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A teaching method comprises the principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.
Werner Hans Erhard is an American author and lecturer known for founding est. In 1985 Erhard replaced the est Training with a newly designed program, the Forum. Since 1991 the Forum has been kept up to date and offered by Landmark Education. He has written, lectured, and taught on self-improvement.
Pedagogy, from Ancient Greek παιδαγωγία (paidagōgía), most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning; however experiential learning is a sub-field and operates under the methodologies of experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed. The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.
The Cantiaci or Cantii were an Iron Age Celtic people living in Britain before the Roman conquest, and gave their name to a civitas of Roman Britain. They lived in the area now called Kent, in south-eastern England. Their capital was Durovernum Cantiacorum, now Canterbury.
Learning styles refer to a range of theories that aim to account for differences in individuals' learning. Although there is ample evidence that individuals express personal preferences for how they prefer to receive information, few studies have found any validity in using learning styles in education. Many theories share the proposition that humans can be classified according to their "style" of learning, but differ in how the proposed styles should be defined, categorized and assessed. A common concept is that individuals differ in how they learn.
Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning. PBL contrasts with paper-based, rote memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions, problems, or scenarios.
The Latin phrase Demortuisnilnisibonumdicendumest, "Of the dead nothing but good is to be said." — abbreviated Nil nisi bonum — is a mortuary aphorism indicating that it is socially inappropriate for the living to speak ill of the dead who cannot defend or justify themselves.
Et tu, Brute? is a Latin phrase literally meaning "and you, Brutus?" or "also you, Brutus?", often translated as "You as well, Brutus?", "You too, Brutus?", or "Even you, Brutus?". The quote appears in Act 3 Scene 1 of William Shakespeare's play Julius Caesar, where it is spoken by the Roman dictator Julius Caesar, at the moment of his assassination, to his friend Marcus Junius Brutus, upon recognizing him as one of the assassins. The first known occurrences of the phrase are said to be in two earlier Elizabethan plays; Henry VI, Part 3 by Shakespeare, and an even earlier play, Caesar Interfectus, by Richard Edes. The phrase is often used apart from the plays to signify an unexpected betrayal by a friend.
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight". A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential.
Ālea iacta est is a variation of a Latin phrase attributed by Suetonius to Julius Caesar on 10 January 49 BC, as he led his army across the Rubicon river in Northern Italy. With this step, he entered Italy at the head of his army in defiance of the Senate and began his long civil war against Pompey and the Optimates. The phrase, either in the original Latin or in translation, is used in many languages to indicate that events have passed a point of no return. It is now most commonly cited with the word order changed rather than in the original phrasing. The same event inspired another idiom with the same meaning, "crossing the Rubicon".
"Render unto Caesar" is the beginning of a phrase attributed to Jesus in the synoptic gospels, which reads in full, "Render unto Caesar the things that are Caesar's, and unto God the things that are God's".
De Bello Africo is a Latin work continuing Julius Caesar's accounts of his campaigns, De Bello Gallico and De Bello Civili, and its sequel by an unknown author De Bello Alexandrino. It details Caesar's campaigns against his Republican enemies in the province of Africa.
The phrase "crossing the Rubicon" is an idiom that means "passing a point of no return". Its meaning comes from allusion to the crossing of the river Rubicon by Julius Caesar in early January 49 BC. The exact date is unknown. Scholars usually place it on the night of 10 and 11 January, based on speeds at which messengers could travel at that time.
Julius Caesar was assassinated by a group of senators on the Ides of March of 44 BC during a meeting of the Senate at the Curia of Pompey of the Theatre of Pompey in Rome where the senators stabbed Caesar 23 times, who was at the age of 55. They claimed to be acting over fears that Caesar's unprecedented concentration of power during his dictatorship was undermining the Roman Republic. At least 60 to 70 senators were party to the conspiracy, led by Marcus Junius Brutus, Gaius Cassius Longinus, and Decimus Junius Brutus Albinus. Despite the death of Caesar, the conspirators were unable to restore the institutions of the Republic. The ramifications of the assassination led to his Martyrdom, the Liberators' civil war and ultimately to the Principate period of the Roman Empire.
A classic is a book accepted as being exemplary or particularly noteworthy. What makes a book "classic" is a concern that has occurred to various authors ranging from Italo Calvino to Mark Twain and the related questions of "Why Read the Classics?" and "What Is a Classic?" have been essayed by authors from different genres and eras. The ability of a classic book to be reinterpreted, to seemingly be renewed in the interests of generations of readers succeeding its creation, is a theme that is seen in the writings of literary critics including Michael Dirda, Ezra Pound, and Sainte-Beuve. These books can be published as a collection or presented as a list, such as Harold Bloom's list of books that constitute the Western canon. Although the term is often associated with the Western canon, it can be applied to works of literature from all traditions, such as the Chinese classics or the Indian Vedas.
Veni, vidi, vici is a Latin phrase used to refer to a swift, conclusive victory. The phrase is popularly attributed to Julius Caesar who, according to Appian, used the phrase in a letter to the Roman Senate around 47 BC after he had achieved a quick victory in his short war against Pharnaces II of Pontus at the Battle of Zela.
The 21 Irrefutable Laws of Leadership: Follow Them and People Will Follow You is a 1998 book written by John C. Maxwell and published by Thomas Nelson. It is one of several books by Maxwell on the subject of leadership. It is the book for which he is best-known. The book was listed on The New York Times Best Seller list in April 1999 after marketing company ResultSource manipulated the list by making it look like copies of The 21 Irrefutable Laws of Leadership had been purchased by thousands of individuals when, in actuality, ResultSource had simply made a bulk order of the book. The book had sold more than one million copies by 2015. Christian businessperson John Faulkner was inspired to found Christian business magazine TwoTen when he read The 21 Irrefutable Laws of Leadership. Professional basketball player Harrison Barnes read and spoke positively of the book. US swimmer Annie Chandler Grevers wrote of Maxwell's book, "it's cheesy, but ... it did me some good". Columnist Michael Hiltzik of the Los Angeles Times criticized Maxwell for including in the book "the insidious subtext ... that externalities have nothing to do with your failure", an assertion that Hiltzik argues research studies have demonstrated to be false. John Maxwell Team mastermind groups have developed from the principles in this book.
The last words of the Roman dictator Julius Caesar are disputed. Ancient chroniclers reported a variety of phrases and post-classical writers have elaborated on the phrases and their interpretation. The two most common theories – prevalent as early as the second century AD – are that he said nothing or that he said, in Greek, καὶ σύ, τέκνον.
References
- ↑ Michael Ekow Manuel; Maritime Risk and Organizational Learning. Ashgate Publishing, Ltd., 2012. ISBN 9781409486718 - page: 59
- ↑ Stuart Berg Flexner; Wise Words and Wives' Tales: The Origins, Meanings and Time-honored Wisdom of Proverbs and Folk Sayings, Olde and New. Avon Books, 1993. ISBN 9780380762385 - page: 2
- ↑ Broadcasting , Volume 49. Broadcasting Publications., 1955
- ↑ John C. Maxwell; The 15 Invaluable Laws of Growth: Live Them and Reach Your Potential. Hachette UK, 2012. ISBN 9781455518210
- ↑ Thomas G. Reid; Sustained Leadership WBS: A Disciplined Project Approach to Building You and Your Team into Better Leaders. Morgan James Publishing, 2017. ISBN 9781683505945
