Seminar, Temas491-494R. Thapar, 2000 |
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Página 15
... knowledge ' ( p . 9 ) and ' culture specific pedagogies ' ( p . 18 ) , many of which are fundamentally anti beha- viouristic . Perhaps it is because of the lack of time and the ' compelling cir- cumstances ' which have necessitated ...
... knowledge ' ( p . 9 ) and ' culture specific pedagogies ' ( p . 18 ) , many of which are fundamentally anti beha- viouristic . Perhaps it is because of the lack of time and the ' compelling cir- cumstances ' which have necessitated ...
Página 20
... knowledge ? Where does it come from ? How is it acquired ? How can human knowledge be orga- nised ? What is a skill ? What is the relationship between knowledge , skills and action ; between skill , work and society ? 3 ) Our ...
... knowledge ? Where does it come from ? How is it acquired ? How can human knowledge be orga- nised ? What is a skill ? What is the relationship between knowledge , skills and action ; between skill , work and society ? 3 ) Our ...
Página 29
... knowledge in a given society . But such knowledge is not merely limited to course books in the syllabi . Children learn from alterna- tive sites of knowledge as well . These may be constellation of expressions and interactions in and ...
... knowledge in a given society . But such knowledge is not merely limited to course books in the syllabi . Children learn from alterna- tive sites of knowledge as well . These may be constellation of expressions and interactions in and ...
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