leipzig2016:iversity
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| * over-specialisation creates helplessness when it comes to everyday-life or relatively simple crafts | * over-specialisation creates helplessness when it comes to everyday-life or relatively simple crafts | ||
| * supports the dogma that learning is always an outcome of teaching; while actually at school we learn most stuff only because we are forced to spend a great deal of our time there, education is thus more a side effect of school, it's real aim being storage of kids and forming future consumers | * supports the dogma that learning is always an outcome of teaching; while actually at school we learn most stuff only because we are forced to spend a great deal of our time there, education is thus more a side effect of school, it's real aim being storage of kids and forming future consumers | ||
| - | * contents of education mostly are totally ignorant of interests; unworldlyness of education; cf. [[https:// | + | * contents of education mostly are totally ignorant of interests; unworldlyness of education; cf. [[wp>Paulo_Freire | Freire]] for different forms |
| * classification is done according to age and irrespective of individual development, | * classification is done according to age and irrespective of individual development, | ||
| * the certain amount of autonomy and freedom at university serves as a containment of insurgent thought | * the certain amount of autonomy and freedom at university serves as a containment of insurgent thought | ||
leipzig2016/iversity.1478509914.txt.gz · Last modified: 2016/11/07 10:11 by markus