبقى النفس بمعزل. في الثاني نوع التصرف كأنا أنّ يكون تورط تصرف. أنا شرط من مشاركة إجماليّة من النفس ك [نوور], منظمة, ملاحظة, وضع, وباحثة وبما أنّ يتصاحب يكون. أنا تضمّنت في كلّ أنّ عمل في أيّ قدرتنا يكون تحدّيت.
هكذا, لقطة تصحيح - بول فانسنت
مصدر وأهداف من يصحّ تربية
تربية ال يكتسب من معرفة. هو واحدة من الأهداف رئيسيّة من كلّ كائن منطقيّة إنسانيّة على أرض. هو الحقيقة خلف هذا كلمة سحريّة أنّ يسبّب أمهات وآباء أن يعنى وباستثناء أن يؤكّد أنّ سيتلقّى أطفالهم كتربية كاملة بما أنّ يمكن. هم يأملون لذلك أن يؤكّد أنّ هم سيتلقّى بنات وابنة "فرصة جيّدة" من هم أو سيكون يمكن أن ينافس في سوق هذه الأيّام مجنونة من جيّدة يدرّب [إمبلورس].
يصحّ تربية استطاع هو كنت أفكارنا التربية أنّ يأخذ أيضا مضيق و [توو لوو] مدى أنّ هناك أكثر أن يعدّل تربية من فقط كتاب يعلم - يكتسب من معرفة.
هناك حاجة من مجال واسعة, هدف [هيغر]. يصحّ يعني تربية أكثر من ال يتتبّع من [كورس وف ستثدي] مؤكّدة. هو يضطرّ أتمّت مع الفترة كاملة وجود يمكن أن يجنّد. هو التطوير توافقيّة من ال [فسكل], العقليّة والقوى روحانيّة. هو يعدّ الطالبة للسعادة الخدمة في هذا عالم ولالسعادة [هيغر] من يوسع خدمة في العالم أن يأتي.
The world has had its great intellect and extensive research men whose utterances have stimulated thought and opened to view vast fields of knowledge and these men have been honoured as guides and benefactors of their race; but there is one who stands higher than they. We can trace the line of the world`s teachers as far back as humans records extend. But the lights were before them. As the moon and the stars of our solar system shine by the reflected light of the sun, so as far as their teaching is true, do the world`s great thinker reflect the rays of the sun of Righteousness. Every gleam of thought every flash of the intellect is from the light of the world.
GOALS IN LEARNING
The goals in learning can be classified into two broad categories
1. THE ACQUISITION OF KNOWLEDGE
2. THE ACQUISITION OF SKILL
The acquisition of knowledge means the bringing up of intellectual and emotional modification and control in the individual through learning, while; The acquisition of skill refers to the sensory motor modification and control through learning.
The following sub-divisions are comprehended under the broad heading or the major goal – THE ACQUISITION OF KNOWLEDGE
1. PRECEPTION: this refers to the acquisition of specific knowledge about objects or events directly stimulating the sense at any particular moment. An object come before our sense organs, we get the sensation of it and attach a meaning to it on the basis of our past experience. This is perception. A young child sees a woman, in the past the woman has fed her.
2. CONCEPTION: this means the acquisition of organized knowledge in the form of concepts or general ideas which transcend any particular percept. Percept refers to individual or specific situation: concept is general or universal in its reference the child gets the perception of orange, apple, banana etc and is able to locate certain general qualities in them.
3. ASSOCIATIVE LEARNING: these correspond to memory both as the deliberate recall and recognition past experience and a habit or automatic memory due to association. Associative learning is fundamental to all other learning in the chapter on memory. This aspect of acquisition of knowledge will be discussed.
MOTIVES AND LEARNING
The human behavior is controlled, directed and modified through certain motives. When a person is hungry and is searching for food, or constructing a house, or mating or learning new skills we will always be able to trace some such elements which initiate his activates guide them and modify his behavior in the light of his successes or picture.
WHAT IS MOTIVATION
Motivation is that force which impels or incites individual’s action determines the individual direction of action and his rate of actions. When the individual gets any motive he expenses a tension and disequilibrium and becomes restless. His activities are then initiated the. The individual feels a push to behave in a certain direction. In education, motivation is the art of stimulating interest. In the pupil where there has been no such interest, or where it is as yet unfelt by the pupil and also of cultivating the interest already present in behalf of socially approved conduct. Motivation in school learning involves arousing, sustaining and directing desirable conduct.
WHAT WE MEAN BY MOTIVE
Motive is a condition –‘physiological and psychological’ within the organism that disposes it to act in certain ways. Motives take a variety of forms and are designated by many different terms such as need, desire, tension, set, determining tendencies attitudes, interest, persisting, stimuli etc. M C Geoch defines a motive as “any condition of an individual which points or orients him towards the practice of a given task and which defines the adequacy of his activities and completion of the task’’
KINDS – INTERNAL AND EXTERNAL
INTERNAL MOTIVATION – Human beings have internal urges, drives needs and appetites all these constitute innate motivation. Human beings are born with a very few ready-made forms of behavior, few unlearned activities undergo modification or change through learning but this learning itself has a cause or is motivated by something which is provided by the individual himself are his impulses, urge, appetites etc.
EXTERNAL MOTIVATION- learning must proceed in the absence of internal motivation, if there is intellectual immaturity and lack of sensitivity to ultimate consequences and ideals in the individual, then internal motivation will fail. In such circumstances resource is to be taken to external motivation.
External motivation however, is so called only because it is external to the learning activity itself. By external motivation it should not be considered that it is in any sense artificial, it has to be built upon the foundation of some existing natural response tendency. It can be successful only when it is intrinsic to the nature of the individual. Thus drives which are the chief sound of spontaneous attention and painless effort and are enormous resources of potential energy at the disposal of the leaner and teacher should be judiciously employed and wisely directed towards motivating the pupil.
A person can react to his environment in two ways. When we tie the laces of our shoe or board a bus or produce humming sound, we react in an uninvolved manner. The second type of reaction taken place at the time when we do some work very carefully and attentively and involve ourselves completely in it. In the first type of behavior the self remains aloof. In the second type of behavior as ego that is involvement behavior. Ego is a condition of total participation of the self as knower, organizer, observer, status, and seeker and as socialized being. Ego is involved in all those action in which our ability is challenged.
SO, TAKE CORRECTION – PAUL VINCENT
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