服装
发表于 2025-3-21 19:35:41
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世俗
发表于 2025-3-21 20:36:36
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不怕任性
发表于 2025-3-22 04:08:35
Attention, Space, Time, and ‘Education’he fundamentals of mind, which serve as the grounding for the reconstruction of ‘education’. The chapter engages the reader in a series of mindfulness practices, which lead us to develop ‘the matrix of mind’. This matrix grants us with a twofold orientation of attention in space: . (.) or . (.) and
Optic-Disk
发表于 2025-3-22 05:19:26
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墙壁
发表于 2025-3-22 09:18:49
‘Knowledge’ and the ‘Curriculum’ in Time and Space of the question ‘what is knowledge?’ ‘Knowledge’ results as what ‘society’ agrees to call ‘knowledge’, which brings contingency into ‘education’ and into our ‘curricular’ deliberations. In our . ‘society’, ‘curricular knowledge’ resides . within ideas that can be mobilized over .. The ‘social curri
BALE
发表于 2025-3-22 15:07:51
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扩音器
发表于 2025-3-22 17:38:16
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BALK
发表于 2025-3-22 22:30:21
The ,ess. In every moment this brain-mind-body faces the ultimate curricular question: ‘what ought I attend out of all that is possible?’ Based on cognitive theory, this chapter examines what is my brain-mind-body’s curricular agenda, and how are we ‘educated’ by it? This entails both an exploration of t
钳子
发表于 2025-3-23 04:39:44
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反话
发表于 2025-3-23 08:48:55
The ,he . that differ in terms of their different capabilities, identities, and agencies. The . grants us with . and enables us to articulate contemplative experiences. Its agency however, is bound by discourse and language. The . is post-discursive and can detach from language. Its agency lies in . The