Ejercicios Platón e información diversa
http://fpschool.es/doc/solucionario-matematicas-6-primaria-vicens-vives.pdf
http://bibliotecadigital.univalle.edu.co/bitstream/10893/4939/1/LA%20CONCEPCION%20PLATONICA.pdf
http://www.colegiofuentelarreyna.org/uploads/rincon-alumnos/2_bach_u2_1.pdf
https://revistas.ucr.ac.cr/index.php/filyling/article/download/17210/16681
Teoría moral de John Locke
LLIBERTAT
'Virtue supposes liberty, as the carrying of a burden supposes active force. Under coercion there is no virtue, and without virtue there is no religion'.
'Make a slave of me, and I shall be no better for it. Even the sovereign has no right to use coercion to lead men to religion, which by its nature supposes choice and liberty'.
'My thought is no more subject to authority than is sickness or health'.
- Voltaire, 'Questions on the Encyclopedia: Canon Law: Ecclesiastical Ministry', 1771.
[Salvador Dali, 'Slave Market with the Disappearing Bust of Voltaire', 1940]:-
Imatges Ambigües
Teoría de la verdad y ética del discurso. Apel
Fundamentos dela filosofía de Antonio Millán Puelles
Llibertat de Consciència; Marta Nussbaum
San Agustín de Hipona
'You have pierced our hearts with the arrow of your love, and our minds were pierced with the arrows of your words'.
'Your gift sets us afire and we are borne upward; we catch this flame and up we go. In our hearts we climb those upward paths, singing the songs of ascent. By your fire, your beneficent fire, we are inflamed'.
- Saint Augustine of Hippo, 'Confessions', A.D. 397 - 400.
'And they said one to another, Did not our heart burn within us, while he talked with us by the way, and while he opened to us the scriptures?'.
- Luke, 24:32.
[Philippe de Champaigne, 'Saint Augustine', between c. 1645 and c. 1650]
La tarea de la filosofía
’In all spheres of science, art, skill, and handicraft it is never doubted that, in order to master them, a considerable amount of trouble must be spent in learning and in being trained’.
’As regards philosophy, on the contrary, there seems still an assumption prevalent that, though every one with eyes and fingers is not on that account in a position to make shoes if he only has leather and a last, yet everybody understands how to philosophise straight away, and pass judgement on philosophy, simply because he possesses the criterion for doing so in his natural reason’.
- Georg Wilhelm Friedrich Hegel, ’The Phenomenology of Spirit’, § 67, 1807.
El Parnaso(Rafael)
https://www.artehistoria.com/es/obra/el-parnaso
http://cuadernodesofonisba.blogspot.com.es/2013/04/cavsarum-cognitio.html
Husserl. La crisis de las ciencias europeas y la fenomenología trascendental
Locke (1632-1704)
http://www.ehu.eus/aarrieta/apunteak/innatismo.pdf
Adaptació Filosofia
A) -Tecnologia aplicada per a invidents;
“No me digan ustedes en dónde están mis ojos, pregunten hacia dónde va mi corazón.”
Jaime Sabines
https://www.bbvaopenmind.com/tecnologia-para-invidentes-mas-alla-del-braille/
B) -Alumnes amb dislèxia;
Tot educador perspicaç ha d’estar atent a l’aparició de les següents dificultats que poden aparèixer en l’alumne/a:
1. Dificultats per discriminar visualment i auditivament.
2. Dificultats per discriminar sons o símbols.
3. Dificultats en la lectura i/o escriptura.
4. Dificultats en la discriminació i identificació de fonemes i síl·labes.
5. Dificultat en la comprensió del text descodificat.
6. Dificultat per escriure, tot tenint un bon nivell de lectura.
7. Dèficit de memòria a curt plaç.
8. Problemes en la seqüenciació auditiva i sensorial.
9. Problemes en l’organització del llenguatge escrit
10. Problemes amb els símbols i les operacions matemàtiques(discalcúlia)
http://www.caib.es/sites/diversitat/ca/protocol_dislexia/
C-Alumnes nouvinguts(reforços català)
-Comprensió i explicació individual en la seva llengua nativa i anar combinant amb el català.
http://www.auladecatala.com/catala-inicial/recursos/
D-TDAH
http://feaadah.org/docdow.php?id=576
E-DIVERSITAT
http://www.xtec.cat/~jcruz/recursos/c_diversitat.html
F-VISUAL THINKING
http://www.auladeelena.com/p/proyecto-emocionario.html
https://www.wikiart.org/es/octavio-ocampo
https://elpais.com/elpais/2017/11/23/tentaciones/1511452010_286890.html
G-AUTOAVALUACIÓ DOCENT
http://www.aqu.cat/doc/doc_21481150_1.pdf
Psicoanálisis
Inteligencia emocional
http://javieririondo.es/2017/06/04/que-es-la-inteligencia-emocional/
https://lamenteesmaravillosa.com/daniel-goleman-teoria-inteligencia-emocional/
Inteligencias múltiples
La percepción
LA FÀBRICA DEL MÓN
'That tho' a Man were admitted into Heaven to view the wonderful Fabrick of the World, and the Beauty of the stars, yet what would otherwise be Rapture and Extasie, would be but melancholy Amazement if he had not a Friend to communicate it to'.
Archytas (428 - 347 BC), attr. by Christiaan Huygens, 'The Celestial Worlds Discover'd', 1722.
Wenzel Hablik. 'Sunset, Mont Blanc', 1906]:-
NATURALESA
’Nature has no particular goal in view, and final causes are mere human figments. ...everything in nature proceeds from a sort of necessity, and with the utmost perfection’.
- Baruch Spinoza, ’Ethica Ordine Geometrico Demonstrata’ (’Ethics Geometrically Demonstrated’), 1677.
[’A Wild Scene’, 1831 - 1832, Thomas Cole]:-
TIME
Think'st thou existence doth depend on time? It doth; but actions are our epochs: mine Have made my days and nights imperishable Endless, and all alike, as sands on the shore Innumerable atoms; and one desert Barren and cold, on which the wild waves break, But nothing rests, save carcases and wrecks, Rocks, and the salt-surf weeds of bitterness.
- Lord Byron, 'Manfred', 1817.
['Frenchman’s Bay, Mount Desert Island, Maine', Thomas Cole, 1844]:-