/edu/ - Education

>>11551
Optimal for what? Sitting in front of the computer all day?

>>11551
Doing cardio eating healthy and having a normal bmi
Bodybuilding is not healthy for the body

>>11554
if you want to build some muscle mass to be strong or for asthetic reasons thats no problem but do it in a healthy way

>>11551

You should be able to see your abs in good lighting.

man liberals love giving fascists attention and publicity

>>11434
Hey sir, can you post the intended curriculum here for laughs? Many of us don't truly understand the American Experience™ and this could help shed some light on it.
(Don't share anything that would be too specific to your location/school: I'm assuming it's a state-wide curriculum like we have here)

>>11447
I had one who was never explicit in his beliefs but was evidently 'left'-leaning. There was an optional activity after his lectures (night time) where he would put on films, some were comedies or culturally significant to our field of science, but many were thought-provocative like the Enron documentary (Smartest Men in the Room), 12 Angry Men, etc. and would occasionally hint at ideas of collaboration and social constructiveness in his talks. In an analytical field, it was clear he was someone who could see problems in the systems we have and why they fuck everything up for us professionally (think of the whistleblowers in the Challenger disaster that were ignored, resulting in loss of life). There was even a tutorial dedicated to rhetoric, because 'being correct or right doesn't mean anything if you can't get your boss to listen to you', and discussion dedicated to the risks and potential strategies of whisteblowing. Not comparable to what you said but a potential eye-opener, and not one that could get you fired either.
As he would say, he wasn't an educator, he was a teacher.

Teach them Victims of Communism but explicitly list Nazi soldiers as the dead

>>11442
>I think you want to emphasize the origin of the bourgeois republic in the absolutist state apparatus. Germany's civil service had a near seamless transition.
That sound sinteresting, give OP some books he could cite
>You could teach some classical economics as a gateway to the LTV.
Based
>What if you simulated an economic cycle but most students were workers and some stakeholders? You could tie both into each other, as the coordination of funds is the most important aspect of the stock market.
That will be too on the nose and risky

>>11520
Well it's important not to objectify or dehumanize the victims by merely treating them as numbers, as educators tend to do. I recommend OP also explore who these victims were and what they did.

>>11521
>give OP some books he could cite
PDF related is where I read about the German civil service. At least in European history the change from constitutional monarchy or absolutism to bourgeois democracy was less of a rupture as it is often made out to be. The point is to sidestep the "muh freedom" line of argument and accurately portray a transformation of the state apparatus. For US history this could mean focusing on the economic causes for the civil war.
>That will be too on the nose and risky
Then what is the bourgeois position on the stock market. That it's all fun and games?

https://web.archive.org/web/20220429121406/https://leftypol.org/leftypol/res/915690.html
https://leftypol.org/dead/res/2734.html
Personally I think it was ok, people think it refuted Marx or something but it doesn't. I don't see why people fight over whether cavemen only traded stuff with each other based on their immediate personal needs or not, even kids trade toys just for the sake of trading those gained with someone else.

I liked it but I'm an anarchist. It's an academic book so it can get a little overwhelming at parts with the endless cultures and their little rituals and ways of life. It's not propaganda but they do argue that there are alternatives to what we have now. From what I read it was meant to "make space" for subsequent books but I guess that's out of the window now…

>>7965
giga-based

Here's some major documents and material by CPI (ML) People's War
https://bannedthought.net/India/CPI-ML-PW-Docs/PW-EducationalMaterials/index.htm

Also here's a detailed explanation of the history of Sri Lanka from a Marxist perspective by Comrade Shanmugathasan

A very detailed explanation of the history of the Indian state of Karnataka from a Marxist Perspective by Comrade Saki

>>11049
I like Byung-Chul Han, but he does go on some Hegelian and Heideggerian tangents that are nigh impenetrable if you're not already acquainted with the stuff (and even then…). Graeber is fine though, but maybe some of his other works might be more interesting?

>>11066
This is a fun one.

I've been reading this document on the history of the PLP, and this passage stuck out to me:

>SNCC was critical of the non-violent King leadership, but correctly united with him during the mass campaigns like the 1963 March on Washington, the 1964 Mississippi Freedom Summer and the 1965 Selma demonstrations. In the heyday of this phase of the movement (1961-1965) PL was far too small to be considered as a useful ally for SNCC, which had at one point 700 full-time cadre, more than 90% Black and 50% working class, and directly led more than 150,000 Black people in SNCC chapters or in allied organizations, like the Mississippi Freedom Democratic Party. PL, on its part, was turned off by SNCC’s official non-violent policy. (In practice, however, especially in Mississippi SNCC cadre were involved in armed self-defense; the PL leadership was largely ignorant of what was really going on in the South.) PL’s members were tied to New York City and either too ignorant of what was going on or too arrogant towards the Southern struggle to participate in the struggle as rank and file SNCC cadre.

Given that I'm also dealing with eager urban kids, I want to make sure that they don't fall into the same traps of being eager to act with fellow comrades in a different region but being too ignorant to act properly. Is there anything I can teach them in that regard other than the obvious "Get debriefed by local comrades"?

>>11448
Link, of course: https://www.marxists.org/history/erol/1960-1970/5retreats/chapter3.htm

>>11448
>Is there anything I can teach them in that regard other than the obvious "Get debriefed by local comrades"?
Not really, other than "You're here to support them, not take over for them" or something to that effect.
People get enthusiastic but need to temper their egos and idealism.

Mein Kampf

Giovanni Gentile

Look interesting. I don't have the know-how to contribute anything, but I would read the stuff on there.

>>11099
Video unavailable
This video is no longer available because the YouTube account associated with this video has been terminated.

How the fuck does one learn a language. It feels like no matter how much I try, the target language is near incomprehensible.

>>11362
I can only speak from my experience of learning English in secondary education:
You need to avoid the trap of instinctively translating into your native language and accept a languages vocabulary as distinct words, then maybe build their meaning of association with several words from your native language. This becomes easier, when you can judge singular unknown words from their context. Even words with direct correspondence will often have slightly different connotations. (Compare steel with the German equivalent Stahl. They describe the same object, yet when used symbolically, the English word has a lighter connotation, that may also describe intense mental preparation (to steel yourself). In contrast Stahl sounds more war-like. I associate the English word with bluish, flexible steel and the German word with a gray, hard and durable material.)
While reading, you need the words to make sense without translating and while writing, you need the words to closely describe what you are thinking. If your thoughts often involve language, you might also try forcing yourself to think in the language you want to learn. You may later find the ability to voice thoughts in this language useful, if it has more accurate descriptors for a topic than your native language.

I just read The Ignorant Schoolmaster. Is it actually viable to learn a language using 2 versions of Telemachus and a dictionary or is it more of a meme, now that most languages have freely accessible tutoring material?

>>9048
>>9049
critical period is a meme. you can still learn almost entirely by immersion (with cramming vocab being optional, but helpful) way into your adulthood (see stephen krashen, the norsk experiment, ajatt/mia, and so on, and so on). the "just read more" meme from /djt/ is literally true. millions of ESLs learned english just by playing vidya and watching youtube, past their "critical period" and way into late teens and early twenties, including me. i also repeated this with jap a few years later, and now am learning chinese just by doing anki and watching bilibili daily for a few hours. it's slow, but comfy, and it does work. you just have to supplement that with speaking practice later on, because immersion is hyper focused on reading/understanding—you'll have to do speaking practice later on for it to catch up (i don't care that much, since I learn languages only to read books in the original, so I don't mind having shit output if I understand 99% of everything)

>>11362
literally just immerse more, with native subtitles (if you're learning french, then french cartoons with french subtitles) and some lighthearted vocab study on the side. after a few months of that, take an easy fantasy/adventure YA book in your target language, a dictionary, and literally just read it. it'll take a few days to go through the first page, but with each book you'll get faster and faster. reading is amazing

This sounded like a good idea, did anything come out of it?

>>975
Late but:

https://www.konglongmandarin.com

>>6924
no

>>6924
Such is the life of most image boards.

>>990
I found my clone lmao