Neo Humanistic Education

According to scientists, the human potential is really unlimited, but up to the level of civilization we now only use only one percent of the potential. If this is so, then the foremost task of education is to remove all potential possessed by every human being for every human being human whole, complete. And this is indeed the task of Neo Humanist Education, which were made in an integrated effort to tap the highest potential in every child, at any time and any place.Neo Humanist Education provide education to all sections that make up the child, not just memorize information and stuffed to the intellect, or train the child into a robot for teachers to be happy because he would issue the desired answers.As was said as Neo Humanist Education should be given to children from an early age. That is why Shrii P.R. Sarkar, Neo Humanist Education pioneer with the introduction of the philosophy of Neo Humanism, suggested to establish more kindergarten or Pre-School, which introduced a system Neo humanist education.Why P.R. Sarkar did not recommend establishing more universities? It is generally recognized as a fact most of one’s development occurs at the age of below 5 or 6 years. At this age period children’s cognitive and personality structure itself which will determine the way of life to the next. Therefore, the teachers and the best facilities should be concentrated on education kindergarten and elementary school.P.R. Sarkar said that in every person there is thirst for something infinite. One of the most important task of education is to arouse the desire for an unlimited expansion of the (science). That must be generated on each student is feeling, “I want to know or unite.” While the traditional education system is still far from this in such business. Expectations held by each of the children born were more likely to fall apart, as a result of the injustices that occur at this time. Humans began as a butterfly and ends as a cocoon.It is time the education system is designed in such a way that does not produce people who are only half-knowledgeable, which later developed into the aggressive, confused, dissidents and frustration.The next result, a series of social networks become increasingly damaged. Viewed as a whole, more and more teenagers who drop out of school, wandering, and lapse into the use of illicit drugs (drugs), destructive environments, exposed to venereal disease, left home, mad or committed suicide.It’s so much money and time sacrificed to try to fix the education system. But unfortunately, many have failed, because of the attention focused on the wrong source of the problem, namely by increasing the intensity of cramming information. In many countries, reform in education means more hours and teaching materials as well as spend more on information to children who actually already saturated.Where is busy memorizing this information has reduced the quality and dignity of human beings and destroying the lives of students. When the children viewed as a basket of its main functions to receive, store and pulled back the data and facts, then the learning process that will be mechanistic and bored students who will become aggressive and frustrated or looking for an outlet uncontrolled emotions. We need change, and it must be done now.We first have to understand what is described by PR Sarkar, and was supported by the principles of modern physics that our presence is not just the fact that visible by the five senses, but is a continuous series of different layers of consciousness, ranging from the coarsest layer of the physical body, continues toward the layers of the ie finer psychic layers, and finally arrive at a unified field with infinite consciousness. The whole psychological layer that can be identified into 5 layers:1. Keep your awareness (Conscious Mind): SENSING2. Unconscious (Subconscious Mind): INTELLECT3. The first layer Supra Consciousness: CREATIVITY4. The second layer Supra Consciousness: INTUITION5. The third layer supra Consciousness: SPIRITUALWithin each of the higher consciousness that there are a wider knowledge which give more happiness, because of the higher layers of a wider scope and contain energy reserves are not playing much.These layers are not just a theoretical conception of the psychologist, but it is a functioning level that can be experienced by everyone who practiced with great discipline to explore his soul. But unfortunately, in general people are not aware of the most important levels of the innermost soul, and we usually live with the two lower levels of conscious and subconscious layers only.What makes the Neo Humanist Education is unique, is that the systems and methods of this education is systematically developing all layers of human existence and gradually lead the individual toward a goal that is not limited.So Neo Humanism Education is indeed an overall education (holistic education), because in the process of education that no part of human consciousness is neglected, no aspect of human life that are not addressed. By understanding the characteristics of human existence as a whole is an educator will be easier to explore teaching methods that are better suited to the psychology students.Neo-Humanistic Educational Objectives:* Develop full potential of children: physical, mental, and spiritual.* Generating thirst for knowledge and love (love) learning.* Equipping children with academic ability and other skills necessary for further education.* Facilitating the growth and development of the child’s personality, including morality, integrity, confidence, discipline, and cooperation.* Developing physical and mental stamina stability through yoga and meditation, exercise and play.* Develop a sense of aesthetics and appreciation of culture through drama, dance, music and visual art.* Encouraging children to become active members of society and responsible.* Increase awareness of ecology in the broadest meaning, namely the awareness of all things affiliated with each other, and promote respect and care for all creatures.* Increase the view of Universal, free from religious differences, skin color, gender, and so forth.* Understand the importance of the role of teachers in providing an example.ASPECTS OF HUMAN PERSONALITY AND METHODS OF EDUCATION NEO HUMANISTTo develop them:* Body material – development through calisthenics exercises are lightweight and rugged, subtle yoga exercises (yoga asanas), dance, and healthy food.* Awareness realize its development through sensory-motor activities, including exercises in practical life, a supportive environment, ethics or pro-social activities.* Awareness subconscious intellectual development through activities and use of sensory-motor games and fantasy (playway method).* Awareness of the creative development of their own initiative and self-expression through creative art, fantasy games and drama.* Awareness of intuitive wisdom of a smooth development and universal love through curriculum Circle of Love (Circle of Love) and the use of stories and songs that have universal value.* Awareness of spiritual development through meditation (quiet-time), story and spiritual songs, and dances a soft yoga.You agree? 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Affordable Education Abroad

Nigeria is a country with about one hundred and forty million inhabitants: a fast growing country with a near-vibrant economy. The Country over the years has been bedeviled by corruption. The social fabric has been in deplorable condition, leading to unfanciful placements in the world index standards.Education is vital in human existence; it is a tool which helps government, private sector and informal units. For Nigeria as a country to forge ahead we need qualitative and substantive education. Over the years the educational system has been in disorder and the future of our children is in peril. The efforts of our founding fathers to make Nigerian Universities and Polytechnics solid seem to have gone down the drain.The latest ranking of World Universities, places the first University in Nigeria- University of Ife, a distant six thousand three hundred and thirty four (6,334).Succor seems to have been found in foreign education. Countries like: U.S, UK, Australia, Canada, Singapore, Finland, Japan, etc have good educational system. Acquiring education outside the country is expensive per se. Average tuition fees (Bsc) of some selected countries (excluding living expenses) for undergraduate are: U.S $8,000, UK 6,000 pounds, Singapore $4,000, Malta $20,000, Malaysia $1,000, Ireland 6,000 euro, Norway-free, Sweden-free, Germany-free, Denmark-free, Finland-free, etc. These fees when converted to Naira is: Malaysia N130,000,UK N1,400,000,US N1,040,000,Malta N2,600,000,etc.Free education- in all levels, is available in some countries in Europe-Norway, Sweden, Finland, Denmark and Germany. In Sweden, all levels of education are free. The Swedish system includes not only traditional universities but also different kinds of Teacher Training, Health Care Training, Technical Training; etc.Education funding is the responsibility of: the Central government, regional authorities and private interests. All institutions of higher education fall under the jurisdiction of the Ministry of Education except the University Sciences (Ministry of Agriculture).Higher education is divided into undergraduate studies (combined towards a first degree) and postgraduate studies and research. Sweden has 39 accredited institutions of Higher education that offer structured degree programmes.English language is a mode of study at some universities. Foreign students are allowed to work and study. Sweden has a boisterous economy with a very high per-capita income. Nigerian students should take this opportunity to study in Sweden.In Finland all institutions of higher education are subject to the authority of the Ministry of Education, Research and Church Affairs. Higher Education in Norway is mainly offered at state institutions: Universities, University colleges, state colleges and art Colleges. Bachelors degree is completed after 3yrs of study, Master’s degree is completed after 2yrs duration, and PhD is after 3 years duration. Education is free at all levels in Finland. Foreign students can study in English since some Universities and colleges offer their courses in English Language. Students can work and study in Finland. There is no specific minimum wage, because there is no legislation on it.In Malaysia there are four kinds of institutions offering higher education, namely: local public University, international Universities, Private Universities, and over 500 Public Higher Educational Institutions(PHEIS).The Systematic Education Group of Colleges operates eight Private Higher Educational Institutions(PHEIS). Systematic’s prime objective is to provide training to school leavers for their future career in Accounting ,Business, Computing, Marketing, management, Banking, secretarial and Commerce and industry. Systematic has produced world-class students in professional courses such as LCCI, ACCA, CIMA, ICSA, CIMA, ABE and CIM. A good reason why international students should study in Malaysia is that the holders of student pass or permit are allowed to work while studying to supplement their living. Students are allowed to work part-time for a maximum of 20 hours per week. Students have options to work in: local companies, multinational companies and embassies. Getting jobs in the multinational companies will depend on your prior qualifications and the salary range from $1,500-$2,500 per month. Students getting jobs in a local company is easy: the salary is from $800-$1,500.Accomodation is from $65/month-$150.The country is so affordable to live in. Lots of Nigerians are already in Malaysia studying for different programmes.Singapore has an Educational system similar to that of the UK. At Tertiary level it has three Universities and 7 other institutions affiliated to both local and foreign Universities, and 4 polytechnics. The full-time enrollment of the Universities is about 40,000, of which 20,000 are female. Tuition fees of international students are generally 10% more than that for Singapore students. Tuition depends on the discipline you offer.Specialised disciplines like medicine and dentistry costs more than that of science, humanities, and law. Medicine goes for between $8,500 and $10,000/session: humanities, law, social science etc go for between $2,500-6000 for bachelor’s degree. The tuition fee for the 4-year Polytechnic is between $1,350-2,500. Singapore government highly subsidizes its higher education through the tuition grant. The tuition fee Loan Scheme helps pay 75%-80% of tuition fees, which makes higher education accessible to almost everyone. If after graduation you can’t afford to pay your loan, you will have to work an extra year or two to enable you pay the balance. The economy of Singapore is so boisterous. It is placed 20th in the table of the richest countries with a per capita income of $24,500/year Living in Singapore is inexpensive compared to income earned; and it seems higher education in Singapore is affordable to all able students.Scholarships helps students who want to study abroad actualize it with less financial burden. Some examples are: British council fellowship programmes, Commonwealth Scholarship and fellowship plan, Commonwealth science council, UNESCO, Ford Foundation, African Education Trust, The Rotary Foundation Ambassadorial scholarship etc. British Chevening Scholarships -is funded by the Foreign and Commonwealth Office (the British Ministry of Foreign Affairs).They give out scholarships every year in over 150 countries world-wide. This scholarship scheme provides fully funded Master’s Degree programmes to talented graduates and young Nigeria.Chevening has since inception produced over 800 Nigerian scholars. This figure puts the country first in Sub-Saharan Africa. British Council Fellowship Programmes- nationals of about 70 countries are eligible for full study at postgraduate level through the British council fellowship scheme, which is administered through its offices overseas. The scheme is advertised through the British Council in countries in which it operates. Details are available from British Council Offices. Ford Foundation-the international Fellowships programme (IFP) provides support for up to three years of formal graduate level study. Fellows must be nationals from Nigeria, Senegal, Ghana, Chile, Peru, Russia, and Vietnam.Overseas certificates are rated very high in the country. Most people when they come back to the country with their certificates always get higher positions. A friend of mine who works in a bank went to UK for his MBA.He spent one year in UK before coming back. When he came back his bank promoted him and not up to two weeks after, he got another job (paying twice his salary in his former office).The dream of studying abroad can be achieved through proper planning. With free schools in Germany, Sweden, Finland, Denmark and Norway, you can study for your PhD, MSC, MBA, Diploma, BSc, LLB etc without paying for tuition. Your first step towards studying abroad is to get adequate information: browse universities sites, countries sites, scholarship sites, and etc.Get prospectuses of Universities or colleges, go through the courses and curriculum. Get many admissions before choosing.

Educational Leaders Must Strive To Increase Resources Available For Their Schools

Contemporary educational leaders function in complex local contexts. They must cope not only with daily challenges within schools but also with problems originating beyond schools, like staffing shortages, problematic school boards, and budgetary constraints. There are some emerging patterns and features of these complex contexts that educational leaders should recognize. Educational leaders face a political terrain marked by contests at all levels over resources and over the direction of public education.The vitality of the national economy has been linked to the educational system, shifting political focus on public education from issues of equity to issues of student achievement. States have increasingly centralized educational policymaking in order to augment governmental influence on curriculum, instruction, and assessment. With the rise of global economic and educational comparisons, most states have emphasized standards, accountability, and improvement on standardized assessments. Paradoxically, some educational reforms have decentralized public education by increasing site-based fiscal management.School leaders in this new environment must both respond to state demands and also assume more budget-management authority within their buildings. Meanwhile, other decentralizing measures have given more educational authority to parents by promoting nontraditional publicly funded methods of educational delivery, such as charter schools and vouchers. Political pressures such as these have significantly changed the daily activities of local educational leaders, particularly by involving them intensively in implementing standards and assessments. Leaders at all levels must be aware of current trends in national and state educational policy and must decide when and how they should respond to reforms.The many connections between education and economics have posed new challenges for educational leaders. As both an economic user and provider, education takes financial resources from the local community at the same time as it provides human resources in the form of students prepared for productive careers. Just as the quality of a school district depends on the district’s wealth, that wealth depends on the quality of the public schools. There is a direct relationship between educational investment and individual earnings. Specifically, it has been found that education at the elementary level provides the greatest rate of return in terms of the ratio of individual earnings to cost of education. This finding argues for greater investment in early education. Understanding these connections, educational leaders must determine which educational services will ensure a positive return on investment for both taxpayers and graduates. Where local economies do not support knowledge-based work, educational investment may indeed generate a negative return. Leaders must endeavor to support education for knowledge-based jobs while encouraging communities to be attractive to industries offering such work. Educational leaders must be aware of the nature of their local economies and of changes in local, national, and global markets. To link schools effectively to local economies, leaders should develop strong relationships with community resource providers, establish partnerships with businesses and universities, and actively participate in policymaking that affects education, remembering the complex interdependence between education and public wealth.Two important shifts in the nation’s financial terrain in the past 19 years have worked to move the accountability of school leaders from school boards to state governments. First, the growth in state and federal funding for public education constrains leaders to meet governmental conditions for both spending and accountability. Second, state aid has been increasingly linked to equalizing the “adequacy” of spending across districts, which has influenced leaders to use funds for producing better outcomes and for educating students with greater needs, including low-income and disabled children. Complicating these shifts are the widely varying financial situations among jurisdictions. These financial differences have made significant disparities in spending between districts in urban areas and districts in rural areas common. In this dynamic financial context, educational leaders must strive to increase resources available for their schools, accommodate state accountability systems, and seek community support, even as they strive to increase effective use of resources by reducing class size, prepare low-achieving children in preschool programs, and invest in teachers’ professional growth.Recently, two important accountability issues have received considerable attention. The first has to do with market accountability. Since markets hold service providers accountable, if the market for education choices like charter schools and vouchers grows, leaders may be pressured to spend more time marketing their schools. The second issue has to do with political accountability. State accountability measures force leaders to meet state standards or face public scrutiny and possible penalties. The type of pressure varies among states according to the content, cognitive challenges, and rewards and punishments included in accountability measures. School leaders can respond to accountability pressures originating in state policies by emphasizing test scores, or, preferably, by focusing on generally improving effectiveness teaching and learning. The external measures resulting from political accountability trends can focus a school staff’s efforts, but leaders must mobilize resources to improve instruction for all students while meeting state requirements. And they must meet those demands even as the measures, incentives, and definitions of appropriate learning undergo substantial change.Public education is expanding in terms of both student numbers and diversity. An increasingly contentious political environment has accompanied the growth in diversity. Immigration is also shaping the demographic picture. For example, many immigrant children need English-language training, and providing that training can strain school systems. Economic changes are also affecting schools, as the number of children who are living in poverty has grown and poverty has become more concentrated in the nation’s cities.The shift to a knowledge-based economy and demographic changes accompanying the shift challenge the schools that are attempting to serve area economies. Given such demographic challenges, school leaders must create or expand specialized programs and build capacity to serve students with diverse backgrounds and needs. Leaders must also increase supplemental programs for children in poverty and garner public support for such measures from an aging population. Educational leaders must cope with two chief issues in this area: First, they must overcome labor shortages; second, they must maintain a qualified and diverse professional staff. Shortages of qualified teachers and principals will probably grow in the next decade. Rising needs in specialty areas like special, bilingual, and science education exacerbate shortages. Causes of projected shortages include population growth, retirements, career changes,and local turnover. Turnover generally translates into a reduction of instructional quality resulting from loss of experienced staff, especially in cities, where qualified teachers seek better compensation and working conditions elsewhere. In order to address shortages, some jurisdictions have intensified recruiting and retention efforts, offering teachers emergency certification and incentives while recruiting administrators from within teacher ranks and eliminating licensure hurdles. In these efforts, leaders should bear in mind that new staff must be highly qualified. It is critical to avoid creating bifurcated staffs where some are highly qualified while others never acquire appropriate credentials. Leaders must also increase the racial and ethnic diversity of qualified teachers and administrators. An overwhelmingly White teacher and principal corps serves a student population that is about 31% minority (much greater in some areas). More staff diversity could lead to greater understanding of different ways of thinking and acting among both staff and students. This survey of the current context of educational leadership reveals three dominant features. First, the national shift toward work that requires students to have more education has generated demands for greater educational productivity. Second, this shift has caused states to play a much larger role in the funding and regulation of public education. Third, states’ regulatory role has expanded to include accountability measures to ensure instructional compliance and competence. Educational leaders must take heed of these features if they hope to successfully navigate the current educational terrain.