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| | [http://de.wikieducator.org/Benutzer:Philbartle Deutsch]</span> | | [http://de.wikieducator.org/Benutzer:Philbartle Deutsch]</span> |
| | + | <span style="background:#99FFFF"> |
| | + | [http://el.wikieducator.org/χρήστης:Philbartle Ελληνικά]</span> |
| | <span style="background:#FFFF99"> | | <span style="background:#FFFF99"> |
| | [http://www.wikieducator.org/User:Philbartle English]</span> | | [http://www.wikieducator.org/User:Philbartle English]</span> |
| | <span style="background:#FFBBFF"> | | <span style="background:#FFBBFF"> |
| − | [http://fr.wikieducator.org/Utilisateur:Philbartle Français]</span> | + | [http://fr.wikieducator.org/Utilisateur:Philbartle Français]</span> |
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| | + | [http://it.wikieducator.org/Utente:Philbartle Italiano]</span> |
| | <span style="background:#DD77DD"> | | <span style="background:#DD77DD"> |
| | [http://po.wikieducator.org/Użytkownik:Philbartle Polski]</span> | | [http://po.wikieducator.org/Użytkownik:Philbartle Polski]</span> |
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| | [http://tl.wikieducator.org/Gumagamit:Philbartle Tagalog]</span> | | [http://tl.wikieducator.org/Gumagamit:Philbartle Tagalog]</span> |
| − | | + | <span style="background:#FFCCC0"> |
| | + | [http://te.wikieducator.org/ఉపయూక్త:Philbartle తెలుగు]</span> |
| | [[Imagen:PB-hea-s.gif|center]] | | [[Imagen:PB-hea-s.gif|center]] |
| − | <center>http://www.scn.org/mpfc/index.htm | + | <center>http://cec.vcn.bc.ca/mpfc/index.htm |
| − | <Font color="#0044CC"><Font size="+1">Just try it; we (your community) will support you.</Font></Font> | + | [[Imagen:PB-barbel.gif|80px|center]] |
| | + | <Font color="#001188"><Font size="+1">'''Pruébalo, nosotros (tu comunidad) te apoyaremos'''</Font></Font> |
| | </center> | | </center> |
| − | [[Imagen:PB-barbel.gif|80px|center]]
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| | {{Infobox_personal | | {{Infobox_personal |
| | |Nombre = Phil Bartle | | |Nombre = Phil Bartle |
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| | |Ocupación = Retirado | | |Ocupación = Retirado |
| | |Nacionalidad = [http://www.youtube.com/watch?v=9z-xqIFX5Po Canadiense] | | |Nacionalidad = [http://www.youtube.com/watch?v=9z-xqIFX5Po Canadiense] |
| − | |País= [[Imagem:Flag_of_Canada.svg|30px]] [http://es.wikipedia.org/wiki/Canada Canadá] | + | |País= [[Imagen:Flag_of_Canada.svg|30px]] [http://es.wikipedia.org/wiki/Canada Canadá] |
| | |Empleador = jubilado | | |Empleador = jubilado |
| − | |Otras actividades = Fundador del [http://www.scn.org/mpfc/collects.htm Colectivo de Potenciación Comunitaria] | + | |Otras actividades = Fundador del [http://cec.vcn.bc.ca/mpfc/collects.htm Colectivo de Potenciación Comunitaria] |
| | |Email = cmpbartle@gmail.com | | |Email = cmpbartle@gmail.com |
| | |Boxes = {{Usuario_WikiVecino}} | | |Boxes = {{Usuario_WikiVecino}} |
| | |WM3 = Pschlicht | | |WM3 = Pschlicht |
| | }} | | }} |
| − | <br />
| + | ==Enlaces Rápidos== |
| − | [http://es.wikieducator.org/Usuario:Philbartle/My_Profile Mi perfil]<br /><br /> | + | [http://es.wikieducator.org/Usuario:Philbartle/My_Profile Mi perfil]<br /> |
| − | <br /> | + | [http://es.wikieducator.org/Usuario:Philbartle/OER REA (Recursos Educativos Abiertos) ]<br /> |
| − | [http://es.wikieducator.org/Usuario:Philbartle/OER OER (Recursos Educativos Abierto) ]<br /><br /> | + | [http://wikieducator.org/User:Philbartle/Collective Collective]<br /> |
| − | <br /> | + | [http://es.wikieducator.org/Usuario:Philbartle/2020 2020]<br/> |
| − | [http://wikieducator.org/User:Philbartle/Collective Collective]<br /><br /> | + | [http://es.wikieducator.org/Usuario:Philbartle/Sandbox My Sandbox]<br /> |
| − | <br />
| + | [http://www.wikieducator.org/Featured_L4C_Participant:Phil_Bartle Featured L4C Participant]<br /> |
| − | <br /> | + | [http://es.wikieducator.org/Usuario:Philbartle/Archivos03 Archivos 3]<br /> |
| − | [http://es.wikieducator.org/Usuario:Philbartle/Sandbox My Sandbox]<br /><br /> | + | [http://es.wikieducator.org/Usuario:Philbartle/Archivos02 Archivos 2]<br /> |
| − | <br /> | + | [http://es.wikieducator.org/Usuario:Philbartle/Archivos Archivos 1]<br /> |
| − | [http://www.wikieducator.org/Featured_L4C_Participant:Phil_Bartle Featured L4C Participant]<br /><br /> | + | [[Image:PB-an-ini.gif]] |
| − | <br /> | + | |
| − | [[Image:PB-an-ini.gif]]<br /> | + | |
| − | <br />
| + | |
| | | | |
| − | ==Los sermones de Phil== | + | ==Los sermones== |
| | | | |
| − | <span style="color:blue"><center>'''Si el entrenador realiza las flexione'''s''',<br /> | + | <span style="color:blue"><center>'''Si el entrenador hace las flexiones,'''<br /> |
| | '''El atleta no se hará más fuerte'''</center></span> | | '''El atleta no se hará más fuerte'''</center></span> |
| | | | |
| − | Mis pensamientos ocasionales sobre el WikiEducador y su comunidad
| + | ===Sermón de Jonny de abril=== |
| | + | {{Traducido_por|Adolf85 Adolfo Fulco}} |
| | + | <br/><br /> |
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| − | Traducido por
| + | Si bien el primer lugar al que iría al quebrarme un hueso es al que tenga medicina amparada por las Asociaciones Médicas, los puntos ciegos de la medicina convencional canadiense son desesperantes para aquellos que sufren más que nada de problemas médicos internos. Las manifestaciones que se leen como síntomas de reacciones alérgicas están erróneamente identificadas como enfermedades, y cualquier tratamiento que se lleve a cabo está diseñado para cubrir esos síntomas en lugar de solucionar el problema subyacente.<br/> |
| | + | Mientras que en Europa, partes de América Latina y otros lugares del mundo se está incorporando modelos de salud preventiva como la Neuropatía y la Homeopatía en sus sistemas de atención médica de pagador único, el retrógrado gobierno de Canadá está privatizando y reduciendo de manera progresiva la cobertura de medicina preventiva.<br/> |
| | + | Con el intento de los líderes canadienses de seguir un camino extravagante caracterizado por el pensamiento cortoplacista propio del estilo estadounidense, nuestros esfuerzos nacionales se aplican en “civilizar” tierras extranjeras por medio de la ocupación y el derramamiento de sangre, mientras que China muestra su liderazgo con iniciativas positivas como su sistema de trenes de alta velocidad que pasan por 17 países en Asia y Europa.<br/> |
| | + | La sociedad norteamericana está siendo llevada por mal camino hacia la fragmentación y el retroceso mientras que otros continentes crecen, prosperan y triunfan. La gente necesita organizaciones, conocimiento y fuerza para poner a los respectivos barcos del estado de nuevo en sus cursos éticos. |
| | | | |
| | + | ===Sermón de Jonny de marzo=== |
| | + | {{Traducido_por|Adolf85 Adolfo Fulco}} |
| | + | <br/><br /> |
| | | | |
| − | *► '''Alms, Altruism and Strength'''. In the Community Empowerment methodology, there is an apparent paradox in that we argue against alms and other forms of charity which weaken the recipient community or organism. In contrast, when we identify the sixteen elements of strength of an organization or community, altruism is at the top of the list (alphabetically).
| + | '''"Blanco legítimo"'''<br/> |
| | | | |
| − | :◊ The major element in the difference is whether the organism is giving or receiving the charity. Giving is not only easier than receiving; it makes you stronger.
| + | Mi pareja Amanda hace poco concurrió a un Foro para Indígenas en el Hotel Empress en Victoria centro. Al momento de entrar, dos personas desconocidas para Amanda (una era una mujer joven de unos veinte años, la otra un hombre de unos cuarenta y tantos), y que seguramente no se conocían entre ellos, manifestaron hostilidad racial. |
| | | | |
| − | :◊ For over half a century, bilateral (government to government) aid to Africa was based on charity and the result has been increased poverty, more dependency, a climb in corruption, and a decline in good governance. When you give alms to a beggar, you train her or him to be a beggar. In community work, in contrast, when you encourage a community to find its own resources, to plan its own future, and to act, then it becomes stronger and more self reliant.
| + | De maneras distintas (una amagó con escupirla, la otra hizo un "llamado indio" como los de las películas western) estas dos personas blancas de forma espontánea y separada transmitieron algo de odio a Amanda, que luce visible e inequívocamente como una persona nativa. |
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| − | :◊ How does this relate to open and free education? Or is it more than one way? Some people might argue that if you provide people with free education (like those teachers who have had people sitting in the back of the class with their arms folded, their feet up and daddy is paying the bill to babysit them until they know what they want in life), that if you give them free education they will think it is worth every penny they spent on it. In my varied teaching career, I have taught students in a penientiary and I have had students at different levels in Africa and it was so noticable that those students demonstrated more respect, and they did so much better in their studies.
| + | Tal vez estaban alcoholizados y actuaban como tontos, y no tuvieron malas intenciones. A las 9 a.m. un día de semana, no lo creo. Aunque tal vez no lo sabían, estos dos estaban manifestando la animosidad con la que se creó el sistema de gobierno de Canadá. Transmitido de generación en generación como parte de la cultura, el odio a los nativos aún lo podemos encontrar en cualquier lugar todos los días.<br/> |
| | | | |
| − | :◊ We aim to provide educational resources for every level from K to PhD, vocational, professional and academic. Does this mean we are providing charity and weakening or that we are making opportunities and assisting in providing strength? Does OER contribute to strength or weakness?
| + | La mañana que vivió Amanda le hizo recordar que a pesar de las falsas intenciones de los funcionarios de incluir a algunos canadienses nativos en las Olimpiadas que se llevaron a cabo cerca de aquí, y que a pesar de la disculpa oficial dada el año pasado por las atrocidades cometidas en la escuela residencial para personas autóctonas, e incluyendo la tasa de mortalidad ampliamente reconocida del 50%, ser visiblemente nativo en Canadá aún hace que uno sea un "blanco legítimo". |
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| − | :◊ The answer to this dilemma comes from our animal characteristics, that our offspring are born or hatched weak and helpless. They need nurturing and the opportunity to play so as to learn how to survive and thrive. It also looks like that it applies at all ages, not only the young. In a complex social system as we have in human society, education is an important element of that play. When we play and learn, we become stronger. If society as a whole takes on the responsibility to provide the environment and necessary utensils for that play, then we become stronger. OER takes the provision of educational resources out of the hands of profit oriented organizations, and makes it available to all of us. We all get stronger.--[[User:Philbartle|Phil Bartle]] 16:20, 3 September 2009 (UTC)
| + | ===Sermón de Jonny de febrero=== |
| | + | {{Traducido_por|Killianlan Killian Alexander Lansingh}} |
| | + | <br/><br /> |
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| | + | Hermanos y hermanas, la clase rica y elite solo quiere una cosa: ¡todo!. El mundo necesita potenciar la comunidad más que nunca, necesitamos ser los suficientemente fuertes para defender y ampliar/mejorar nuestras instituciones públicas y nuestro bienestar.<br /> |
| | + | Trabajo medio tiempo como taxista, y este empleo, sumado a mi amor por conversar, me ayudó a conocer personas increíbles en el taxi. He discutido la invasión de Estados Unidos a Granada de 1983 con una persona de Granada que sobrevivió y con un agente del gobierno británico que participó.<br /> |
| | + | El taxi me ofrece una gran oportunidad para interactuar con gente de una manera relajada y natural, y aprender sus historias. Lo que los sociólogos llaman una "entrevista cualitativa profunda" ocurre muy naturalmente en una largo viaje al aeropuerto.<br /> |
| | + | "Qué acento interesante" descubre los orígenes nacionales, y funciona mucho mejor que "De dónde eres". La segunda pregunta puede alarmar, porque puede ser interpretado como un desafío o un ataque como los de los xenófobos, racistas y nacionalistas. <br /> |
| | + | Feliz Febrero para todos.<br /> |
| | + | <br /> |
| | + | Jonny Gentille<br /> |
| | + | Director<br /> |
| | + | Junta Directiva<br /> |
| | + | Community Empowerment Collective<br /> |
| | + | [http://www.jonflash.com/ Jonny Flash Web Site] |
| | | | |
| − | Previous rants:
| + | ===Sermones anteriores=== |
| | | | |
| − | *► '''Alms, Altruism and Strength'''. In the Community Empowerment methodology, there is an apparent paradox in that we argue against alms and other forms of charity which weaken the recipient community or organism. In contrast, when we identify the sixteen elements of strength of an organization or community, altruism is at the top of the list (alphabetically).
| + | [http://es.wikieducator.org/Usuario:Philbartle/Archivos03 Archivos 3]<br /> |
| | | | |
| − | :◊ The major element in the difference is whether the organism is giving or receiving the charity. Giving is not only easier than receiving; it makes you stronger. | + | [http://es.wikieducator.org/Usuario:Philbartle/Archivos02 Archivos 2] |
| | | | |
| − | :◊ For over half a century, bilateral (government to government) aid to Africa was based on charity and the result has been increased poverty, more dependency, a climb in corruption, and a decline in good governance. When you give alms to a beggar, you train her or him to be a beggar. In community work, in contrast, when you encourage a community to find its own resources, to plan its own future, and to act, then it becomes stronger and more self reliant. | + | [http://es.wikieducator.org/Usuario:Philbartle/Archivos Archivos 1] |
| | | | |
| − | :◊ How does this relate to open and free education? Or is it more than one way? Some people might argue that if you provide people with free education (like those teachers who have had people sitting in the back of the class with their arms folded, their feet up and daddy is paying the bill to babysit them until they know what they want in life), that if you give them free education they will think it is worth every penny they spent on it. In my varied teaching career, I have taught students in a penientiary and I have had students at different levels in Africa and it was so noticable that those students demonstrated more respect, and they did so much better in their studies. | + | {|cellpadding="5" cellspacing="6" style="width:100%;background:#FFFFFFFF; border-style:solid; border-width:1px; border-color:#000077;" |
| − | | + | | width="100%" valign="top" style="padding: 0; margin:0px;" | |
| − | :◊ We aim to provide educational resources for every level from K to PhD, vocational, professional and academic. Does this mean we are providing charity and weakening or that we are making opportunities and assisting in providing strength? Does OER contribute to strength or weakness? | + | |
| − | | + | |
| − | :◊ The answer to this dilemma comes from our animal characteristics, that our offspring are born or hatched weak and helpless. They need nurturing and the opportunity to play so as to learn how to survive and thrive. It also looks like that it applies at all ages, not only the young. In a complex social system as we have in human society, education is an important element of that play. When we play and learn, we become stronger. If society as a whole takes on the responsibility to provide the environment and necessary utensils for that play, then we become stronger. OER takes the provision of educational resources out of the hands of profit oriented organizations, and makes it available to all of us. We all get stronger.--[[User:Philbartle|Phil Bartle]] 16:20, 3 September 2009 (UTC) | + | |
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| − | *► '''Agricultural Revolution, Culture and Open Education'''. Without doubt, the most profound event in the history and development of human beings was and is the Agricultural Revolution. Without it we were gatherers and hunters living in small bands. With it we developed complex social organization, cities, states, industry, the Internet, increasingly faster production of new inventions and technology, and the creation of complex ideas and perspectives.
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| − | :◊ If we look at the classical Greek teachers, we see a frequent reference to education as cultivation (eg Epicurus) using an agricultural metphor to describe and analyse learning and teaching.
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| − | :◊ We usually see the process of education as one of transferring ideas, knowledge, skills and wisdom. Here let us also use an alternative approach which sees education as caring and cultivating. This approach tends to emphasize moral development (although not exclusively) and the idea that our minds are like gardens or farms. We grow and develop organically, and what is needed is the nutrients, sun and water, not a forceful moldling of our ways of thinking.
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| − | :◊ If agriculture has had such a revolutionary effect on human society, think what education, as a form of cultivation, is doing to humanity.
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| − | :◊ If we see our developing of open and free educational resources, not only for the transfer of kowledge, but also for the care and cultivation of the learners, then we will be contributing to a new and incredibly valuable body of knowledge and understanding in this world. Some anthropologists have argued that it was not so much the domestication of plants and animals which transformed us, but our domestication of ourselves. The cultivation of ourselves, as learners, knowing that teaching and learning is best if a two way process, will take us, as they say in Star Trek, where no one has gone before.
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| − | :◊ I see education as a gardening process, and the development of free and open education as a revolutionary process that will have as important an effect on humanity as the agricultural revolution. The force is not only with us; we are The Force.
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| − | : --[[Usuario:Philbartle|Phil Bartle]] 12:35 28 ago 2009 (UTC)
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| − | earlier rants:
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| − | *► '''Epistemology''': It might be time to add a few questions about epistemology (how we know) to our discussions on WikiEducator. Lots of good debate on "How do we learn?" and its converse (but not its mirror image), "How do we teach?" Now we should ask, "How do we know?" If we learn something, how do we know if and when we know? If we teach something, how do we know if and when the taught know?
| + | |
| − | :◊ In classical Epistemology we have only four ways of knowing: (1) Observing (sensing, empiricism), (2) Logic (calculating, reason), (2) Belief (faith, worldview), and (4) Authority (Mommy said so). While we educators pay much lip service to our students discovering for themselves (by logic or observation), we rely considerably instead on Authority (because we, or the text book, said so). | + | |
| − | :◊ There are issues, problems and criticism for each of the four ways. Observation: we have no way of being certain that what you sense is what I sense, even if we give it the same name, and no objects, including observers, can occupy the same space at the same time, so everyone has a unique observational experience. Reason: There is nothing intrinsic abut two when we see two apples; the "twoness" is in our minds. Belief: If you do not believe in dwarves, that makes you a dwarf atheist. Authority: proselytisers for a particular belief cite some Authority, usually a book, omitting to mention that all books are written by human beings.
| + | |
| − | :◊ Now how does all this relate to open and free educational resourses, which is what we are all about? Is learning different for the four ways? Should our teaching be different? I once taught at a seminary and noticed then that the teachers of religion ("our kind" of course) did not like to take a critical and epistemological look at beliefs, like the creed, or that God exists, because Authority and belief have neither logic nor witness to back them up. No wonder they talked about sheep as a role model.
| + | |
| − | :◊ We often forget that there is no finite amount of right knowledge, and what we know as a society constantly changes. There is no right answer. Administrators in schools and colleges, however, ask us for a course outline that portrays a finite quantity of information as the curriculum. There is no curriculum!
| + | |
| − | :◊ What is the lesson to be learned here? The solution? We should always promote unorthodox methods of learning and teaching on WikiEducator and in the classroom. Those lacking courage and creativity will revert to the orthodox. Not all new methods will work, but a key feature of WikiEducator is collaboration. We can help each other in developing new methods. Let us keep on so long as we are having fun. --[[User:Philbartle|Phil Bartle]] 07:32, 20 August 2009 (UTC)
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| − | *► '''Education and Empowerment'''. An important element of the reasoning behind community empowerment is that charity weakens. If we do everything for a poor community, then it does not get stronger. It becomes dependent upon our charity. This is not universal. There are times and places where charity is necessary and does not weaken. During a disaster, emergency response requires charity to ensure the people can survive (but it must end when it should). If a person becomes blind, it would be charity to read to that person, and that does not make the person more dependent. Most of the Aid to Africa, especially bilateral (government to government), in contrast, is based on charity, and it encourages corruption, inefficiency, and it releases more resources for war and oppression.
| + | |
| − | : When we support open and free education, are we contributing to charity which weakens? We should think about this, because WikiEd and similar endeavors now comprise a major thrust in providing education which is free. I do not think so. There is charity and there is charity. The young of animals need nurturing until they become adults, and the higher up the phylum, the more complex they are, the more nurturing they need. Humans now need education to survive (and to reproduce physically and culturally). Education has been available to the privileged of the world, and it has not weakened them, to the best of my knowledge. If we nurture the young and vulnerable, allow them to play and grow strong and skilled, then they will develop the strength they need to carry on to reproduce.
| + | |
| − | : The OER (Open Educational Resources) that are made available freely on sites like WikiEducator, provide the tools to allow the young to play and get skilled, no matter in what part of the world they originate and, most importantly, in spite of the historical disadvantages they might have had. --[[User:Philbartle|Phil Bartle]] 03:25, 21 July 2009 (UTC)
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| − | | + | |
| − | [http://es.wikieducator.org/Usuario:Philbartle/Archivos Archivos]
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| | ==Utilitidades== | | ==Utilitidades== |
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| − | <span style="color:#111199">'''Son Ias: {{CURRENTYEAR}} {{CURRENTMONTHNAME}} {{CURRENTDAY}}, {{CURRENTDAYNAME}}''' <br/> | + | <span style="color:#000088">'''Son Ias: {{CURRENTYEAR}} {{CURRENTMONTHNAME}} {{CURRENTDAY}}, {{CURRENTDAYNAME}}''' <br/> |
| | '''Hoy es {{CURRENTTIME}}, Zulu (ie. at Greenwich)'''</span><br /> | | '''Hoy es {{CURRENTTIME}}, Zulu (ie. at Greenwich)'''</span><br /> |
| | + | |
| | + | [http://wikieducator.org/User:Philbartle/Tutorials '''Tips and Recommendations'''] |
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| | ===Contactos frecuentes=== | | ===Contactos frecuentes=== |
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| − | '''Nuestra pandilla, y amig@s de Potenciacion Comunitaria'''
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| | <center> | | <center> |
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| | ! [http://es.wikieducator.org/Usuario:Philbartle Phil Bartle] | | ! [http://es.wikieducator.org/Usuario:Philbartle Phil Bartle] |
| | + | ! [http://es.wikieducator.org/Usuario:Valmule Valeria Mulé] |
| | ! [http://es.wikieducator.org/Usuario:Crisvasal Cristina Varela] | | ! [http://es.wikieducator.org/Usuario:Crisvasal Cristina Varela] |
| − | ! [http://es.wikieducator.org/Usuario:Valmule Valeria Mulé]
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| | ! [http://es.wikieducator.org/Usuario:María María Seijo] | | ! [http://es.wikieducator.org/Usuario:María María Seijo] |
| | + | ! [http://es.wikieducator.org/Usuario:Killianlan Killian Alexander Lansingh] |
| | + | ! [http://es.wikieducator.org/Usuario:GSG Garirayga Sosa Gil] |
| | + | |- |
| | + | ! |
| | + | ! [http://es.wikieducator.org/Usuario:Emarzan Elena Marzan] |
| | + | ! [http://es.wikieducator.org/Usuario:Giani Laura Gianina Carballo] |
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| − | ! <font color="#446655">''Amig@s'':</font>
| + | | <font color="#111199">''Amig@s'':</font> |
| | ! [http://es.wikieducator.org/Usuario:Chela5808 Gladys Gahona] | | ! [http://es.wikieducator.org/Usuario:Chela5808 Gladys Gahona] |
| | ! | | ! |
| | |} | | |} |
| | </center> | | </center> |
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| − | ===Tips y Sugerencias===
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| − | [http://wikieducator.org/User:Philbartle/Tutorials '''Tips and Recommendations''']
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| | ===Comentarios de mis Wikivecinos=== | | ===Comentarios de mis Wikivecinos=== |
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| − | Por favor, escribe tus comentarios en la sección de Debates. Pincha en "Debate" en la parte superior de esta página.--[[Usuario:Philbartle|Phil Bartle]] 03:07 3 may 2009 (UTC) | + | Por favor, escribe tus comentarios en la sección de Debates. Pincha en "Debate" en la parte superior de esta página |
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| | + | {{TEP}} |
| | [[Category:Equipo de traduccion]] | | [[Category:Equipo de traduccion]] |
| | [[Category:Potenciación Comunitaria]] | | [[Category:Potenciación Comunitaria]] |
| − | [[Category:Canada]]
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| − | [[Category:Equipo de traduccion]]
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