May 27th, 2016
The main representatives of this trend are: Bion, Balint and Jacques. a humanistic current conceives human beings as a whole (holistically), and in constant interaction with their environment. Results from the integration of various theories or approaches, where the center of this integrity is the man himself. This is an integrative and eclectic power because it uses theoretical concepts and practical procedures, as they are necessary. Its representatives can be named: WASLON, MURPHY, Roger Willard, among others. a With this short version of the history of Group Dynamics; taken from Broto, Archimedes. , Introduction to Group Dynamics. (1985), we describe below, definitions of Group Dynamics, referred to in this work: a The reciprocal interaction of forces (positive or negative trends – Valencia) and resulting effects, are the dynamics of a grupoa a Lewin, Kurt a Dinamica of a group is a term used to refer to many different aspects of the functioning of the groups.
Primarily refers to the forces that interact within these groups to be organized and act to achieve their objectify . Shertzer-Stone Group dynamics: a It refers to the forces acting in each group throughout its existence and making it behave the way they Behave . a-Cirigliano Villaverde a The Group Dynamics refers to the processes used by groups that encouraged problem-solving purposes or action . Herrold, K. a Group Dynamics is a term that includes the group process and the roles of grupoa . Jenkins a La Dinamicaa Group is a A research field devoted to acquiring knowledge of the nature of the groups, the laws of their development and relationships with individuals susa and other gruposa .
May 22nd, 2016
We have been involved more as a family, We have developed our environmental awareness and have learned to work collaboratively. I am very satisfied with this experience. It was also in the second half when I first heard the tenets of Eastern philosophy, specifically the Buddha. Hearing about the Buddhist philosophy I was pleased, because it allowed me to integrate my prior learning something new and very significant that very clearly marked and accurate my acting in the world. Buddhist philosophy conceived as simple, accurate and disciplined.
These features help the practitioner to achieve the progressive development of wisdom to attain enlightenment. I understood that to be a true holistic educator needed to know and practice of Buddhism proposal, to develop the discipline of a bodhisattva with firm conviction. To do this, I proposed to the practice of meditation and yoga, until he managed to integrate it as part of my life. At first I was a bit of a problem, as these practices not performed so constant and therefore had to adjust my activities to a special space to these practices. Little by little, he was creating the need to take them not as a discipline or technique, but as a way of life.
Currently I meditate daily, I have my special place and I am involving my family so that they also practice meditation. For now, my younger son has become my ally and support to be constant in the practice of this discipline. THIRD SEMESTER This semester was tested.
May 21st, 2016
learning experiences. With it, at most, you can achieve the development of certain skills for work and the work itself, is not the meaning of life, if it was not even aware of the interdependence that exists between what do and the harmony necessary for the survival of our species and the evolution of the cosmos. The concepts of integrity and integration in education, acquired a new meaning for me since the first half of the Masters. Before that, as a teacher, I looked like an outsider in the process, as someone who encourages learning outside of the students, as if I were sure what they should learn and interpret the same way. I understood that I was not out, which was part of a learning community, I would realize it or not, and that such integration within the community, could only experience it if I could my own integration as an individual, i.e. and be not divided. Otherwise, my own traumas disintegrating, and my prejudices, preferences, beliefs, attitudes toward life, dislikes, reductionist training, etc. limit me to a greater or lesser degree to see and understand my students as they really are and help them reflect on who they know themselves. Play without rejecting and talk to discern two key educational processes have been central to the holistic dialogue, I know I have not yet acquired the depth I wanted, but I try to take awareness and implement, whenever the opportunity arises . I have come to understand its enormous importance for the development of full consciousness and full presence of the holistic educator.