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A work–life balance is bidirectional; for instance, work can interfere with private life, and private life can interfere with work. This balance or interface can be adverse in nature (e.g., work–life conflict) or can be beneficial (e.g., work–life enrichment) in nature. [1] Recent research has shown that the work-life interface has become ...
Educational essentialism is an educational philosophy whose adherents believe that children should learn the traditional basic subjects thoroughly. In this philosophical school of thought, the aim is to instill students with the "essentials" of academic knowledge, enacting a back-to-basics approach.
Unschooling is a range of educational philosophies and practices centered on allowing children to learn through their natural life experiences, including child directed play, game play, household responsibilities, work experience, and social interaction, rather than through a more traditional school curriculum. Unschooling encourages ...
Another definition characterizes philosophy as thinking about thinking to emphasize its self-critical, reflective nature. [31] A further approach presents philosophy as a linguistic therapy. According to Ludwig Wittgenstein , for instance, philosophy aims at dispelling misunderstandings to which humans are susceptible due to the confusing ...
Irish poet Patrick Kavanagh championed a "right simplicity" philosophy based on ruralism in some of his work. [32] George Lorenzo Noyes, a naturalist, mineralogist, development critic, writer, and artist, is known as the Thoreau of Maine. He lived a wilderness lifestyle, advocating through his creative work a simple life and reverence for nature.
The "life" aspect of the work-life balance is often taken to mean parenting. Non-parents, including the childfree, are thus assumed to be career-focused and willing to work extra time, which is not necessarily the case. What they do with their free time is not considered as important. [91]
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The School and Society was republished in Britain almost immediately, in 1900. Global influence followed; the book was read by proponents of progressive education worldwide. The work was cited by Édouard Claparède who helped shape a progressive éducation nouvelle in Geneva, Switzerland, in the years leading up to the first world war.