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Gallegos Nava

Ramon Gallegos Nava pedagogical books emphasize the influence that primary education holistic, the Mystic heart of them resides in the perennial philosophy in free formats transcendental spiritual wisdom that has been present throughout human history in different cultures and eras, beyond institutional forms and specific practics that religions have assumed (the spirit of education p. 107). Appears again the universal love expressed in the perennial philosophy as the spirit that uses the educator holistic as a basic tool to not fall in reductionism, or dogmatic or selfishness and other pathologies that disturb us and we don’t like; rather, this instrument is like a soft murmur that wraps us in a vision of peace, of gratitude to life and a full presence of spirit energizing to help us to ourselves and to others. It says: The spirit exists, God exists, the spirit is within us (but we are asleep); output for this state of unconsciousness there is () the end of suffering leads to understanding towards other beings in the written educational work of Ramon Gallegos Nava is recognized as one of the main influences in the holistic educational model, the emergence of new paradigms based on new discoveries and theories – the relativity, for example – that convincingly refuted materialistic schemas, determinists, reductionist that emerged in the seventeenth and eighteenth centuries. Some of the theories in reference are the holographic theory of Karl Pribram, theory. Ecoeconomica of Heizel Henderson, of the new culture of Marylin Ferguson, of the order involved in David Bohn, the ecoeducacion of Fritjof Capra, the hypothesis James Lovelock of Gaia’s multiple intelligences of Howard Gardner, of Rupert Sheldrake’s Morphic fields with many of these personalities and many others not mentioned even in this trial, has had Ramon Gallegos dialogues; themselves that they have strengthened the livelihood of holistic education. A constant of Ramon Gallegos is the theme of integral, necessary education to overcome training reductionist mechanistic school forged over the past two centuries because it was only attending one or a few dimensions of the human being and one or a few whole levels.

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