CULTIVATING Certain HABITS 0F MIND

Asher than weigh students down with disjointed, highly theoretical and passively conveyed ideas, teachers ought instead to lead them on adventures of discovery with real-lice examples and practical applications for newly learned knowledge, Whitehead argues. knowledge should be acquired and disseminated with a utilitarian purpose in mind. To be sure, an insistence on empiricism, logical coherence and intellectual consistency goes against a lot of faddish "postmodern" thegn/, much of which concerns itself with hopelessly self» referential, highly selective and subjective Welds of inquiry viewed through particular ideological prisms (militant feminism, critical race theory and the like).

And in the wrong hands - like those of out~and~out ideologues - education can be positively harmful, as history has amply proved. Instead of broadening young minds, demagogically inclined educators seal them shut, exposing yet another generation to the perils of thought-policed uniformity by marinating students in e stew of prejudicial nonsense. And this En pe lust es true in autocratic regimes as at bastions of radically "progressive" academia in the West.

But lets not digress The point is that ones intellectual habits of mind can wield great influence, for better or worse, on ones thoughts. Let Whitehead explain it:All practical teachers know thateducation is a patient process of the mastery of details, minute by minute, hour by hour, day by day. There is no royal road to learning through an airy path of generalizations" or of brilliantly constructed yet ultimately fallacious theories, one might add.

The sort of education that experts like Whitehead champion is a lively collegial examination, jointly embarked upon by teacher and student, of the world around them, now sketching out the whole picture with bold sweeping brushstrokes like fresco painters, now squinting and leaning up close like miniaturists to fill in smaller yet essential details. While e comprenenslve education bas muon to recommend it, there is nothing wrong with tne modem drive for specialization.

Owing to the vast amount of specialized knowledge required tor tne mastery of any given subject under the sun, the era of plausible Renaissance Men is long gone. Ultimately, it is not so muon about what subjects a curriculum teaches but about what habits of mind it cultivates in students. That is why the goal of nurturing a versatility of tnougltt should always be at pride of place in any curriculum. Tat way, whatever fields ot inquiry or intellectual pursuits students eventually decide to pursue for a career, they will likely be armed with a nealtby arsenal of mental attitudes.

They ought to be equally capable of employing the cold nard empiricism of scientists, of reasoning witri logical consistency like pnilosopners, of entertaining literary lights of fancy like novelists, and of appreciating lutes wonderful palette of experiences through tne eyes and ears of painters and musicians.pp

An education that counts

SCHOOLING SHOULD ENTAIL MORE

THAN JUST EQUIPPING STUDENTS WITH A PARTICULAR SET OF CAREER SKILLS; IT SHOULD SEEK TO HELP THEM LEARN TO THINK FOR THEMSELVES, TO STRIVE FOR

EXCELLENCE AND TO SEE

THE WORLD ANEW

In his didactic work Phaedrus, Piano, who bounded what is believed to be the .world's first university in the tom of his Academy in classical Athens, laid out his ideals for education it should, the ancient Greek philosopher opined, bequeath on pupilsam acquired conviction that causes [them] to strive for excellence" in intetlectuai vitality and ethical behaviour alike. In other words, sohooiing should aim to improve our nature, transforming us into smarter, letter and more socially responsible people.

The very word "education" derives from the Latin educere, which meant "to raise up" and "to bead forth." education in Pianos view, isn't oust a process to equip us with certain skills, but rather a prolonged rite of passage that must bring the best out of each of us. Both cerebrally and morally. The lnfiuential French l9enalssance philosopher Michel de Montaigne echoed such sentiments by insisting that educationmust change us for the better," and a good education bas long been seen as a mark of ciyllized refinement. These days, in an era oi mess education with rather mixed results, such lofty aims often seem to or neglected if not outright ignored.

Many schools and teachers, both in Thailand and abroad, aim simply for the lowest common denominator oi their students, happily settling on rather mediocre results as acceptable outcomes of tutoring. They seek to help students pass standardized exams so they can complete ill-taught courses and often leave it at that. Students are expected to learn to read and write passably Weil, to do some calculations with a degree of proficiency and learn some basic facts about the world in which they live, and out the door they can go with some paps' certificates in hand Meanwhile, with an intensive focus on specialization, especially inmer years.

Many key subjects simply icii DV the wayside. Newly graduated so' may knOW nothing about history, literature or ind arts, grille literature, riistory and arts majors may have little clue about even basil soienoe. Neither science nor liberal arts majors in tun Way know trio first thing about bbilosobhy biology or bolitloal soienoe - im sllort anything outside their barrow field of academic interests.

And that should surely matter and or a cause for concern. Rigrlt from the start, many students receive little instruction in the protocols of learning (olden labelledstudy SkillS oy educators) and lass tnrougn long years of ostensibly tnorougn tutoring without ever learning to tnink for themselves or even so muon as understanding the need for doing do. As a result, many students remain unable to solace nevvly learned information into their proper contexts, evaluate claims on their empirical merits, or weigh tne pros and cons of various claims, conjectures and Drooositions.

in Thailand, the problem is turtler Compounded by cultural factors. Traditionally, Thai culture places less of a premium on learning than on wealth and status. Unlike, say, China, e country that nee historically valued education as per the ethos ot Confucian teachings, Thailand, or the Kingdom of Siam before l.., nas been less famous as a nation of intellectual pursuits and creative ambitions. Whats done is done, noweyer. Lts tne future towards wnicn we must turn our gaze. As Tnalland seeks to take on a leading role in the newly formed ASEAN Economic Community as of next year, the country will increasingly need a growing cadre of well-educated intellectuals who can halo not only lead it out of its current Dolitioai morass and but also assist the Kingdom in securing a place in the V@Qion not only as an economic but as a newly minted creative powerhouse.

LITERACY THROUGH Comics

History Ethics Art Science That's quite a wealth of subjects with which comic books can help teachers out. And then there is of course another: literature. By reading comics religiously, many youngsters, as they mature, naturally gravitate towards more serious literary fare.

"l started reading comics [as a child], and then I got into other types of fiction and literature." John Lowe, chair of the Sequential Art Department at the Savannah College of Art and Design in Georgia, US, said in an interview. "I stopped reading comics a little later, but i don't think I would have made the leap [to literature] if it weren't for comics." Lowe helps cultivate his colleague students' love of cartoons, graphic novels and Japanese manga to help them master a variety of narrative techniques.

Jim Shooter. A onetime editor-in-chief at Marvel comics, famously instructed all his writers and artists to adhere to several clear rules in creating a coherent narrative along a pleasing arch from conflict to resolution in each and every story

1) introduce the characters properly;
2) Establish their situation;
3) introduce the conflict;
4) Build the suspense;
5) Reach the climax of the story;
6) Achieve a resolution. In effect,

These rules are simply a watered-down variation on Aristotle's Poetics, the worlds first dramatic theory, and reconstitute timeless advice on effective storytelling.

Another Marvel stalwart, Roy Thomas, who took over from Stan Lee as editor in chief, injected superhero adventures with knowing references to classical history and playful winks to pop culture, helping create a veritable smorgasbord of literary allusions for fans and scholars alike to mine muzu.

STUDYING THE ART of DRAWING with JACK KIRBY

For long decades, comic book artists languished on the periphery of the artistic world, ignored at best, derided as Work-for-hire hacks at Worst. The legendarily prolific and creative Iate and great Jack "King" Kirby, who is idolized by aficionados of comic book art as the genres undisiouted Michelangelo, toiled away for much of his career on endless series of Captain America, Fantastic Four Hulk, Thor and X-Men adventures in relative obscurity. Today, he is nailed as a master of artistic invention whose dynamic artworks have been cooled, imitated and emulated by legions of established artists and Wannabe artistes alike.

Jack Kirby

Kirby's drawings, and triode of other celebrated comic book artists like SpiderMan co-creator Steve Ditko, are displayed in museums as masterpieces of Pop art and are sought by collectors worldwide. Original artworks by these masters can sell for hundreds of thousands of dollars a pop. in 2011, a copy of Action Comics #1, which saw Superman appear on its cover for the first time ever in a drawing by Joe Shunter, sold for a record $2,161,000.

"Each issue of [Kirby's] Captain America," notes British comic book author Grant Morrison in his excellent of the genre Supergods. Our World in the Age history of of the Superbero,was kinetic, brutally overwrougrit and sensationalistic. Each cover featured a new tableau of imminent superatrooity [including one on wnioh] Captain America launones himself tnrougb a wall on a motoroyole, destroying a portrait of Hitler on the way and simultaneously repelling a bail of bullets with hie Stars and Stripes shield..." Kirbys drawings did not just invite the eye, they left off the page, grabbed you by the lapel, and engrossed you instantly in a kinetio adventure of flying oversize fists, entangled limbs, sinevvy muscles and a flurry of frenzied yet clearly delineated action. Bing! Bang! Pooow!

To the uninitiated, comic books may look dime a dozen. To the well-trained eye, however, no two artists of any talent ever appear the same. For instance, Carmine lnfantino, the artist behind the lightning-fast superhero The Flash and his equally nimble sidekick, Kid Flash, rendered the characters with inventive zest and inspired artistic flourish. He drew them with a jazzy, expressive brushstroke and a battery of new visual effects to suggest the strobing blur of a superfast man in motion," explains Morrison. "Taking tips from Marcel Duchamps Nude Descending a Staircase and the Futurist canvases of Umberto Boccioni, lnfantinos Flash could become a multilimbed composite image of a body in motion through time." The work of such masters has much to teach students and aspiring young artists: about perspective and depth, about Symbolism, about using gestures and facial expressions to convey subtle and not so subtle emotions, about building suspense in a single image or in a series of images. On art classes from primary school all the way up to college, teachers can draw on a wealth of comic book art to illustrate drawing techniques and to help their students hone their creative skills in illustration - skills that may serve them well one day by proving invaluable in several professions like graphic design and advertising. On Thailand, where many youngsters both adore comics and seem to have a natural knack for drawing and illustrating, comic books can become important tools of instruction.

Learning History with Supes

American author and historian Bradford W. Wright has noted that "comic books are history", and that they are. And as they invariably help shape their young fans views of culture and history, teachers seeking to engage their students about 20th century history have a natural ally in superheroes. There are few landmark events of recent global history - be it the Vietnam War, the "flower power" counter-culture revolution or the fall of the Berlin Wall - that have not received ample attention in comic books. Admittedly, comics feature phantasmagorical plotlines and often take plenty of liberties with historical facts.

Nonetheless, they do draw inspiration from real-world events. For instance, Captain America, who first appeared in 1941 and came of age as a patriotic US soldier fighting Nazi Germany during the Second World War, is a natural for sparking his young fans curiosity about the period. So is superman, the granddaddy of superheroes. Dreamed up by two Jewish American high school students - budding writer Jerry Siegel end his friend Joe Snuster, an aspiring illustrator - in a flamboyant feat of teenage wish fulfilment, The Man of Steel burst onto the scene in June 1938, blazing the trail for all the other superheroes to follow in his wake.

Right from the get-go, he set out to tackle current problems, In that very first story by Siegel and Shyster in Action Comics #1, which would become a template for all subsequent superhero adventures, superman proved himself an indomitable social activist in the spirit of the eras New Deaf launched by President Franklin Delano Roosevelt: be took on slumlords, crooked businessmen and shady politicians - all within just 18 pages. superman never looked back. Over time The Man of Steel, aka The Man of Tomorrow, aka the Big Blue Boy Scout, aka the Last Son of Krypton, would acquire new powers - X-ray vision, freeze breath, laser gaze - but in his essence he has remained staunchly unadulterated ever since: an incorruptible do-gooder who always acts as a benevolent elder brother to his earthling friends. In the hands of a series of writers and artists who have long taken over from Siegel and Shuster at DC Comics, superman has kept up his moralistic crusade with his bet causes reflecting the particular tears, worries and aspirations of each succeeding era and generation.

In this, he has been in lockstep with all the other greet Comic book heroes: from Batman, who first appeared in i989, to Spider-Man, who was created by the legendary Stan Lee in 1962. With his inimitable collaborator, the artist Jack Kirby, Lee also helped create The Fantastic Four, The X-Men, Iron Man, Thor and the Hulk, and be was esoecialiy attuned to the seismic shifts in popular moods throughout his long career at Marvel Comics.

Lee made a point ot ensuring that the adventures and moralising tendencies of Marvel's nerves reflected contemporary issues and concerns; civil rights and scientific progress in the 1960's, nuclear proliferation and anti-war sennmemts on the 1970s, gay rights and rampant drug abuse in the 1980s, with Kirby, Lee also created the Hast African American superhero, the Black Panther, m tees, In their Fantastic Four stones, meanwhile, the two set out to tackle popular prejudices head-on in the characters of the eponymous teenage mutants who are each blessed with their Own special powers yet are stunned by society for being different.

Like many an angstridden teen, characters like Wolverine, Nightcrawier, Storm and Shaolowcat are outsiders on the margins of society yearning for acceptance. Meanwhile, Wonder Woman, who was created in 1941, helped bias the trail for female empowerment in the 1940s, 50s and60s by embodying a strong, independent-minded woman who pasted her male adversaries with nonchalant ease. Throughout her long career, many a girls favourite heroine helped lead an AlD awareness campaign and featured on the Cover of the first issue of Ms.

Magazine, launched by feminist icon Gloria Steinem in 1972. Both inside the classroom and outside it, these heroes can help history - and the teaching of it - come alive for students at various ages and levels of education. Teachers can explore how contemporary comic books align with or deviate from actual historical events, how they taclkle contemporary social issues and how they reflect trends in popular culture in an interdisciplinary approach tailored to students' age and level of education, from primary school all the way up to university.

cover new สามีตีตรา เนื้อเพลง

http://youtu.be/KOiTz7fuDfQ

ฉันก็รักของฉัน cover นิว จิ๋ว สามีตีตรา

• ฉันก็รักของฉัน (เพลงประกอบละคร สามีตีตรา)

  
  
  
  
  ฉันก็รักของฉัน (เพลงประกอบละคร สามีตีตรา) (นิว) เสียใจคนคนนี้ไม่ใช่ของเธอ ได้โปรดอย่ามาข้องแวะกันอีก ฉันหวังว่าคงเข้าใจ เพราะมันคือสิทธิ์ของฉันที่จะเรียกร้อง ขอให้เธอจงไปไกลไกล ไม่ต้องมาเจอ อย่ามาใกล้เขาได้ไหม * (นิว,จิ๋ว) ฉันก็รักของฉัน เข้าใจบ้างไหม ฉันมีสิทธิ์จะรักไม่ผิดใช่ไหม เธอก็น่าจะรู้มันเจ็บเพียงใด เหมือนโดนกรีดหัวใจถ้าเธอแย่งไปครอง ฉันก็รักของฉัน เข้าใจบ้างไหม เธอมีสิทธิ์อะไรมาบอกให้ทำใจ ฉันก็รัก จนจะเป็นจนจะตาย เธอไม่ต้อง เธอไม่ต้อง มาทำลายความรักเรา (จิ๋ว) เสียใจคนอย่างฉันก็มีหัวใจ ก็เจ็บก็ทนได้เหมือนกับเธอ ฉันหวังว่าคงเข้าใจ ถ้าเธอจะมาเรียกร้อง ให้เข้าใจเธอ แล้วฉันล่ะจะเป็นยังไง เมื่อไม่มีใคร เธอจะเจ็บแทนฉันไหม ( * ) (นิว,จิ๋ว) ไม่เธอกับฉันต้องมีสักคนเป็นคนไป อยู่ที่ว่าใครจะทนไม่ไหว ทนไม่ไหว.. ( * )
  
  
  
  

Getting them to read again

For children to enjoy reading for its own sake, they need to be taught the joys of reading in the first place. The phenomenal success of British author JK Rowling's Harry Potter books proves that given the right stimulus and motivation, children can become little bookworms literally overnight.

And needless to say, fine literature for children and adolescents do not begin and end with Harry Potter, there is a huge storehouse of classic children's literature out there, from the Grimm Brothers fairytales to Roald Dahl's deliciously subversive childrens classics.

In a truism that speaks for itself, the more children read, the better they get at it and the more they will enjoy reading. Conversely, the less they read. The worse they will get at reading and the less likely they will become to develop proper reading habits. Once younger children acoulre a habit for reading regularly for pleasure, they are far more likely to continue reading into their teens and adulthood later on.

An essential first step for getting children to read is to get them to do so as early as possible and at their own initiative. A simple and time-honoured yet nowadays oft-neglected activity is bedside reading. Parents who take the time to read to their Offspring regularly Will not only help their children some to appreciate the joys that can be derived from words on paper but will also help stimulate their childrens imagination as the young ones enter viscerally into as yet unexplored, whole new worlds of wonderful tales and storytelling.

Children should learn that books can be their friends and allies both in times of sadness and happiness. The presence of stacks of age-appropriate books in their bedrooms will serve as a great enticement towards e burgeoning life of literacy. The wider the range of books, the better: graphic novels, falrytales, science primers, picture books, books on history, on cultures, on wildlife. By having a wide range of books on hand waiting to strike their fancy, children are thus perennially tempted to embark on e\/er newer literary adventures of discovery.

Naturally enough, parents and teachers alike should lead by example: they should themselves cherish books and read regularly. Leaving lots of books and colourtul magazines around the home and the classroom is another handy technique for sparking children's curiosity. Likewise, by taking youngsters on regular visits to bookstores and libraries, adults can help introduce children to a veritable /4laddins cave of wonders that await inquisitive young minds right there in front of them in tome after tome. That way, klddos can also learn to become in;lepend@f*ln searching out books of their liking on their own.