This document discusses different perspectives on education throughout history. It covers influential thinkers from Rousseau to Dewey and their views on progressive education. The document also contrasts the banking concept of education versus an inquiry-based approach. Charlotte Mason's philosophy of education is mentioned, which emphasized creating an atmosphere, discipline, and life for holistic child development by treating children as persons. The purpose of education is debated as either preparation for the future or a means for self-discovery in the present.

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21. , ,
( 3:11)
“From birth to death, we travel in eternity.
( Broken Trail, 2006)
http://www.mwr.org.tw/life_edu/book02-7.htm

25. Life Scripture

26. Life Scripture
焉 知 你 得 了 王 后 的 位 分 、
不 是 為了現 今 的 機 會 麼 ?
(帖 4:14b)
You have come to a royal position
For Such a Time as This !

29. 1)
2) 1991-1998
;

30. 1) 3) 1999-2002
/ ;
2) 1991-1998
4) 2002-2007
;

32. 2007/05/25; Biola Univ.

33. 2007/05/25; Biola Univ.

34. 2007/05/25; Biola Univ.

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56. ; 2007/05/07

57. ; 2007/05/07
( 8:28)

59. 3 Ps of Home Schooling

60. 3 Ps of Home Schooling
• 2002/01, 3Ps:

61. 3 Ps of Home Schooling
• 2002/01, 3Ps:
1. P / Kids

62. 3 Ps of Home Schooling
• 2002/01, 3Ps:
1. P / Kids
2. P / Moms; 24/7

63. 3 Ps of Home Schooling
• 2002/01, 3Ps:
1. P / Kids
2. P / Moms; 24/7
3. P / Father God

64. 3 Ps of Home Schooling
• 2002/01, 3Ps:
1. P / Kids
2. P / Moms; 24/7
3. P / Father God
• 2002/08, BIOLA ( Bible Institute Of L.A. )

65. 3 Ps of Home Schooling
• 2002/01, 3Ps:
1. P / Kids
2. P / Moms; 24/7
3. P / Father God
• 2002/08, BIOLA ( Bible Institute Of L.A. )
• 2002/12, --

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78. !

80. 2005/12 :

81. 2005/12 :
. .. ( 3:13)
1.

82. 2005/12 :
. .. ( 3:13)
1.

83. 2005/12 :
. .. ( 3:13)
1.
2.
… .( 14:15)

84. !
2005/12 :
. .. ( 3:13)
1.
2.
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85. !
2005/12 :
. .. ( 3:13)
1.
2.
… .( 14:15)

86. Talks & Articles
2008
7/15-- KRC, Pen.
8/15 -- Bay Area (Lu); (Taipei, HK Faith Salon)
9/15 -- BJ.
10/15 -- SuZho, Shanghai-HK-MuJen
11/15 -- Taipei (TBST, WuShing, HongShuLin)
12/15 –- Hualian (Puppet show),
12/30 -- ZhuWei
2009, 01/26 (4 Articles), 03/21--Bay Area ATI

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( Q &A )

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( Q &A )
3:30-5:30 pm

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[ ]
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4.
( Q &A )
3:30-5:30 pm
2009/04/18

99. —
[ ]
1.
2.
3. --
4.
( Q &A )
3:30-5:30 pm
2009/04/18
Denver, CO.

106. vs.

107. vs.
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108. vs.
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109. vs.
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2008/09/28

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2008/09/28

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2008/09/28

112. vs.
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2008/09/28

113. vs.
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(Guarantee, Refund)
2008/09/28

114. vs.
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(Guarantee, Refund)
2008/09/28

115. vs.
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2008/09/28

116. vs.
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(Guarantee, Refund)
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• (Our Town):
2008/09/28

117. vs.
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(Guarantee, Refund)
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• (Our Town):
MIT
2008/09/28

118. vs.
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(Guarantee, Refund)
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• (Our Town):
MIT
(all the education were wasted)
2008/09/28

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• 80s -- , ; ,

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130. 42
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131. 42
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132. 42
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135. Webster’s

137. EDUCA'TION, n. [L. educatio.]

138. EDUCA'TION, n. [L. educatio.]

139. EDUCA'TION, n. [L. educatio.]
• Education comprehends all that series of
instruction and discipline which is intended to
enlighten the understanding, correct the
temper, and form the manners and habits of
youth, and fit them for usefulness in their
future stations.

140. EDUCA'TION, n. [L. educatio.]
• Education comprehends all that series of
instruction and discipline which is intended to
enlighten the understanding, correct the
temper, and form the manners and habits of
youth, and fit them for usefulness in their
future stations.

141. EDUCA'TION, n. [L. educatio.]
• Education comprehends all that series of
instruction and discipline which is intended to
enlighten the understanding, correct the
temper, and form the manners and habits of
youth, and fit them for usefulness in their
future stations.
:
•

142. EDUCA'TION, n. [L. educatio.]
• Education comprehends all that series of
instruction and discipline which is intended to
enlighten the understanding, correct the
temper, and form the manners and habits of
youth, and fit them for usefulness in their
future stations.
:
•
, ;

143. EDUCA'TION, n. [L. educatio.]
• Education comprehends all that series of
instruction and discipline which is intended to
enlighten the understanding, correct the
temper, and form the manners and habits of
youth, and fit them for usefulness in their
future stations.
:
•
, ;

144. EDUCA'TION, n. [L. educatio.]
• Education comprehends all that series of
instruction and discipline which is intended to
enlighten the understanding, correct the
temper, and form the manners and habits of
youth, and fit them for usefulness in their
future stations.
:
•
, ;
.

146. EDUCA'TION, ( cont’.)

147. EDUCA'TION, ( cont’.)
• To give children a good education in
manners, arts and science, is important; to
give them a religious education is
indispensable; and an immense
responsibility rests on parents and guardians
who neglect these duties.
•
; ;

150. • Rousseau (1712-1778) : father of the child-study

151. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry

152. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education

153. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education

154. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
• Friedrich Froebel, 1782-1852

155. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
• Friedrich Froebel, 1782-1852

156. • Rousseau (1712-1778) : father of the child-study
• Paulo Freire--banking concept vs. process of inquiry
• John Dewy–- , progressive education
• Friedrich Froebel, 1782-1852

158. : vs.

159. : vs.
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160. : vs.
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-- (Dewey)

161. : vs.
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162. : vs.
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163. : vs.
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164. : vs.
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Q: , ? ?

165. : vs.
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-- (Dewey)
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Q: , ? ?

166. : vs.
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Q: , ? ?
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167. : vs.
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Q: , ? ?
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•

168. : vs.
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Q: , ? ?
-- --
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172. : ?

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177. : ?
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178. : ?
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179. : ?
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184. 2008/11/5

191. Charlotte Mason (1842-1923)

193. Mason’s

194. Mason’s
, , (an atmosphere, a discipline, a life)
•

195. Mason’s
, , (an atmosphere, a discipline, a life)
•
• (the science of relations)

196. Mason’s
, , (an atmosphere, a discipline, a life)
•
• (the science of relations)
(Children were born PERSONS )

197. Mason’s
, , (an atmosphere, a discipline, a life)
•
• (the science of relations)
(Children were born PERSONS )

198. Mason’s
, , (an atmosphere, a discipline, a life)
•
• (the science of relations)
(Children were born PERSONS )
(Living book)
•

199. Mason’s
, , (an atmosphere, a discipline, a life)
•
• (the science of relations)
(Children were born PERSONS )
(Living book)
•
: Liberal Arts Education for all
•

200. Mason’s
, , (an atmosphere, a discipline, a life)
•
• (the science of relations)
(Children were born PERSONS )
(Living book)
•
: Liberal Arts Education for all
•
(A power )—
•

201. Mason’s
, , (an atmosphere, a discipline, a life)
•
• (the science of relations)
(Children were born PERSONS )
(Living book)
•
: Liberal Arts Education for all
•
(A power )—
•
Either for immense good vs. Disaster.

203. IQ EQ SQ

204. IQ EQ SQ

205. SQ ???

206. SQ ???
IQ EQ SQ
•
SQ
EQ , SQ
SQ

208. IQ EQ SQ GQ

209. IQ EQ SQ GQ

210. IQ EQ SQ GQ
http://www.cosmiccare.org/spirit/Introduce-1.asp

212. vs.

213. vs.
• ,

214. vs.
• ,
vs. ( / ; Caught / Taught )
•

215. vs.
• ,
vs. ( / ; Caught / Taught )
•
(Living Book) vs. (Dead Knowledge)
•

216. vs.
• ,
vs. ( / ; Caught / Taught )
•
(Living Book) vs. (Dead Knowledge)
•

217. vs.
• ,
vs. ( / ; Caught / Taught )
•
(Living Book) vs. (Dead Knowledge)
•
• (IES) vs. (GQ)
(Double Knowledges) :

218. vs.
• ,
vs. ( / ; Caught / Taught )
•
(Living Book) vs. (Dead Knowledge)
•
• (IES) vs. (GQ)
(Double Knowledges) :
Ministry --Being vs. Doing

219. vs.
• ,
vs. ( / ; Caught / Taught )
•
(Living Book) vs. (Dead Knowledge)
•
• (IES) vs. (GQ)
(Double Knowledges) :
Ministry --Being vs. Doing

220. vs.
• ,
vs. ( / ; Caught / Taught )
•
(Living Book) vs. (Dead Knowledge)
•
• (IES) vs. (GQ)
(Double Knowledges) :
Ministry --Being vs. Doing
( 2:13-14)

223. •

224. •

225. •
( 2:52)

226. •
( 2:52)

227. •
( 2:52)
:
•

228. •
( 2:52)
:
•

230. (?)

231. (?)
1.

232. (?)
1.
2.

233. (?)
1.
2.
3. --

234. (?)
1.
2.
3. --
4.

235. (?)
1.
2.
3. --
4.
5.

236. GQ 5 5 -- 6: 6-9
(?)
1.
2.
3. --
4.
5.

239. --
•

240. --
•
( 6:4)

241. --
•
( 6:4)

242. --
•
( 6:4)
•

243. --
•
( 6:4)
•
( 4:6)

244. --
•
( 6:4)
•
( 4:6)

245. --
•
( 6:4)
•
( 4:6)
:
•

253. 1996 /10; Hays, KS.

255. Chinese American
families
2005/07/Sacramento

256. Chinese American
families
2005/07/Sacramento

257. Chinese American
families
2005/07/Sacramento

258. Chinese American
families
2005/07/Sacramento

259. Chinese American
families
2005/07/Sacramento

260. Chinese American
families
2005/07/Sacramento

261. Chinese American
families
2005/07/Sacramento

268. Chinese Home Schooling Families

269. Chinese Home Schooling Families

270. Chinese Home Schooling Families

271. Chinese Home Schooling Families

272. Chinese Home Schooling Families

273. Chinese Home Schooling Families

274. Chinese Home Schooling Families

276.
0 --
1.
2.
: 200 / 289

277. 100 :
:
1.
vs. 2 3
2. :
3. :

278. 50.0
100 :
4. VS. : 37.5
(44 %);
25.0
(36 %)
12.5
(27 %);
0
(9 %
5. : -- ;
: ( : 4)
vs.

279. 1.
2.
3.
4.
5.
6.
7.

280. —
http://www.youtube.com/watch?v=EdinjsDF2HU

282. —

285. =

286. =
=>
•
...
•

291. ...
(
1983 Gardner

293. :

294. :

297. 5=?

299. vs.
•

300. vs.
•
. Data = Knowledge
•

301. vs.
•
. Data = Knowledge
•
• Natural skills not considered.

302. =>
vs.
•
. Data = Knowledge
•
• Natural skills not considered.

308. ......

310. : =>

311. : =>
:
--
–
:
Jumping ship

314. (Whitney High)
•

315. (Whitney High)
•

316. (Whitney High)
•

317. (Whitney High)
•
•

318. (Whitney High)
•
•

319. (Whitney High)
•
•

320. (Whitney High)
•
•

321. (Whitney High)
•
•

322. (Whitney High)
•
•

323. (Whitney High)
•
•
(School of Dreams, Humes, 2003)

325. Parallel Life => Jump ship

326. Parallel Life => Jump ship

327. Parallel Life => Jump ship

328. Parallel Life => Jump ship
•

329. Parallel Life => Jump ship
•

330. Parallel Life => Jump ship
•
( )

331. Parallel Life => Jump ship
•
( )

332. Parallel Life => Jump ship
•
( )

333. Parallel Life => Jump ship
•
( )
• Jump Ship (No Greater Joy Ministry, Michael Pearl)

335. Jumping Ship

336. Jumping Ship

337. •
=
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--
•

340. •

341. •
,
•

342. •
,
•
:
•

343. •
,
•
:
•
,
•
( 4:23)

344. •
,
•
:
•
,
•
( 4:23)

346. 2008

347. 2008

348. 2008

349. 2008

354. Eric Liddell—

355. vs.
Eric Liddell—

356. •

357. •

358. 70

359. 70

360. 70

361. 70

363. •

364. •

365. •
( 30:19)

366. •
( 30:19)

367. •
( 30:19)
•

368. •
( 30:19)
•

369. •
( 30:19)
•

370. •
( 30:19)
•
( 20:5-6 ; 5:10, 7:9; 105:8)

373. 2004 5 5
1.04

376. ( )
( 5:9)

382. 9:23-24

383. 9:23-24
•

384. 9:23-24
•

385. 9:23-24
•
•

388. ( 14:6)
19:14
,
2005/09

393. •

394. •
( 6: 33)

395. •
( 6: 33)

396. •
( 6: 33)
•

397. •
( 6: 33)
•
( 24:15)

401. --2008-06-04
(OBCC1105@Yahoo.com)

403. Future Projects (2009/04/18)

404. Future Projects (2009/04/18)
1. A/V Clips—See you on YouTube

405. Future Projects (2009/04/18)
1. A/V Clips—See you on YouTube
2. 5th article— [ ] : &HS
Living in the Fullness of Covenant Blessings: Healing, Restoration and HS

406. Future Projects (2009/04/18)
1. A/V Clips—See you on YouTube
2. 5th article— [ ] : &HS
Living in the Fullness of Covenant Blessings: Healing, Restoration and HS
3. 2nd Book --Daddy Principles

407. Future Projects (2009/04/18)
1. A/V Clips—See you on YouTube
2. 5th article— [ ] : &HS
Living in the Fullness of Covenant Blessings: Healing, Restoration and HS
3. 2nd Book --Daddy Principles
4. Curriculum—Manual for CCHS parents

408. Future Projects (2009/04/18)
1. A/V Clips—See you on YouTube
2. 5th article— [ ] : &HS
Living in the Fullness of Covenant Blessings: Healing, Restoration and HS
3. 2nd Book --Daddy Principles
4. Curriculum—Manual for CCHS parents
5. NGO --CCHS Asso.

415. /

416. /
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417. /
•
•

418. /
• •
•

419. /
• •
•
•

420. 1.
?
2. ?
3.
?
4.
,
?