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Nepročitano 03-04-15, 17:00   #51
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...i još jedna...
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Nepročitano 03-04-15, 17:04   #52
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...ručice se brišu u najmiliji ručnik... nema problema sa nagovaranjem pranja ruku.
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Nepročitano 15-07-15, 20:28   #53
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slobodni.net za slobodni svijet



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Nepročitano 16-07-15, 19:20   #54
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Tema za plakanje

Ako govorim o državnom obrazovnom sistemu.

Radila sam kao nastavnik u dvije osnovne, tri srednje škole i na fakultetu. Osim nedostataka i problema, razno-raznih, o kojima pročitah u prethodnim postovima, mislim da je najveći problem mentalitet. Iz kojeg proizilazi navika/potreba za korupcijom, kao i prihvatanje iste kao nešto najnormalnije, te njeno opravdavanje.

Dva puta mi je ime boldovano izlazilo u dnevnim novinama: prvi put što sam branila desetogodišnje dijete od fizičkog napada odraslog čovjeka, rmpalije, oca drugog djeteta, s kim se prvo potuklo, pa zamjenica direktora pustila rmpaliju na dijete, da zaštiti sebe (ispao skandal sa raznim primjesama, uf); drugi put što sam oborila u avgustu učenike srednje škole koji ni Dobar dan nisu rekli, a kamo li šta drugo (a kolega za njihov prolaz uzeo novac, pa me fizički napao kad je čuo šta sam uradila). I svašta nešto, čitava knjiga.

Pored toga, ništa nama ne smetaju svjetski moćnici, sve sami obavimo...




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Nepročitano 16-07-15, 19:27   #55
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Citat:
Originally Posted by ne znam Pogledaj Post
Tema za plakanje



Pored toga, ništa nama ne smetaju svjetski moćnici, sve sami obavimo...
Zar nije lakse, lepse i bolje da je uvek neko drugi kriv za sve nase probleme (citaj-nesposobnosti?
Da nije tragicno, bilo bi smesno!

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Nepročitano 16-08-15, 20:41   #56
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Nepročitano 25-08-15, 12:13   #57
pčela na dlanu...
 
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Hi! matematički mix

Matematika i razvoj moralnosti kod djece:

http://www.deteplus.rs/holistiko-obr...-kod-dece.html

Priča o jednom komadu hleba
Još u meni živi jedno davno leto
I dedine priče u večeri rane,
Vile i junaci, prašnjavi sokaci i sve to
U miris svežeg hleba stane.
Mi, deca, kraj stola okupljeni, gladni
I hleba i dedine mudrosti proste;
Baka vadi hleb iz starog šporeta,
A nebeski miris kuhinjom se prospe.
» Jel te deco« deda pita i zove nas krilu svome
»broj najveći, koji je to, uči li vas škola tome?«
»Milijarda . . . bilion . . .« vičemo u glas,
deda uze hleb u ruke, utišava nas.
»Kolko nam je, deco, hleba pripremila baba?«
»Jedan, jedan . . .« čudimo se šta on oće sada.
Prekrsti se starac tiho, prelomi pogaču,
Polovine obe stavi baki na pregaču.
Pa još jednom svaki komad na pola izlomi;
Sad već i mi dograbismo, pa lomimo sami.
Čet'ri . . .osam . . .komadi se množe samo tako,
Pa još vrući u ustima tope nam se slatko.
Kada smo se utišali, siti i veseli,
Prekrstio deda ruke, pa nam opet veli:
»Jel te deco, jeste li sad dobro razmislili svi,
koji je to broj na svetu, što je najveći?«
Odjednom se neki mir svečano razlio
I kao da je u nama svetlo deda upalio.
»Jedan, najveći je jedan, sasvim nam je jasno«
ponosni i srećni povikasmo glasno.
A baka se kraj šporeta toplo na nas smeje
»Jedan, deco, kao što je jedno sunce što nas greje«.



Just imagine and do it...



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Zadnja promjena: Razlog: mix :)
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Nepročitano 26-08-15, 08:58   #58
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Hi!



Osho


Just imagine and do it...



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Nepročitano 26-08-15, 11:03   #59
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U gimnazijama u Hrvatskoj mlade se podučava da su muškarci prirodno bolji u matematici

Kao što kaže Colette Guillaumin u jednom od svojih klasičnih eseja (Question de différence, Questions Féministes, No. 6, 1979), ideja razlike muškaraca i žena je istovremeno šarolika i dvosmislena. U okviru ovog teksta, njezin esej će mi biti stalni teorijski okvir na koji ću se naslanjati da bi izrazio riječima realnost kojoj svjedočim na svojem radnom mjestu, a koja mi je zbog svojeg strukturalnog ugnjetavačkog karaktera sve nepodnošljivija.

Radim kao nastavnik fizike u dvojezičnoj nastavi na njemačkom jeziku u IV. gimnaziji u Zagrebu. Gimnazija je kontinuirano jedna od najboljih po rezultatima državne mature u Republici Hrvatskoj. Gimnazija je jezična, učenici su (brojčana) manjina u odnosu na učenice. Spomenuta ideja razlike je jednako prisutna unutar naše školske zgrade, kao i vani na ulici. Bilo bi čudno da je drugačije.

Od mnogih oblika ugnjetavanja koji proizlazi iz ove ideje razlike, odabrat ću tek jedan, onaj koji mi je najlakše izložiti unutar teksta: materijal koji učenice i učenici uče za ocjenu, a dotiče se direktno njihovog uspjeha u mojem predmetu. Otkrio sam ga slučajno.

Početkom godine sam u IV. d razredu prezentirao teme koje bi mogli obrađivati u okviru novouvedenog Građanskog odgoja i obrazovanja. Jednu temu radnog naslova "Žene u znanosti" sam predstavio slikom Lawrencea Summersa. Namjera mi je bila da ga predstavim s porukom "vidite koja budala", budući da je tvrdio da postoje prirodne razlike u sposobnostima između muškaraca i žena koje dovode do manjeg broja žena na profesorskim pozicijama u domenama prirodnih znanosti i inženjerstva na najboljim sveučilištima i istraživačkim institutima u SAD-u. Javno iznošenje ovog stava ga je koštalo pozicije kako predsjednika Sveučilišta Harvard, tako i pozicije ministra financija u administraciji Baracka Obame.

Međutim, reakcija u razredu me iznenadila: "Ali mi to učimo na psihologiji". Brzi izračun: psihologiju slušaju svi treći razredi, što znači da je polovica škole već indoktrinirana (svi treći i četvrti razredi, odnosno oko 300 učenika i učenica). Što učiniti kako bi se barem sanirala šteta? Kao što je napisala Colette Guillaumin, ideja razlike muškaraca i žena je šarolika jer s jedne strane pokriva anatomsko-psihološke razlike, a s druge strane društveno-mentalne fenomene.

Moj zadatak je bio osmisliti sat Građanskog odgoja i obrazovanja kako bi se uklonile učeničke predkoncepcije o društveno-mentalnim fenomenima koji proizlaze iz ideje razlike muškaraca i žena, barem u polju koje se ticalo našeg zajedničkog nastavnog procesa, barem u tri razreda u kojima ja predajem. . ....

Taj tekst je poslužio kao polazišni materijal za naš rad u razredu. Učenice i učenici su prvo pročitali tekst, te su nakon njega morali odgovoriti na deset pitanja, od kojih se jedno doticalo direktno njihovog stava o postojanju razlike u sposobnostima žena i muškaraca u matematičkoj inteligenciji. Čak i nakon čitanja teksta koji je vrlo jasno kritizirao predrasude o razlikama u intelektualnim sposobnostima između muškaraca i žena, a koji je napisao jedan od njihovih školskih autoriteta - odnosno ja kao njihov nastavnik - dio učenika i učenica se i dalje nije oslobodio ove konkretne predrasude, njih oko 20%. U svojim odgovorima citirali su "dokaze" koje su naučili na satu psihologije. Uslijedio je sat rasprave o ovoj temi. Ispostavilo se da su u udžbenicima engleskog jezika izloženi slični stavovi. Ovo je čak bilo ozbiljnije.

Naime, dok je stav nastavnika psihologije zapravo subjektivan, "osobni otisak" na službeni program (službeni program psihologije za srednju školu dopušta razradu isključivo individualne razlike u inteligenciji, a ne razlika u inteligenciji društvenih grupa), ovdje smo pak imali slučaj gdje se ista ideja razlike u sposobnostima razrađuje i u udžbeniku koji je izabrao stručni aktiv škole, odobrio Školski odbor IV. gimnazije, prema Katalogu koji je utvrdilo Ministarstvo znanosti, obrazovanja i sporta. Odnosno, radi se o strukturalnom propustu.
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Nepročitano 26-08-15, 11:29   #60
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Moguće je da jesu jer muškarcima mozak činjenično radi drugačije nego ženama - naravno to je uopćeno, što ne znači da nema žena koje briljiraju u matematici, ali ako govorimo o statistikama, onda je to vjerujem točan podatak. Muškarci se češće služe lijevom polovicom (odgovornom za analitično i logično razmišljanje) mozga a žene desnom (odgovornom za ekspresivno i kreativno razmišljanje). Ne vidim to kao neki problem. No, to i jeste razlog čestih nesporazuma među spolovima - razlika u načinu razmišljanja i rješavanja problema.

Nesporno je da postoje razlike među spolovima i uopće nije poanta da se one prikrivaju ili negiraju nego da se osobine jednih i drugih jednako priznaju i poštuju. Isto kao što je loše nešto izvlačiti iz konteksta kako bi se naglašavalo ono što je loše, umjesto da se ide u šire razumijevanje problematike.

Ipak, zanimljivo je otkriće da je za optimalno razumijevanje i korištenje matematike najbolje kada obje moždane hemisfere rade podjednako. A tu žene i muškarci zapravo imaju isti problem.
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