Dr. Vagish Shastri has invented a unique technique of teaching Sanskrit grammar called 'Vagyoga'.Sanskrit without tears, Life positive, Vol. 4, No.3, June 1993, p.17 This is a mnemonic method to enter in the soul of words, it is based upon natural law, which does not requires learning by heart any sutras.
|
|
The pupils are trained as servants with the aim of securing a job. The teaching predominantly consists of learning-by-heart from one of the institute’s brochures with the title "What is the aim of Benjamenta’s School for Boys?" and from the "Rules". The pupils willingly let themselves be treated like children, drilled and pushed hard. A principle of the Institute is: "Little, but thoroughly".
|
|
This work of Augustine was the classic one in homiletics. Augustine explains his homiletics in Book IV of DDC. He describes it practically in relation to the classical theory of oratory, which has five parts: inventio (the choice of the subject and decision of the order), dispositio (the structure of the oration), elocutio (the arrangement of words and figure of speech), memoria (learning by heart), and pronuntiatio (the delivery). He constructed this theory in four parts: the basic principles of rhetoric (DDC 4.1.1-4.56.
|
|
In 1925 Werner Heisenberg was working in Göttingen on the problem of calculating the spectral lines of hydrogen. By May 1925 he began trying to describe atomic systems by observables only. On June 7, to escape the effects of a bad attack of hay fever, Heisenberg left for the pollen free North Sea island of Helgoland. While there, in between climbing and learning by heart poems from Goethe's West-östlicher Diwan, he continued to ponder the spectral issue and eventually realised that adopting non- commuting observables might solve the problem, and he later wroteW.
|
|
Z. Ornea finds the narrator's outbursts against the practice of learning by heart to innovative choices Creangă made in his own career as an educator, and especially his support for Titu Maiorescu's theories on reforming the local curriculum through institutional modernization and professionalization.Ornea, p.235-236 Himself a writer, Horia Gârbea discussed the text as proof of anticlericalism on the part of Creangă (whose career in the clergy was to end in defrocking), adding: "Creangă's Memories of the catechist school would discourage any candidate."Horia Gârbea, Trecute vieți de fanți și de birlici, Cartea Românească, Bucharest, 2008, p.127-128.
|
|
He is widely published, and has written three books, Learning By Heart: AIDS and Schoolchildren in America's Communities, with David L. Kirp, Marlene Strong Franks, Jonathan Simon, Doug Conaway, and John Lewis (1989), Impure Science: AIDS, Activism, and the Politics of Knowledge (1996), and Inclusion: The Politics of Difference in Medical Research (2007). Impure Science has been reviewed by the New York Times, The Washington Post, and others. In 2009, Inclusion won the Distinguished Scholarly Book Award of the American Sociological Association. Impure Science discusses how AIDS patients in the 1980s were able to transform their status from being a disease constituency to being experts in experience.
|
|
The success of these schools has been documented in David Bensman's Central Park East and its Graduates: Learning by Heart (2000), and in Frederick Wiseman's documentary film, "High School II" (1994), among many other publications. During this time, and after, Meier helped to establish a network of small schools in New York City based on progressive principles. In 1996 Meier moved to Boston where she became the founding principal of a small K-8 pilot school, Mission Hill School, within the Boston Public Schools system. She has been on the faculty of New York University's Steinhardt School of Education, as senior scholar and adjunct professor, as well as board member and Director of New Ventures at Mission Hill, director and advisor to Forum for Democracy and Education, and on the Executive Board of The Coalition of Essential Schools.
|
|
Palmer carefully considered the effects of the War on the Muslim provinces and was highly critical of the French Administration in their colony nearby Palmer studied the culture, languages and literature of Africa becoming an outstanding Hausa and Arabic scholar and an acknowledged authority on civilisation and literature of Hausa and Fulani. Throughout the Northern Nigeria Protectorate there were then thousands of Muslim schools in which practically the entire time of the pupils was occupied in learning by heart and in writing portions of the Koran. Palmer, who was deeply interested in education, was anxious to improve on this system, and it was natural that he should turn his eyes towards the Gordon College at Khartoum, where important steps had been taken to improve Muslim education in the Sudan. He therefore made an arduous and adventurous journey in 1918 across Central Africa from Borno by way of Wadai and Darfur to the Sudan.
|
|