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This Concept Map, created with IHMC CmapTools, has information related to: Chapter 5, DILEMMAS OF PRACTICE ???? Teachers must enjoy developing curriculum and be able to grasp and utilize "teachable moments", Chapter 5 Developing Self and Spirit VISION Belief of human goodness to further democratic, non-sexist & multicultural political economic & social institutions, Chapter 5 Developing Self and Spirit BELIEFS & PRACTICES Planning & Evaluations, Chapter 5 Developing Self and Spirit BELIEFS & PRACTICES Learners & Teachers, Chapter 5 Developing Self and Spirit VISION Fosters independence and dependabililty Intrinsic motivation & reward, Child Centered Learning Ideas has European roots. Late 19th Century in the U.S. Theorists Rousseau, Child Centered Learning Ideas has European roots. Late 19th Century in the U.S. Schools/Models open classroom models, Chapter 5 Developing Self and Spirit CRITIQUE, Child Centered Learning Ideas has European roots. Late 19th Century in the U.S. Theorists Colonel Parker, STRENGTH ???? Holistic, fluid approach, Dedication to the "whole child" ???? responsive to the individual needs, Child Centered Learning Ideas has European roots. Late 19th Century in the U.S. Schools/Models Waldorf Model, Child Centered Learning Ideas has European roots. Late 19th Century in the U.S. Schools/Models Dalton Plan, Child Centered Learning Ideas has European roots. Late 19th Century in the U.S. Theorists Montessori, STRENGTH ???? Holistic, fluid approach, Unfolding process ???? encourages ongoing and increasing involvement in life, Child Centered Learning Ideas has European roots. Late 19th Century in the U.S. Theorists Carl Rogers, Colonel Parker influenced John Dewey, WEAKNESS ???? No goals, Chapter 5 Developing Self and Spirit VISION Well rounded development of heart, mind & spirit Lifelong learning