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Dr. Amikam Marbach innovative lighting, open, humanistic cloche jar worldview spirit, are not compatible in many cases the educational agenda of the closed and repressive conventional class. This class is guided by the Mechanism of one-Stri media, saddle strict discipline, exams and "tzltzolim "compelling teacher talk "to" students and "with" students. This approach leaves no chance to embrace the revolutions inspired them. dissociation theory from practice vision embodied spiritual transformation, and that was to get to the end point, to the student, shattered in many cases blown to pieces cloche jar classroom door threshold.
Conventional curriculum, based on the triangle: Grade-content-teaching, is the opposite of the triangle which is based "spiritual revolution": student-learning concept ((Marbach, 1989) in a conventional classroom emphasis is on "Mah" "on" know-how " , the emphasis is on the spiritual revolution in how "", the "road to knowledge", teachers have not been trained never to teach their students "how to" learn. On the contrary, they have been trained to deliver knowledge. theories innovative, open, humanistic worldview spirit, do not match In many cases the learning agenda closed and repressive .... you could say that of all the spiritual revolution "has remained only her spirit. Her theory. Her wisdom. Indeed, it is not something trivial. But with all the spiritual strength is reached barely threshold classroom door. She failed to make the change pedagogical. article by Dr. Amikam Marbach's 2012 November issue MOFET Institute journal, pages 82-91
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