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袩械写邪谐芯谐懈褔械褋泻邪褟 袩芯褝屑邪 #1
丿丕爻鬲丕賳 倬丿丕诏賵跇蹖讴蹖: 噩賱丿 丕賵賱
This is volume two of a three volume set.
Anton Semyonovich Makarenko, Russian educator and novelist, was born on March 13, 1888, in the town of Belopolye, in Kharkov Gubernia, the Ukraine. Besides being a remarkable teacher, he was a profound theoretician and made a major contribution to Soviet pedagogics.
Makarenko was an innovator. He worked out a new and original approach to the methodological foundations of pedagogy, a new theory of discipline - the "discipline of combating and surmounting difficulties" - and a system for the building of character. He laid great stress on the importance of home upbringing, and gave many valuable instructions in this field. To him we owe the first detailed elaboration of the educational significance of the collective. Another innovation was his remarkably profound "system of perspectives," the essence of which he defined in the following words: "Man must have something joyful ahead of him to live for. The true stimulus in human life is the morrow's joy."
The Road to Life, in which Makarenko describes life in the Gorky Colony (or, more correctly, the building-up of the colony), and his pedagogical system, was begun in 1925 and completed in 1935, Maxim Gorky much admired this book, which he called "one of the best examples of Soviet literature.
The language of the book is vivid, full of imagery, truth and humor, and gives subtle psychological descriptions of the pupils and teachers in the colony. Gorky said that Makarenko "knew how to describe each colonist in a few words, with photographic fidelity."
Hardcover
First published January 1, 1931
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About the author
Anton Makarenko
49听books38听followersAnton Semenovych Makarenko (袗薪褌芯薪 小械屑械薪芯胁懈褔 袦邪泻邪褉械薪泻芯) was a Russian and Soviet educator and writer, who promoted democratic ideas and principles in educational theory and practice. As one of the founders of Soviet pedagogy, he elaborated the theory and methodology of upbringing in self-governing child collectives and introduced the concept of productive labor into the educational system. Makarenko is often reckoned among the world鈥檚 great educators, and his books have been published in many countries.
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March 11, 2019
袩械写邪谐芯谐懈褔械褋泻邪褟 锌芯褝屑邪 = Pedagogicheskaia poema = The Pedagogical Poem = The road to life, Anton S. Makarenko
The Pedagogical Poem, translated into English as: "Road to Life", is a novel by Anton Makarenko, written in 1925-1935 and published in three parts in 1933-1935. The book is about educational experiments.
鬲丕乇蹖禺 賳禺爻鬲蹖賳 禺賵丕賳卮: 賲丕賴 丿爻丕賲亘乇 爻丕賱 1976 賲蹖賱丕丿蹖
毓賳賵丕賳: 丿丕爻鬲丕賳 倬丿丕诏賵跇蹖讴蹖貨 賳賵蹖爻賳丿賴: 丌賳鬲賵賳 賲丕讴丕乇賳讴賵貨 賲鬲乇噩賲: 诏丕賲丕蹖賵賳貨 賲卮禺氐丕鬲 賳卮乇: 賲爻讴賵貙 倬乇賵诏乇爻貙 1351貨 丿乇 丿賵 噩賱丿貨 趩丕倬 丿蹖诏乇: 1352貨 丿乇 丿賵 噩賱丿貨 趩丕倬 丿蹖诏乇: 鬲賴乇丕賳貙 賳蹖賱賵賮乇貨 丿乇 蹖讴 噩賱丿貨 趩丕倬 丿蹖诏乇: 鬲賴乇丕賳貙 丌乇卮貙 1361貨 賲賵囟賵毓: 丌賲賵夭卮 賵 倬乇賵乇卮 - 鬲毓賱蹖賲 賵 鬲乇亘蹖鬲 讴賵丿讴丕賳 賵 賳賵噩賵丕賳丕賳 亘夭賴讴丕乇 丕夭 賳賵蹖爻賳丿诏丕賳 乇賵爻蹖賴 - 爻丿賴 20 賲
毓賳賵丕賳: 丿丕爻鬲丕賳 倬丿丕诏賵跇蹖讴蹖貨 賳賵蹖爻賳丿賴: 丌賳鬲賵賳 賲丕讴丕乇賳讴賵貨 賲鬲乇噩賲: 賳蹖乇賴 鬲賵讴賱蹖 丿乇 丿賵 噩賱丿 賵 917 氐 丿乇 爻丕賱 1370 賴噩乇蹖 禺賵乇卮蹖丿蹖貨
毓賳賵丕賳: 賲賳馗賵賲賴 倬乇賵乇卮蹖貨 賳賵蹖爻賳丿賴: 丌賳鬲賵賳 賲丕讴丕乇賳讴賵貨 賲鬲乇噩賲: 卮賴乇賴貙 賲丨賲丿蹖貨 鬲賴乇丕賳貙 丌賱賮丕貙 1360貨 丿乇 478 氐貨
毓賳賵丕賳: 丌賲賵禺鬲賳 亘乇丕蹖 夭蹖爻鬲賳貙 賳賵蹖爻賳丿賴: 丌賳鬲賵賳 賲丕讴丕乇賳讴賵貨 賲鬲乇噩賲: 賳丕氐乇 賲賵丿賳貨 鬲賴乇丕賳貙 賳卮乇 噩賵丕賳貨 丿乇 丿賵 噩賱丿 賵 788 氐貨 丿乇 爻丕賱 1369貨
丿丕爻鬲丕賳 倬丿丕诏賵跇蹖讴蹖 (倬丿丕诏賵跇蹖)貨 讴賴 丿乇 亘乇诏乇丿丕賳 丌賳 亘賴 丕賳诏賱蹖爻蹖貙 毓賳賵丕賳: 芦噩丕丿賴鈥� 丕蹖 亘賴 夭賳丿诏蹖禄 乇丕貙 亘乇 丌賳 亘乇诏夭蹖丿賴 丕賳丿貙 乇賲丕賳蹖 爻鬲貙 讴賴 鬲賵爻胤: 芦丌賳鬲賵丕賳 爻蹖賲蹖賳賵賵蹖趩 賲丕讴丕乇賳讴賵禄貙 亘蹖賳 爻丕賱 賴丕蹖 1925 賲蹖賱丕丿蹖貙 鬲丕 爻丕賱 1935 賲蹖賱丕丿蹖貙 賳诏丕卮鬲賴 卮丿賴貙 賵 丿乇 爻賴 亘禺卮 噩丿丕诏丕賳賴貙 亘蹖賳 爻丕賱鈥屬囏й� 1933 賲蹖賱丕丿蹖貙 鬲丕 爻丕賱 1935 賲蹖賱丕丿蹖貙 賵 爻倬爻 亘賴 毓賳賵丕賳 賵蹖乇丕蹖卮蹖 噩丿丕诏丕賳賴 賵 蹖讴倬丕乇趩賴貙 丿乇 爻丕賱 1937 賲蹖賱丕丿蹖 丿乇 乇賵爻蹖賴 趩丕倬 賵 賲賳鬲卮乇 卮丿賴 丕爻鬲. 芦丌賳鬲賵丕賳 爻蹖賲蹖賳賵蹖趩 賲丕讴丕乇賳讴賵禄貨 賲乇亘蹖貙 賳馗乇蹖賴鈥� 倬乇丿丕夭貙 賲丿丿讴丕乇 丕噩鬲賲丕毓蹖貙 賵 賳賵蹖爻賳丿賴 蹖 亘丕 賳賮賵匕 丕鬲丨丕丿蹖賴 噩賲丕賴蹖乇 卮賵乇賵蹖 爻丕亘賯 亘賵丿賳丿貨 讴賴 亘賴 鬲乇賵蹖噩 丕蹖丿賴鈥� 賴丕蹖 丿賲賵讴乇丕鬲蹖讴貙 賵 丕氐賵賱 丌賲賵夭卮蹖 鬲卅賵乇蹖貙 賴賲乇丕賴 亘丕 毓賲賱 賲卮賴賵乇 賴爻鬲賳丿. 丕蹖卮丕賳 亘賴 毓賳賵丕賳 蹖讴蹖 丕夭 亘賳蹖丕賳诏匕丕乇丕賳 芦鬲毓賱蹖賲 賵 鬲乇亘蹖鬲 丕鬲丨丕丿 噩賲丕賴蹖乇 卮賵乇賵蹖 倬蹖卮蹖賳禄貙 亘賴 卮乇丨 賵 亘爻胤 賳馗乇蹖賴貙 賵 乇賵卮 鬲乇亘蹖鬲 禺賵丿爻丕夭賲丕賳蹖 诏乇賵賴鈥屬囏й� 讴賵丿讴丕賳 亘夭賴讴丕乇貙 賵 賲毓乇賮蹖 賲賮賴賵賲 讴丕乇 賲賵賱丿貙 亘賴 爻蹖爻鬲賲 丌賲賵夭卮蹖 倬乇丿丕禺鬲賳丿. 丕夭 芦賲丕讴丕乇賳讴賵禄貙 亘蹖卮鬲乇 亘賴 毓賳賵丕賳 蹖讴蹖 丕夭 賲乇亘蹖丕賳 鬲毓賱蹖賲 賵 鬲乇亘蹖鬲 亘夭乇诏 丿賳蹖丕貙 蹖丕丿 賲蹖鈥屫促堌� 賵 讴鬲丕亘 丕蹖卮丕賳: (丿丕爻鬲丕賳賴丕蹖 倬丿丕诏賵跇蹖)貙 亘賴 夭亘丕賳賴丕蹖 亘爻蹖丕乇蹖 丕夭 讴卮賵乇賴丕 亘乇诏乇丿丕賳貙 賵 丕蹖賳 讴鬲丕亘 丿乇 丌賳 讴卮賵乇賴丕 賳蹖夭 賲賳鬲卮乇 卮丿賴 丕爻鬲. 丕. 卮乇亘蹖丕賳蹖
The Pedagogical Poem, translated into English as: "Road to Life", is a novel by Anton Makarenko, written in 1925-1935 and published in three parts in 1933-1935. The book is about educational experiments.
鬲丕乇蹖禺 賳禺爻鬲蹖賳 禺賵丕賳卮: 賲丕賴 丿爻丕賲亘乇 爻丕賱 1976 賲蹖賱丕丿蹖
毓賳賵丕賳: 丿丕爻鬲丕賳 倬丿丕诏賵跇蹖讴蹖貨 賳賵蹖爻賳丿賴: 丌賳鬲賵賳 賲丕讴丕乇賳讴賵貨 賲鬲乇噩賲: 诏丕賲丕蹖賵賳貨 賲卮禺氐丕鬲 賳卮乇: 賲爻讴賵貙 倬乇賵诏乇爻貙 1351貨 丿乇 丿賵 噩賱丿貨 趩丕倬 丿蹖诏乇: 1352貨 丿乇 丿賵 噩賱丿貨 趩丕倬 丿蹖诏乇: 鬲賴乇丕賳貙 賳蹖賱賵賮乇貨 丿乇 蹖讴 噩賱丿貨 趩丕倬 丿蹖诏乇: 鬲賴乇丕賳貙 丌乇卮貙 1361貨 賲賵囟賵毓: 丌賲賵夭卮 賵 倬乇賵乇卮 - 鬲毓賱蹖賲 賵 鬲乇亘蹖鬲 讴賵丿讴丕賳 賵 賳賵噩賵丕賳丕賳 亘夭賴讴丕乇 丕夭 賳賵蹖爻賳丿诏丕賳 乇賵爻蹖賴 - 爻丿賴 20 賲
毓賳賵丕賳: 丿丕爻鬲丕賳 倬丿丕诏賵跇蹖讴蹖貨 賳賵蹖爻賳丿賴: 丌賳鬲賵賳 賲丕讴丕乇賳讴賵貨 賲鬲乇噩賲: 賳蹖乇賴 鬲賵讴賱蹖 丿乇 丿賵 噩賱丿 賵 917 氐 丿乇 爻丕賱 1370 賴噩乇蹖 禺賵乇卮蹖丿蹖貨
毓賳賵丕賳: 賲賳馗賵賲賴 倬乇賵乇卮蹖貨 賳賵蹖爻賳丿賴: 丌賳鬲賵賳 賲丕讴丕乇賳讴賵貨 賲鬲乇噩賲: 卮賴乇賴貙 賲丨賲丿蹖貨 鬲賴乇丕賳貙 丌賱賮丕貙 1360貨 丿乇 478 氐貨
毓賳賵丕賳: 丌賲賵禺鬲賳 亘乇丕蹖 夭蹖爻鬲賳貙 賳賵蹖爻賳丿賴: 丌賳鬲賵賳 賲丕讴丕乇賳讴賵貨 賲鬲乇噩賲: 賳丕氐乇 賲賵丿賳貨 鬲賴乇丕賳貙 賳卮乇 噩賵丕賳貨 丿乇 丿賵 噩賱丿 賵 788 氐貨 丿乇 爻丕賱 1369貨
丿丕爻鬲丕賳 倬丿丕诏賵跇蹖讴蹖 (倬丿丕诏賵跇蹖)貨 讴賴 丿乇 亘乇诏乇丿丕賳 丌賳 亘賴 丕賳诏賱蹖爻蹖貙 毓賳賵丕賳: 芦噩丕丿賴鈥� 丕蹖 亘賴 夭賳丿诏蹖禄 乇丕貙 亘乇 丌賳 亘乇诏夭蹖丿賴 丕賳丿貙 乇賲丕賳蹖 爻鬲貙 讴賴 鬲賵爻胤: 芦丌賳鬲賵丕賳 爻蹖賲蹖賳賵賵蹖趩 賲丕讴丕乇賳讴賵禄貙 亘蹖賳 爻丕賱 賴丕蹖 1925 賲蹖賱丕丿蹖貙 鬲丕 爻丕賱 1935 賲蹖賱丕丿蹖貙 賳诏丕卮鬲賴 卮丿賴貙 賵 丿乇 爻賴 亘禺卮 噩丿丕诏丕賳賴貙 亘蹖賳 爻丕賱鈥屬囏й� 1933 賲蹖賱丕丿蹖貙 鬲丕 爻丕賱 1935 賲蹖賱丕丿蹖貙 賵 爻倬爻 亘賴 毓賳賵丕賳 賵蹖乇丕蹖卮蹖 噩丿丕诏丕賳賴 賵 蹖讴倬丕乇趩賴貙 丿乇 爻丕賱 1937 賲蹖賱丕丿蹖 丿乇 乇賵爻蹖賴 趩丕倬 賵 賲賳鬲卮乇 卮丿賴 丕爻鬲. 芦丌賳鬲賵丕賳 爻蹖賲蹖賳賵蹖趩 賲丕讴丕乇賳讴賵禄貨 賲乇亘蹖貙 賳馗乇蹖賴鈥� 倬乇丿丕夭貙 賲丿丿讴丕乇 丕噩鬲賲丕毓蹖貙 賵 賳賵蹖爻賳丿賴 蹖 亘丕 賳賮賵匕 丕鬲丨丕丿蹖賴 噩賲丕賴蹖乇 卮賵乇賵蹖 爻丕亘賯 亘賵丿賳丿貨 讴賴 亘賴 鬲乇賵蹖噩 丕蹖丿賴鈥� 賴丕蹖 丿賲賵讴乇丕鬲蹖讴貙 賵 丕氐賵賱 丌賲賵夭卮蹖 鬲卅賵乇蹖貙 賴賲乇丕賴 亘丕 毓賲賱 賲卮賴賵乇 賴爻鬲賳丿. 丕蹖卮丕賳 亘賴 毓賳賵丕賳 蹖讴蹖 丕夭 亘賳蹖丕賳诏匕丕乇丕賳 芦鬲毓賱蹖賲 賵 鬲乇亘蹖鬲 丕鬲丨丕丿 噩賲丕賴蹖乇 卮賵乇賵蹖 倬蹖卮蹖賳禄貙 亘賴 卮乇丨 賵 亘爻胤 賳馗乇蹖賴貙 賵 乇賵卮 鬲乇亘蹖鬲 禺賵丿爻丕夭賲丕賳蹖 诏乇賵賴鈥屬囏й� 讴賵丿讴丕賳 亘夭賴讴丕乇貙 賵 賲毓乇賮蹖 賲賮賴賵賲 讴丕乇 賲賵賱丿貙 亘賴 爻蹖爻鬲賲 丌賲賵夭卮蹖 倬乇丿丕禺鬲賳丿. 丕夭 芦賲丕讴丕乇賳讴賵禄貙 亘蹖卮鬲乇 亘賴 毓賳賵丕賳 蹖讴蹖 丕夭 賲乇亘蹖丕賳 鬲毓賱蹖賲 賵 鬲乇亘蹖鬲 亘夭乇诏 丿賳蹖丕貙 蹖丕丿 賲蹖鈥屫促堌� 賵 讴鬲丕亘 丕蹖卮丕賳: (丿丕爻鬲丕賳賴丕蹖 倬丿丕诏賵跇蹖)貙 亘賴 夭亘丕賳賴丕蹖 亘爻蹖丕乇蹖 丕夭 讴卮賵乇賴丕 亘乇诏乇丿丕賳貙 賵 丕蹖賳 讴鬲丕亘 丿乇 丌賳 讴卮賵乇賴丕 賳蹖夭 賲賳鬲卮乇 卮丿賴 丕爻鬲. 丕. 卮乇亘蹖丕賳蹖
October 15, 2017
爻丕賱 郾鄢鄄郯 丿乇 蹖讴蹖 丕夭 乇賵爻鬲丕賴丕蹖 讴賵趩讴 卮賵乇賵蹖 (倬賵賱鬲丕賵丕)鈥� 賲丕讴丕乇賳讴賵 賲爻卅賵賱蹖鬲 讴賵賱賵賳蹖 诏賵乇讴蹖 乇丕 亘賴 毓賴丿賴 賲蹖鈥屭屫必�. 丿乇 丕蹖賳 賲乇讴夭 亘趩賴鈥屬囏й� 亘夭賴讴丕乇 賵 亘蹖鈥屫池辟矩必池� 賳诏賴丿丕乇蹖 賲蹖鈥屸€屫促堎嗀�. 賲丕讴丕乇賳讴賵 鬲賱丕卮 賲蹖鈥屭┵嗀� 鬲丕 亘趩賴鈥屬囏� 乇丕 鬲乇亘蹖鬲 讴賳丿 賵賱蹖 亘丕 鬲卅賵乇賴丕蹖 鬲毓賱蹖賲 賵 鬲乇亘蹖鬲蹖賽 丌賳 夭賲丕賳 賲賵賮賯 賳賲蹖鈥屫促堌� 賵 爻毓蹖 賲蹖鈥屭┵嗀� 丕夭 乇賵卮鈥屬囏й� 丿蹖诏乇蹖 亘乇丕蹖 乇爻蹖丿賳 亘賴 賴丿賮卮 丕爻鬲賮丕丿賴 讴賳丿. 丕蹖賳 讴鬲丕亘 禺丕胤乇丕鬲 賲丕讴丕乇賳讴賵 亘乇丕蹖 鬲乇亘蹖鬲 亘趩賴鈥屬囏й� 亘夭賴讴丕乇 丿乇 讴賵賱賵賳蹖 诏賵乇讴蹖 賵 丿夭乇卮蹖賳爻讴蹖 丕爻鬲. 倬丿丕诏賵跇蹖讴蹖 亘賴 賲毓賳丕蹖 賵丕亘爻鬲賴 亘賴 丌賲賵夭卮 賵 倬乇賵乇卮 蹖丕 乇賵卮鈥屬囏й� 鬲毓賱蹖賲 賵 鬲乇亘蹖鬲 丕爻鬲.
倬.賳: 亘丕 賵噩賵丿 丕蹖賳讴賴 讴鬲丕亘 鬲乇噩賲賴 禺賵亘蹖 賳丿丕卮鬲 賵 蹖讴 噩丕賴丕蹖蹖 讴爻賱鈥屭┵嗁嗀� 賲蹖鈥屫簇� 丕賲丕 讴鬲丕亘 乇丕 丿賵爻鬲 丿丕卮鬲賲. 亘禺卮 噩匕丕亘 讴鬲丕亘 鬲賱丕卮鈥屬囏й� 賲丕讴丕乇賳讴賵 亘乇丕蹖 鬲乇亘蹖鬲 亘趩賴鈥屬囏й� 亘夭賴讴丕乇 亘賵丿 賵 丕蹖賳讴賴 爻毓蹖 賲蹖鈥屭┴必� 丕夭 讴賱蹖卮賴鈥屬囏й� 乇丕蹖噩 鬲乇亘蹖鬲蹖 丌賳 夭賲丕賳 賮丕氐賱賴 亘诏蹖乇丿 賵 乇丕賴蹖 亘乇 丕爻丕爻 鬲噩乇亘賴鈥屬囏й屫� 亘丕夭 讴賳丿. 賮賯胤 噩丕賴丕蹖蹖 讴賴 卮蹖賮鬲賴鈥屰� 丨讴賵賲鬲 卮賵乇賵蹖 賲蹖鈥屫簇� 鬲賵蹖 匕賵賯 賲蹖鈥屫藏€�
丿賵爻鬲 丿丕卮鬲賲 亘毓丿 丕夭 丕蹖賳 讴鬲丕亘 鬲噩乇亘賴鈥屬囏й� 丌丿賲鈥屬囏й� 丿蹖诏乇蹖 (噩丿蹖丿鬲乇) 讴賴 鬲賱丕卮 讴乇丿賴鈥屫з嗀� 丕夭 爻蹖爻鬲賲 丌賲賵夭卮蹖 賲乇爻賵賲 賮丕氐賱賴 亘诏蹖乇賳丿貙 亘禺賵丕賳賲.
倬.賳: 亘丕 賵噩賵丿 丕蹖賳讴賴 讴鬲丕亘 鬲乇噩賲賴 禺賵亘蹖 賳丿丕卮鬲 賵 蹖讴 噩丕賴丕蹖蹖 讴爻賱鈥屭┵嗁嗀� 賲蹖鈥屫簇� 丕賲丕 讴鬲丕亘 乇丕 丿賵爻鬲 丿丕卮鬲賲. 亘禺卮 噩匕丕亘 讴鬲丕亘 鬲賱丕卮鈥屬囏й� 賲丕讴丕乇賳讴賵 亘乇丕蹖 鬲乇亘蹖鬲 亘趩賴鈥屬囏й� 亘夭賴讴丕乇 亘賵丿 賵 丕蹖賳讴賴 爻毓蹖 賲蹖鈥屭┴必� 丕夭 讴賱蹖卮賴鈥屬囏й� 乇丕蹖噩 鬲乇亘蹖鬲蹖 丌賳 夭賲丕賳 賮丕氐賱賴 亘诏蹖乇丿 賵 乇丕賴蹖 亘乇 丕爻丕爻 鬲噩乇亘賴鈥屬囏й屫� 亘丕夭 讴賳丿. 賮賯胤 噩丕賴丕蹖蹖 讴賴 卮蹖賮鬲賴鈥屰� 丨讴賵賲鬲 卮賵乇賵蹖 賲蹖鈥屫簇� 鬲賵蹖 匕賵賯 賲蹖鈥屫藏€�
丿賵爻鬲 丿丕卮鬲賲 亘毓丿 丕夭 丕蹖賳 讴鬲丕亘 鬲噩乇亘賴鈥屬囏й� 丌丿賲鈥屬囏й� 丿蹖诏乇蹖 (噩丿蹖丿鬲乇) 讴賴 鬲賱丕卮 讴乇丿賴鈥屫з嗀� 丕夭 爻蹖爻鬲賲 丌賲賵夭卮蹖 賲乇爻賵賲 賮丕氐賱賴 亘诏蹖乇賳丿貙 亘禺賵丕賳賲.
June 8, 2019
Muhte艧em! 陌nsan谋n i莽ini umut ve ne艧eyle dolduran ve bunu son derece zorlu 艧artlar谋 anlatarak yapan bir kitap.
脟o臒u zaman pedagojinin genel ge莽er ve beylik kurallar谋na 莽ok ters davrand谋臒谋n谋n kendi de fark谋nda Makarenko, yine de kendi ad谋ma tamamen kat谋ld谋臒谋m arg眉manlar sunuyor. 脺stelik bunu hi莽 b眉y眉klenmeden, teorize etme 艧ehvetine kap谋lmadan yap谋yor.
脟ocuk ve gen莽lerle 莽al谋艧an herkesin okumas谋n谋 tavsiye ederim.
脟o臒u zaman pedagojinin genel ge莽er ve beylik kurallar谋na 莽ok ters davrand谋臒谋n谋n kendi de fark谋nda Makarenko, yine de kendi ad谋ma tamamen kat谋ld谋臒谋m arg眉manlar sunuyor. 脺stelik bunu hi莽 b眉y眉klenmeden, teorize etme 艧ehvetine kap谋lmadan yap谋yor.
脟ocuk ve gen莽lerle 莽al谋艧an herkesin okumas谋n谋 tavsiye ederim.
June 6, 2017
蹖賴 丌丿賲蹖 亘賴 噩丕蹖蹖 丿乇爻鬲 賲蹖讴賳賴 賵 亘趩賴 賴丕蹖 亘夭賴讴丕乇 乇賵 噩賲毓 賲蹖讴賳賴 賵 倬乇賵乇卮卮賵賳 賲蹖丿賴... 蹖賴 讴賲蹖 丕诏乇 賳賵蹖爻賳丿賴 賯賵賴 胤賳夭 賲蹖丿丕卮鬲 亘賴鬲乇 亘賵丿. 禺蹖賱蹖 噩丿蹖 賵 丨賵氐賱賴 爻乇 亘乇 亘賵丿 賵賱蹖 蹖賴 噩丕賴丕蹖蹖 賲蹖卮丿 蹖賴 賳讴丕鬲蹖 乇賵 丿乇 賲賵乇丿 賳丨賵賴 乇賮鬲丕乇 亘丕 賳賵噩賵賵賳 賴丕蹖 丌爻蹖亘 丿蹖丿賴 丕夭卮 丕爻鬲禺乇丕噩 讴乇丿 賵 丕夭 丕蹖賳 賳馗乇 鬲丕 丕賳丿丕夭賴 丕蹖 讴丕乇亘乇丿蹖 亘賵丿.... 賵賱蹖 蹖賴 丕丿賲蹖 鬲賲賵賲 夭賳丿诏蹖卮 乇賵 亘夭丕乇賴 亘丕 丕蹖賳 亘趩賴 賴丕 讴丕乇 讴賳賴 賵 讴鬲丕亘 亘賳賵蹖爻賴 蹖賴 匕乇賴 賳賲讴 鬲賵卮 禺乇噩 賳讴賳賴 禺蹖賱蹖 丨乇賮賴
September 30, 2012
I found these books in a box just a few months back(there are 3 parts of this book) and these has already become my favourite ones.Its a non fiction and tells the true story of the Gorky-Colony in the erestwhile Soviet Union.The colony is more like a Rehab for the kids living in streets.It takes u to a wonderful journey of emotions,fast happening incidents and you get the chunk of humour as well that we find in most of the russian books.It teaches about life,in a really simple way.A must read for everyone.
August 24, 2024
讴鬲丕亘蹖 丕爻鬲 禺賵丕賳丿賳蹖. 丕賲丕 鬲乇噩賲賴 诏丕賲丕蹖賵賳 丕夭丕賳鬲卮丕乇丕鬲 倬乇賵诏乇爻 亘爻蹖丕乇 禺丕賲鈥屫池з嗁� 丕賳噩丕賲 卮丿賴 丕爻鬲貙 賴乇趩賳丿 賳鬲賵丕賳爻鬲賴 夭蹖亘丕蹖蹖 丕孬乇 乇丕 倬賳賴丕賳 亘丿丕乇丿 丕賲丕 禺賵亘 丕爻鬲 鬲乇噩賲賴鈥屬囏й� 亘賴鬲乇 讴鬲丕亘 禺賵丕賳丿賴 卮賵賳丿 賲孬賱 丕夭
December 31, 2013
丿夭丿 賴丕蹖 讴賵趩讴 讴賴 丿乇 賳賴丕蹖鬲 亘賴 丕賳爻丕賳 賴丕蹖蹖 卮乇蹖賮 鬲亘丿蹖賱 卮丿賳丿 賮賯胤 亘賴 禺丕胤乇 丕蹖賳讴賴 蹖讴 賳賮乇 亘賴 丌賳 賴丕 丕蹖賲丕賳 丿丕卮鬲
February 26, 2019
乇丕賴賳賲丕蹖蹖 讴賴 亘賵丿賲 讴鬲丕亘 乇丕 禺賵丕賳丿賴 亘賵丿賲 賵 丨丕賱丕貙 亘毓丿 丕夭 趩賴丕乇丿賴 爻丕賱貙 亘丕 丿蹖丿蹖 鬲丕夭賴 賵 亘賴 丿賳亘丕賱 讴卮賮 丌賲賵夭賴鈥屬囏й� 丌賲賵夭卮 賵 倬乇賵乇卮 爻乇丕睾卮 乇賮鬲賲. 噩賱丿 蹖讴 乇丕 亘丕 卮賵乇 賵 卮賵賯 賵 賳賵爻鬲丕賱跇蹖 卮乇賵毓 讴乇丿賲. 丕夭 卮亘丕賴鬲 亘趩賴鈥屬囏й� 丿丕爻鬲丕賳 亘賴 亘趩賴鈥屬囏й� 禺丕賳賴 讴賵丿讴 卮诏賮鬲鈥屫藏� 卮丿賲 賵 氐丿 亘丕乇 賮讴乇 讴乇丿賲 趩乇丕 丿乇 丕蹖賳 爻丕賱鈥屬囏й� 賲毓賱賲蹖 丿乇 禺丕賳賴 讴賵丿讴 丿賵亘丕乇賴 爻乇丕睾 讴鬲丕亘 賳乇賮鬲賴 亘賵丿賲. 丕賲丕 亘毓丿 蹖讴 噩丕賴丕蹖蹖 丕夭 讴鬲丕亘 禺爻鬲賴鈥屫з� 讴乇丿. 蹖讴 噩丕賴丕蹖蹖 夭蹖丕丿蹖 鬲亘賱蹖睾丕鬲蹖 亘賵丿 賵 毓氐亘蹖 卮丿賲. 丕丨爻丕爻 賲蹖鈥屭┴必� 诏丕賴蹖 禺蹖賱蹖 丿乇賵睾 賲蹖 诏賵蹖丿 蹖丕 賮賯胤 亘禺卮鈥屬囏й� 賯卮賳诏 賲丕噩乇丕 乇丕 鬲毓乇蹖賮 賲蹖鈥屭┵嗀�. 禺賱丕氐賴 讴賴 趩賳丿 賲丕賴蹖 丕爻鬲 噩賱丿 蹖讴 鬲賲丕賲 卮丿賴 丕賲丕 爻乇丕睾 噩賱丿 丿賵 賳乇賮鬲賴鈥屫з�. 賮讴乇 讴乇丿賲 亘丕蹖丿 丕蹖賳 讴鬲丕亘 乇丕 丕夭 賵囟毓蹖鬲 賲毓賱賯 芦丿乇 丨丕賱 禺賵丕賳丿賳禄 丿乇亘蹖丕賵乇賲 讴賴 丿賱 噩賮鬲賲丕賳 丌乇丕賲 卮賵丿 讴賲蹖 賵 亘毓丿 卮丕蹖丿 噩賱丿 丿賵賲 禺賵丿卮 讴賲鈥屭┵� 乇丕賴卮 乇丕 倬蹖丿丕 讴乇丿.
January 12, 2016
蹖讴 鬲賵氐蹖賴: 丕诏乇 丨丕賮馗賴 蹖 賳爻亘鬲丕 囟毓蹖賮蹖 丿丕乇蹖丿 賵 賲蹖 禺賵丕賴蹖丿 丕夭 讴鬲丕亘 賱匕鬲 亘蹖卮鬲乇蹖 亘亘乇蹖丿貙 丕爻賲 賵 賲卮禺氐丕鬲 卮禺氐蹖鬲 賴丕 乇賵 蹖丕丿丿丕卮鬲 讴賳蹖丿!
August 9, 2007
there are two parts and i suggest anyone who has been though school life should read them. It's non fiction. Set in erestwhile Soviet Russia- let's just say things are possible when you believe in yourself and the ability of others to care. Reading it for the fifteenth time in the last 8 years
November 4, 2015
A Simple Critic toward Makarenko鈥檚 masterpiece; 鈥淭he Pedagogical Poem鈥�
Anton Semenovych Makarenko was a Russian educator and writer who spend much of his life to train criminal teenagers and to illustrate a true definition of pedagogy which seems to be practical and effective. In this difficult and endless way he severely rejected many educational theories which were the head of education system and tried to invent practical theories, as he claimed that 鈥渉ow many books were written, how much paper was consumed, what honors were achieved! But all of them was empty and absurd, all of them doesn鈥檛 worth, and no one can say how to treat with a scoundrel teenager.鈥� (The Pedagogical Poem I. chapter 14) Moreover, he demonstrated more than a decade of his personal experiences and observations toward education, especially of the criminal teenagers, in his masterpiece, The Pedagogical Poem, which is a triplet sections book. This book became a torch for the blind pedagogues and teachers of the soviet Russia who had no positive thinking and hope toward pedagogic performance in a politically, economically, and socially disordered society of the time.
The beginning of 鈥淭he Pedagogical Poem鈥� portrayed the horrible chaos of the society in general and of the education system specifically. The education department admitted the responsibility of an institution for training criminal teenagers, lately was named institution of Maxim Gorky in his honor, to Anton Semenovych Makarenko as an experienced pedagogue. However, the reality was too much far from signed paper and commitments of the public education office, and this institution was nothing more than a bare store building with broken windows and doors, terrified cold weather, and just one bad tempered old pedagogue and all this disorganized set paddled in a tragic poverty. As Makarenko expressed the reason of pupils鈥� scape from institution this poverty; 鈥淚t鈥檚 unpleasant to confess that he (the runaway boy) went in search of a better life, as I know myself this disastrous poverty setbacks the pupils.鈥� (The Pedagogical Poem I. Chapter 7) Otherwise, these barriers didn鈥檛 stop Makarenko鈥檚 excessive hope and positive thinking toward future. He decided to destroy all the blocks of real education and he started with the primitive one, poverty. As he found no external help, he managed internal elements, pupils and teachers, to up lift their state and through this difficult process he introduced the concept of productive labor into the educational system which raised the opposition of unrealistic pedagogues and theorists who imagined that education occur just through paying attention to all aspects of students鈥� convenience. Anton Semenovych and his pupils had no way to reach food and necessary instruments of life except producing them themselves, so they tried agronomy on an unfruitfulness occupied land, husbandry with borrowed pets of public labor鈥檚 office, carpentry with useless woods of windows and doors. Unbelievably, they reached to the productive state in the whole city and also assisted neighbors and other peasants in their works by mending their carriages, milling their wheat, and manufacturing their agriculture鈥檚 tools. All this image became possible through an organized and strict labor system which was invented by the pupils, themselves as gradually they understood the significance of endeavor for survival and life and somehow reached a kind of epiphany toward their low position of life, actually they found out they should make change and save themselves.
Unless the natural and economical cruelty to Maxim Gorky institution and its members, Anton Semenovych faced a greater obstacle and that was the pupils themselves and their uncontrollable nature. They are the children in a very optimistic side of the spectrum who lived in poor families and started working as they were very young, some of them were orphans or owned criminal and imprisoned parents, most of them were street pickpockets, sots, or night burglars and in the pessimistic side of the spectrum professional thieves or even na茂ve murderers. Even by providing them enough opportunities and life supplements, it seemed impossible to blur and deconstruct their established habits and behaviors which followed them as a stubborn shadow. Some of them promised to give up their habits such as robbery, but they didn鈥檛 insist for a long term on their decisions and encountered Anton Semenovych to the flood of neighbors, farmers, and the city council鈥檚 protest. They complained of loss of their milk jar, laundry clothes in the yards, watermelons of farms and also being blockaded on the village road by his boys. This circumstances leaded Anton Semenovych from overt reactions to find proper solutions as he refused the theory of putting pupils under revisions and reformation, he claimed that they should be relearned, instead. He also added the teachers should completely ignore pupils鈥� background and not search them, though he threw away all pupils鈥� dossiers and outlawed using negative language, for instance the terms 鈥渃rime鈥�, 鈥渄etestable鈥�, 鈥渄ossier鈥�, or 鈥渞evision鈥�. Constructing this attitude in pedagogues and pupils took a huge assert of time and energy, so he murmured the absence of competent instructors; 鈥淔rom where human can be found for this damnable job? A real human! This damnable job wasn鈥檛 so simple!鈥�(The Pedagogical Poem I. chapter 26). Through changing attitudes, he insisted on the communication of pupils with the world outside of the Maxim Gorky institution which was less interesting in other鈥檚 point of view. He himself confessed at the first days; 鈥淭he first members of institution were brought up in a way to only know the rule and order in the most primitive of its level, but the newcomers generally were strange to order and disobeyed all kinds of rules.鈥� (The Pedagogical Poem I. chapter 8) Therefore, he found the only solution in establishing a severe organized system which was called 鈥淢ilitary Pedagogy鈥� by his opponents. In this organized system each individual is a member of a crowd with a definite leader and those crowd were controlled by the groups of commanders. The leaders were exchange periodically according to their capabilities and all the responsibilities were written in notebooks under the observation of Anton Semenovych. In contrast to the beliefs of public education office, this organization seemed to be affective as the main core of it was pupils themselves and more mature ones had the opportunity to support younger ones and felt responsibility. These movement contributed to the economic progress and also cultural. The major example of these cultural actions was theater; 鈥淪uddenly, we understood that isn鈥檛 just the means of entertainment and fun for us, but it is our duty and social tax whom we cannot quail paying it.鈥� (The Pedagogical Poem II. Chapter4)
After managing students and lightening motivation sparks inside them, the significance of teachers and pedagogues鈥� role should be considered in this book. Anton Semenovych Makarenko, under being experienced by the troubles of education in many years, practiced what he learned inside of himself. He believed that a teacher should learn to restrain himself, plant the seeds of common healthy spirit instead of being a moral preacher or rushing out intensive anxious. Patience and hope are the two main attributes of Anton Semenovych Makarenko as a real teacher; 鈥淭hough, I was an incredible optimistic man, always see myself as close as one step to the success, and finally this attribute caused me the achievement.鈥� (The Pedagogical Poem I. Chapter8) Another characteristic which raises admiration toward him is diligence. 鈥淭here were only one points we never doubt it which is our determined will to never give up the work and reach to an end, even that end would inevitably be failure.鈥� (The Pedagogical Poem I. Chapter10) Although in his inner struggle and practice situations came which was dominant to him as once he threw the chair to one pupil鈥檚 face who was opposed Jewish and a racist, he described that event; 鈥淪uddenly, the ground of education sunk under my feet with a horrible sound such as an explosion.鈥� (The Pedagogical Poem I. Chapter13) In the conclusion Makarenko was a pioneer of streams of revolutions in the education system of Russia and the world. He presented a more definition of pedagogue and pupil beyond the boundaries of dictionaries, as he in the word of his friends became martyr in the way of pedagogy. His book 鈥淭he Pedagogical Poem鈥� and his others works should be the guideline of all teachers and education managers.
Anton Semenovych Makarenko was a Russian educator and writer who spend much of his life to train criminal teenagers and to illustrate a true definition of pedagogy which seems to be practical and effective. In this difficult and endless way he severely rejected many educational theories which were the head of education system and tried to invent practical theories, as he claimed that 鈥渉ow many books were written, how much paper was consumed, what honors were achieved! But all of them was empty and absurd, all of them doesn鈥檛 worth, and no one can say how to treat with a scoundrel teenager.鈥� (The Pedagogical Poem I. chapter 14) Moreover, he demonstrated more than a decade of his personal experiences and observations toward education, especially of the criminal teenagers, in his masterpiece, The Pedagogical Poem, which is a triplet sections book. This book became a torch for the blind pedagogues and teachers of the soviet Russia who had no positive thinking and hope toward pedagogic performance in a politically, economically, and socially disordered society of the time.
The beginning of 鈥淭he Pedagogical Poem鈥� portrayed the horrible chaos of the society in general and of the education system specifically. The education department admitted the responsibility of an institution for training criminal teenagers, lately was named institution of Maxim Gorky in his honor, to Anton Semenovych Makarenko as an experienced pedagogue. However, the reality was too much far from signed paper and commitments of the public education office, and this institution was nothing more than a bare store building with broken windows and doors, terrified cold weather, and just one bad tempered old pedagogue and all this disorganized set paddled in a tragic poverty. As Makarenko expressed the reason of pupils鈥� scape from institution this poverty; 鈥淚t鈥檚 unpleasant to confess that he (the runaway boy) went in search of a better life, as I know myself this disastrous poverty setbacks the pupils.鈥� (The Pedagogical Poem I. Chapter 7) Otherwise, these barriers didn鈥檛 stop Makarenko鈥檚 excessive hope and positive thinking toward future. He decided to destroy all the blocks of real education and he started with the primitive one, poverty. As he found no external help, he managed internal elements, pupils and teachers, to up lift their state and through this difficult process he introduced the concept of productive labor into the educational system which raised the opposition of unrealistic pedagogues and theorists who imagined that education occur just through paying attention to all aspects of students鈥� convenience. Anton Semenovych and his pupils had no way to reach food and necessary instruments of life except producing them themselves, so they tried agronomy on an unfruitfulness occupied land, husbandry with borrowed pets of public labor鈥檚 office, carpentry with useless woods of windows and doors. Unbelievably, they reached to the productive state in the whole city and also assisted neighbors and other peasants in their works by mending their carriages, milling their wheat, and manufacturing their agriculture鈥檚 tools. All this image became possible through an organized and strict labor system which was invented by the pupils, themselves as gradually they understood the significance of endeavor for survival and life and somehow reached a kind of epiphany toward their low position of life, actually they found out they should make change and save themselves.
Unless the natural and economical cruelty to Maxim Gorky institution and its members, Anton Semenovych faced a greater obstacle and that was the pupils themselves and their uncontrollable nature. They are the children in a very optimistic side of the spectrum who lived in poor families and started working as they were very young, some of them were orphans or owned criminal and imprisoned parents, most of them were street pickpockets, sots, or night burglars and in the pessimistic side of the spectrum professional thieves or even na茂ve murderers. Even by providing them enough opportunities and life supplements, it seemed impossible to blur and deconstruct their established habits and behaviors which followed them as a stubborn shadow. Some of them promised to give up their habits such as robbery, but they didn鈥檛 insist for a long term on their decisions and encountered Anton Semenovych to the flood of neighbors, farmers, and the city council鈥檚 protest. They complained of loss of their milk jar, laundry clothes in the yards, watermelons of farms and also being blockaded on the village road by his boys. This circumstances leaded Anton Semenovych from overt reactions to find proper solutions as he refused the theory of putting pupils under revisions and reformation, he claimed that they should be relearned, instead. He also added the teachers should completely ignore pupils鈥� background and not search them, though he threw away all pupils鈥� dossiers and outlawed using negative language, for instance the terms 鈥渃rime鈥�, 鈥渄etestable鈥�, 鈥渄ossier鈥�, or 鈥渞evision鈥�. Constructing this attitude in pedagogues and pupils took a huge assert of time and energy, so he murmured the absence of competent instructors; 鈥淔rom where human can be found for this damnable job? A real human! This damnable job wasn鈥檛 so simple!鈥�(The Pedagogical Poem I. chapter 26). Through changing attitudes, he insisted on the communication of pupils with the world outside of the Maxim Gorky institution which was less interesting in other鈥檚 point of view. He himself confessed at the first days; 鈥淭he first members of institution were brought up in a way to only know the rule and order in the most primitive of its level, but the newcomers generally were strange to order and disobeyed all kinds of rules.鈥� (The Pedagogical Poem I. chapter 8) Therefore, he found the only solution in establishing a severe organized system which was called 鈥淢ilitary Pedagogy鈥� by his opponents. In this organized system each individual is a member of a crowd with a definite leader and those crowd were controlled by the groups of commanders. The leaders were exchange periodically according to their capabilities and all the responsibilities were written in notebooks under the observation of Anton Semenovych. In contrast to the beliefs of public education office, this organization seemed to be affective as the main core of it was pupils themselves and more mature ones had the opportunity to support younger ones and felt responsibility. These movement contributed to the economic progress and also cultural. The major example of these cultural actions was theater; 鈥淪uddenly, we understood that isn鈥檛 just the means of entertainment and fun for us, but it is our duty and social tax whom we cannot quail paying it.鈥� (The Pedagogical Poem II. Chapter4)
After managing students and lightening motivation sparks inside them, the significance of teachers and pedagogues鈥� role should be considered in this book. Anton Semenovych Makarenko, under being experienced by the troubles of education in many years, practiced what he learned inside of himself. He believed that a teacher should learn to restrain himself, plant the seeds of common healthy spirit instead of being a moral preacher or rushing out intensive anxious. Patience and hope are the two main attributes of Anton Semenovych Makarenko as a real teacher; 鈥淭hough, I was an incredible optimistic man, always see myself as close as one step to the success, and finally this attribute caused me the achievement.鈥� (The Pedagogical Poem I. Chapter8) Another characteristic which raises admiration toward him is diligence. 鈥淭here were only one points we never doubt it which is our determined will to never give up the work and reach to an end, even that end would inevitably be failure.鈥� (The Pedagogical Poem I. Chapter10) Although in his inner struggle and practice situations came which was dominant to him as once he threw the chair to one pupil鈥檚 face who was opposed Jewish and a racist, he described that event; 鈥淪uddenly, the ground of education sunk under my feet with a horrible sound such as an explosion.鈥� (The Pedagogical Poem I. Chapter13) In the conclusion Makarenko was a pioneer of streams of revolutions in the education system of Russia and the world. He presented a more definition of pedagogue and pupil beyond the boundaries of dictionaries, as he in the word of his friends became martyr in the way of pedagogy. His book 鈥淭he Pedagogical Poem鈥� and his others works should be the guideline of all teachers and education managers.
December 2, 2022
螒谓 魏维蟺慰喂慰蟼 胃苇位蔚喂 谓伪 渭维胃蔚喂 蟺蠅蟼 胃伪 蟺蟻蔚蟺蔚 谓伪 蔚委谓伪喂 畏 蟺伪喂未喂魏萎 蟺蟻慰蟽蟿伪蟽委伪 蟺蟻苇蟺蔚喂 谓伪 未喂伪尾维蟽蔚喂 蟿慰 蟺伪喂未伪纬蠅纬喂魏蠈 蟺慰委畏渭伪
September 7, 2023
丕蹖賳 讴鬲丕亘 丿丕爻鬲丕賳 賵丕賯毓蹖 賲乇丿蹖賴 讴賴 賵賯鬲蹖 趩蹖夭蹖 丿乇 噩丕賲毓賴 丌夭丕乇卮 賲蹖丿賴 讴丕乇蹖 亘蹖卮 丕夭 丌賴 讴卮蹖丿賳 賵 丕賮爻賵爻 禺賵乇丿賳 賲蹖讴賳賴貨 賲丕讴丕乇賳讴賵 丌爻鬲蹖賳鈥屬囏ж� 乇丕 亘丕賱丕 賲蹖夭賳賴 鬲丕 讴丕乇蹖 讴賳賴.
賲丕噩乇丕 亘乇丕蹖 夭賲丕賳蹖賴 讴賴 丿乇 卮賵乇賵蹖 鬲丕夭賴 丕賳賯賱丕亘 卮丿賴 賵 卮賵乇 賵 卮賵賯 毓馗蹖賲蹖 丿乇 亘丿賳 丕蹖賳 丕噩鬲賲丕毓 亘乇丕蹖 爻丕禺鬲 丌蹖賳丿賴 亘賴鬲乇 賵噩賵丿 丿丕乇賴.
賲丿丕乇爻卮乇賵蹖 丕夭 丿蹖丿 賲丕讴丕乇賳讴賵 丕氐賱丕 賵囟毓蹖鬲 賲賳丕爻亘蹖 賳丿丕乇賳 賵 丕蹖賳讴賴 讴賵丿讴 賵 賳賵噩賵丕賳丕賳 禺蹖丕亘丕賳蹖 賴乇 乇賵夭 亘蹖卮 丕夭 丿蹖乇賵夭 丿蹖丿賴 賲蹖鈥屫促� 賵 丿爻鬲 亘賴 丿夭丿蹖 賵 禺卮賵賳鬲 賵... 賲蹖夭賳賳丿 丿睾丿睾賴鈥屰� 丕蹖賳 噩賳丕亘賴.
賲蹖诏賴 趩賴 讴賳賲 趩賴 賳讴賳賲貨賲蹖乇賲 禺丕乇噩 丕夭 卮賴乇 丕蹖賳 亘趩賴鈥屬囏й� 亘夭賴讴丕乇 乇賵 賲蹖亘乇賲 丕賵賳噩丕 賵 卮乇賵毓 賲蹖讴賳賲 丕氐賱丕丨 賵 倬乇賵乇卮 丕蹖賳 亘趩賴鈥屬囏�.
噩丕 丿丕乇蹖賲責賳賴
賳蹖乇賵 丿丕乇蹖賲責賳賴
倬賵賱 讴丕賮蹖 讴賲讴 讴丕賮蹖 丿乇 丨丿 氐賮乇 賵丕賯毓丕 丿乇爻鬲賴 丿賵賱鬲 蹖賴 讴賲讴鈥屬囏й屰� 賲蹖讴賳賴 賵賱蹖 丕蹖賳 亘夭乇诏賵丕乇 亘丕 賴蹖趩蹖 賲蹖乇賴 丕賵賳噩丕 賵 亘丕 讴賲讴 禺賵丿 丕蹖賳 亘趩賴鈥屬囏� 爻毓蹖 賲蹖讴賳賴 爻乇鈥屬堌池з呝堎嗃� 亘賴 丕賵囟丕毓 亘丿賴.
賵 丕蹖賳 讴鬲丕亘 賴賲 丿丕爻鬲丕賳 卮诏賮鬲鈥屫з嗂屫� 鬲丨賵賱丕鬲 丕蹖賳 丌賯丕貙亘趩賴鈥屬囏й� 亘夭賴讴丕乇 賵 賴賲蹖賳 讴丕賳賵賳蹖賴 讴賴 丕蹖賳胤賵乇蹖 爻丕禺鬲賴 賲蹖卮賴 賵 亘賴卮 賲蹖诏賳 讴丕賳賵賳 诏賵乇讴蹖.
亘乇丕蹖 賲賳 讴鬲丕亘 禺蹖賱蹖 丕乇夭卮賲賳丿蹖 亘賵丿 賳賴 鬲賳賴丕 倬乇 丕夭 賯氐賴鈥屬囏й� 噩匕丕亘 賵 禺賵賳丿賳蹖 亘賵丿 亘賱讴賴 丕夭 禺賵丿 丕蹖賳 賲丕噩乇丕 禺蹖賱蹖 賲蹖卮賴 鬲丕孬蹖乇 倬匕蹖乇賮鬲 賵 蹖丕丿 诏乇賮鬲.
丕蹖賳讴賴 丿乇 胤賵賱 鄯 爻丕賱 丕夭 賴蹖趩蹖 趩胤賵乇 趩賳蹖賳 丕鬲賮丕賯 毓馗蹖賲蹖 乇賵 乇賯賲 賲蹖夭賳賴責
讴丕賳賵賳蹖 讴賴 賳賴 鬲賳賴丕 鬲賵爻胤 禺賵丿 亘趩賴鈥屬囏� 丕丿丕乇賴 賲蹖卮賴 亘賱讴賴 鬲賲丕賲 賳蹖丕夭賴丕蹖 禺賵丿卮 乇賵 亘乇丌賵乇丿賴 賲蹖讴賳賴 讴卮丕賵乇夭蹖 賲蹖讴賳賳.讴丕乇诏丕賴 賳噩丕乇蹖貙讴賮丕卮蹖 丌賴賳诏乇蹖 賵
...丿丕乇賳貙鬲卅丕鬲乇 丨爻丕亘蹖貙诏乇賵賴鈥屬囏й� 讴鬲丕亘禺賵丕賳蹖 賵 丌賲賵夭卮 丿乇爻.
趩蹖 賲蹖卮賴 賲丕讴丕乇賳讴賵 丌爻鬲蹖賳 亘丕賱丕 賲蹖夭賳賴 賲蹖乇賴 讴丕乇蹖 亘讴賳賴 讴賴 賮讴乇 賲蹖讴賳賴 丕乇夭卮 噩賳诏蹖丿賳 乇賵 丿丕乇賴 賵 禺蹖賱蹖鈥屬囏� 賳賴.
丕賱亘鬲賴 讴鬲丕亘 亘賴 毓賱賱 賲鬲毓丿丿蹖 倬乇 丕夭 賲囟丕賲蹖賳 讴賲賵賳蹖爻鬲蹖賴 賵 丿乇 鬲毓賱蹖賲 賵 鬲乇亘蹖鬲 丌賯丕蹖 賲丕讴丕乇賳讴賵 鬲乇亘蹖鬲 丕賳爻丕賳 讴賲賵賳蹖爻鬲 賳賯卮 賲賴賲蹖 丿丕乇賴 丕賲丕 丕蹖賳 丿賱蹖賱 賯丕賳毓 讴賳賳丿賴鈥屫й� 亘乇丕蹖 乇丿 讴乇丿賳 丕蹖賳 讴鬲丕亘 賳蹖爻鬲 賳賴丕蹖鬲 亘丕毓孬 卮丿 賲賳 爻毓蹖 讴賳賲 亘丕 丿賯鬲 賳賯丕丿丕賳賴鈥屫й� 亘賴 禺賵丕賳卮 丕丿丕賲賴 亘丿賲.
丕氐賱丕 蹖賴 爻賵丕賱蹖 讴賴 賴賲卮 鬲賵 匕賴賳賲 賴爻鬲卮 丕蹖賳賴 讴賴 讴噩丕蹖 賲爻蹖乇 鬲乇亘蹖鬲蹖 乇賵 丕卮鬲亘丕賴 乇賮鬲賴 賵 趩賯丿乇 丿乇 鬲丿丕賵賲 爻鬲賲 丨丕讴賲蹖鬲 讴賲賵賳蹖爻鬲蹖 賳賯卮 丿丕卮鬲賴 賵 丌蹖丕 禺賵丿卮 賴賲 丿乇 賲爻蹖乇 丌賲賵夭卮卮 爻鬲賲 賲蹖讴賳賴責
禺賱丕氐賴 讴賴 賲賳 禺蹖賱蹖 讴蹖賮 讴乇丿賲 丕夭 禺賵賳丿賳卮 賵 丿賵爻鬲 丿丕乇賲 丕夭 丕蹖賳 郾郯郯郯氐賮丨賴 讴鬲丕亘 蹖賴 乇賵丕蹖鬲卮 乇賵 亘賳賵蹖爻賲 讴賴 毓噩蹖亘 噩丕賱亘賴:
亘毓丿 丕夭 丕蹖賳讴賴 賵囟毓蹖鬲 讴丕賳賵賳 蹖讴賲 亘賴鬲乇 賲蹖卮賴 蹖讴 丿禺鬲乇蹖 丕賳鬲禺丕亘 賲蹖卮賴 鬲丕 亘賮乇爻鬲賳卮 卮賴乇 丿丕賳卮诏丕賴.
賵賯鬲蹖 賲蹖乇賴 蹖賴 倬爻乇 賴賲賵賳 賳賵丕丨蹖 讴賴 讴賱蹖 卮乇賵卮賵乇 亘賵丿賴 賴賲 睾蹖亘卮 賲蹖夭賳賴 賵 丕蹖賳丕 賲鬲賵噩賴 賲蹖卮賳 讴賴 丕賳诏丕乇 鬲賵 卮賴乇 倬蹖卮 賴賲賳 亘毓丿 蹖賴 賲丿鬲蹖 蹖丕丿賲 賳蹖爻鬲 趩乇丕 賵賱蹖 丿禺鬲乇賴 亘乇 賲蹖诏乇丿賴 賵 亘毓丿 蹖賴 賲丿鬲蹖 卮讴 賲蹖讴賳賳 讴賴 丨丕賲賱賴 卮丿賴 賵賱蹖 賴乇趩蹖 賲蹖诏賳 丕賳讴丕乇 賲蹖讴賳賴 賵 丨鬲蹖 賳丕乇丕丨鬲 賳蹖卮賴 賵 亘賴 丨丿蹖 噩丿蹖賴 鬲賵 丕蹖賳 夭賲蹖賳賴 讴賴 賲賵賯鬲丕 亘丕賵乇 賲蹖讴賳賳 讴賴 丨鬲賲丕 亘趩賴鈥屫й� 丿乇 讴丕乇 賳蹖爻鬲 丿蹖诏賴 鬲丕 噩丕蹖蹖 讴賴 讴丕賲賱丕 賲卮賴賵丿 賲蹖卮賴 丕夭 賱丨丕馗 馗丕賴乇蹖 讴賴 亘丕丿乇丕乇賴.
蹖賴 卮亘 亘趩賴鈥屬囏� 夭賳诏 賲蹖夭賳賳 亘賴 賲丕讴丕乇賳讴賵 讴賴 倬丕卮賵 亘蹖丕 丕蹖賳噩丕 亘亘蹖賳 趩蹖 卮丿賴
賲丕讴丕乇賳讴賵 賲蹖乇賴 亘亘蹖賳賴 趩賴 禺亘乇賴
亘賴卮 賲蹖诏賳 丿禺鬲乇賴 亘趩卮 乇賵 亘賴 丿賳蹖丕 丌賵乇丿賴 賵 亘毓丿 丕夭 亘賴 丿賳蹖丕 丌賵乇丿賳 賳賵夭丕丿 丕賵賳 乇賵 亘丕 卮丕賱 禺賮賴 讴乇丿賴 賵 禺賵丿卮 丿乇 丕蹖賳 亘丕乇賴 賲蹖诏賴 讴賴:賲賳 賳賲蹖鈥屫堌ж池� 丕蹖賳 讴丕乇 乇賵 亘讴賳賲貙賮賯胤 賳賲蹖鈥屫堌з嗀池� 噩賱賵 诏乇蹖賴鈥屫ж� 乇賵 亘诏蹖乇賲.
賲丕噩乇丕 亘乇丕蹖 夭賲丕賳蹖賴 讴賴 丿乇 卮賵乇賵蹖 鬲丕夭賴 丕賳賯賱丕亘 卮丿賴 賵 卮賵乇 賵 卮賵賯 毓馗蹖賲蹖 丿乇 亘丿賳 丕蹖賳 丕噩鬲賲丕毓 亘乇丕蹖 爻丕禺鬲 丌蹖賳丿賴 亘賴鬲乇 賵噩賵丿 丿丕乇賴.
賲丿丕乇爻卮乇賵蹖 丕夭 丿蹖丿 賲丕讴丕乇賳讴賵 丕氐賱丕 賵囟毓蹖鬲 賲賳丕爻亘蹖 賳丿丕乇賳 賵 丕蹖賳讴賴 讴賵丿讴 賵 賳賵噩賵丕賳丕賳 禺蹖丕亘丕賳蹖 賴乇 乇賵夭 亘蹖卮 丕夭 丿蹖乇賵夭 丿蹖丿賴 賲蹖鈥屫促� 賵 丿爻鬲 亘賴 丿夭丿蹖 賵 禺卮賵賳鬲 賵... 賲蹖夭賳賳丿 丿睾丿睾賴鈥屰� 丕蹖賳 噩賳丕亘賴.
賲蹖诏賴 趩賴 讴賳賲 趩賴 賳讴賳賲貨賲蹖乇賲 禺丕乇噩 丕夭 卮賴乇 丕蹖賳 亘趩賴鈥屬囏й� 亘夭賴讴丕乇 乇賵 賲蹖亘乇賲 丕賵賳噩丕 賵 卮乇賵毓 賲蹖讴賳賲 丕氐賱丕丨 賵 倬乇賵乇卮 丕蹖賳 亘趩賴鈥屬囏�.
噩丕 丿丕乇蹖賲責賳賴
賳蹖乇賵 丿丕乇蹖賲責賳賴
倬賵賱 讴丕賮蹖 讴賲讴 讴丕賮蹖 丿乇 丨丿 氐賮乇 賵丕賯毓丕 丿乇爻鬲賴 丿賵賱鬲 蹖賴 讴賲讴鈥屬囏й屰� 賲蹖讴賳賴 賵賱蹖 丕蹖賳 亘夭乇诏賵丕乇 亘丕 賴蹖趩蹖 賲蹖乇賴 丕賵賳噩丕 賵 亘丕 讴賲讴 禺賵丿 丕蹖賳 亘趩賴鈥屬囏� 爻毓蹖 賲蹖讴賳賴 爻乇鈥屬堌池з呝堎嗃� 亘賴 丕賵囟丕毓 亘丿賴.
賵 丕蹖賳 讴鬲丕亘 賴賲 丿丕爻鬲丕賳 卮诏賮鬲鈥屫з嗂屫� 鬲丨賵賱丕鬲 丕蹖賳 丌賯丕貙亘趩賴鈥屬囏й� 亘夭賴讴丕乇 賵 賴賲蹖賳 讴丕賳賵賳蹖賴 讴賴 丕蹖賳胤賵乇蹖 爻丕禺鬲賴 賲蹖卮賴 賵 亘賴卮 賲蹖诏賳 讴丕賳賵賳 诏賵乇讴蹖.
亘乇丕蹖 賲賳 讴鬲丕亘 禺蹖賱蹖 丕乇夭卮賲賳丿蹖 亘賵丿 賳賴 鬲賳賴丕 倬乇 丕夭 賯氐賴鈥屬囏й� 噩匕丕亘 賵 禺賵賳丿賳蹖 亘賵丿 亘賱讴賴 丕夭 禺賵丿 丕蹖賳 賲丕噩乇丕 禺蹖賱蹖 賲蹖卮賴 鬲丕孬蹖乇 倬匕蹖乇賮鬲 賵 蹖丕丿 诏乇賮鬲.
丕蹖賳讴賴 丿乇 胤賵賱 鄯 爻丕賱 丕夭 賴蹖趩蹖 趩胤賵乇 趩賳蹖賳 丕鬲賮丕賯 毓馗蹖賲蹖 乇賵 乇賯賲 賲蹖夭賳賴責
讴丕賳賵賳蹖 讴賴 賳賴 鬲賳賴丕 鬲賵爻胤 禺賵丿 亘趩賴鈥屬囏� 丕丿丕乇賴 賲蹖卮賴 亘賱讴賴 鬲賲丕賲 賳蹖丕夭賴丕蹖 禺賵丿卮 乇賵 亘乇丌賵乇丿賴 賲蹖讴賳賴 讴卮丕賵乇夭蹖 賲蹖讴賳賳.讴丕乇诏丕賴 賳噩丕乇蹖貙讴賮丕卮蹖 丌賴賳诏乇蹖 賵
...丿丕乇賳貙鬲卅丕鬲乇 丨爻丕亘蹖貙诏乇賵賴鈥屬囏й� 讴鬲丕亘禺賵丕賳蹖 賵 丌賲賵夭卮 丿乇爻.
趩蹖 賲蹖卮賴 賲丕讴丕乇賳讴賵 丌爻鬲蹖賳 亘丕賱丕 賲蹖夭賳賴 賲蹖乇賴 讴丕乇蹖 亘讴賳賴 讴賴 賮讴乇 賲蹖讴賳賴 丕乇夭卮 噩賳诏蹖丿賳 乇賵 丿丕乇賴 賵 禺蹖賱蹖鈥屬囏� 賳賴.
丕賱亘鬲賴 讴鬲丕亘 亘賴 毓賱賱 賲鬲毓丿丿蹖 倬乇 丕夭 賲囟丕賲蹖賳 讴賲賵賳蹖爻鬲蹖賴 賵 丿乇 鬲毓賱蹖賲 賵 鬲乇亘蹖鬲 丌賯丕蹖 賲丕讴丕乇賳讴賵 鬲乇亘蹖鬲 丕賳爻丕賳 讴賲賵賳蹖爻鬲 賳賯卮 賲賴賲蹖 丿丕乇賴 丕賲丕 丕蹖賳 丿賱蹖賱 賯丕賳毓 讴賳賳丿賴鈥屫й� 亘乇丕蹖 乇丿 讴乇丿賳 丕蹖賳 讴鬲丕亘 賳蹖爻鬲 賳賴丕蹖鬲 亘丕毓孬 卮丿 賲賳 爻毓蹖 讴賳賲 亘丕 丿賯鬲 賳賯丕丿丕賳賴鈥屫й� 亘賴 禺賵丕賳卮 丕丿丕賲賴 亘丿賲.
丕氐賱丕 蹖賴 爻賵丕賱蹖 讴賴 賴賲卮 鬲賵 匕賴賳賲 賴爻鬲卮 丕蹖賳賴 讴賴 讴噩丕蹖 賲爻蹖乇 鬲乇亘蹖鬲蹖 乇賵 丕卮鬲亘丕賴 乇賮鬲賴 賵 趩賯丿乇 丿乇 鬲丿丕賵賲 爻鬲賲 丨丕讴賲蹖鬲 讴賲賵賳蹖爻鬲蹖 賳賯卮 丿丕卮鬲賴 賵 丌蹖丕 禺賵丿卮 賴賲 丿乇 賲爻蹖乇 丌賲賵夭卮卮 爻鬲賲 賲蹖讴賳賴責
禺賱丕氐賴 讴賴 賲賳 禺蹖賱蹖 讴蹖賮 讴乇丿賲 丕夭 禺賵賳丿賳卮 賵 丿賵爻鬲 丿丕乇賲 丕夭 丕蹖賳 郾郯郯郯氐賮丨賴 讴鬲丕亘 蹖賴 乇賵丕蹖鬲卮 乇賵 亘賳賵蹖爻賲 讴賴 毓噩蹖亘 噩丕賱亘賴:
亘毓丿 丕夭 丕蹖賳讴賴 賵囟毓蹖鬲 讴丕賳賵賳 蹖讴賲 亘賴鬲乇 賲蹖卮賴 蹖讴 丿禺鬲乇蹖 丕賳鬲禺丕亘 賲蹖卮賴 鬲丕 亘賮乇爻鬲賳卮 卮賴乇 丿丕賳卮诏丕賴.
賵賯鬲蹖 賲蹖乇賴 蹖賴 倬爻乇 賴賲賵賳 賳賵丕丨蹖 讴賴 讴賱蹖 卮乇賵卮賵乇 亘賵丿賴 賴賲 睾蹖亘卮 賲蹖夭賳賴 賵 丕蹖賳丕 賲鬲賵噩賴 賲蹖卮賳 讴賴 丕賳诏丕乇 鬲賵 卮賴乇 倬蹖卮 賴賲賳 亘毓丿 蹖賴 賲丿鬲蹖 蹖丕丿賲 賳蹖爻鬲 趩乇丕 賵賱蹖 丿禺鬲乇賴 亘乇 賲蹖诏乇丿賴 賵 亘毓丿 蹖賴 賲丿鬲蹖 卮讴 賲蹖讴賳賳 讴賴 丨丕賲賱賴 卮丿賴 賵賱蹖 賴乇趩蹖 賲蹖诏賳 丕賳讴丕乇 賲蹖讴賳賴 賵 丨鬲蹖 賳丕乇丕丨鬲 賳蹖卮賴 賵 亘賴 丨丿蹖 噩丿蹖賴 鬲賵 丕蹖賳 夭賲蹖賳賴 讴賴 賲賵賯鬲丕 亘丕賵乇 賲蹖讴賳賳 讴賴 丨鬲賲丕 亘趩賴鈥屫й� 丿乇 讴丕乇 賳蹖爻鬲 丿蹖诏賴 鬲丕 噩丕蹖蹖 讴賴 讴丕賲賱丕 賲卮賴賵丿 賲蹖卮賴 丕夭 賱丨丕馗 馗丕賴乇蹖 讴賴 亘丕丿乇丕乇賴.
蹖賴 卮亘 亘趩賴鈥屬囏� 夭賳诏 賲蹖夭賳賳 亘賴 賲丕讴丕乇賳讴賵 讴賴 倬丕卮賵 亘蹖丕 丕蹖賳噩丕 亘亘蹖賳 趩蹖 卮丿賴
賲丕讴丕乇賳讴賵 賲蹖乇賴 亘亘蹖賳賴 趩賴 禺亘乇賴
亘賴卮 賲蹖诏賳 丿禺鬲乇賴 亘趩卮 乇賵 亘賴 丿賳蹖丕 丌賵乇丿賴 賵 亘毓丿 丕夭 亘賴 丿賳蹖丕 丌賵乇丿賳 賳賵夭丕丿 丕賵賳 乇賵 亘丕 卮丕賱 禺賮賴 讴乇丿賴 賵 禺賵丿卮 丿乇 丕蹖賳 亘丕乇賴 賲蹖诏賴 讴賴:賲賳 賳賲蹖鈥屫堌ж池� 丕蹖賳 讴丕乇 乇賵 亘讴賳賲貙賮賯胤 賳賲蹖鈥屫堌з嗀池� 噩賱賵 诏乇蹖賴鈥屫ж� 乇賵 亘诏蹖乇賲.
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September 20, 2018
丿丕爻鬲丕賳 倬丿丕诏賵跇蹖讴蹖 鬲乇噩賲賴 蹖 賮丕噩毓賴 亘丕乇蹖 丿丕乇丿
蹖讴 乇賵爻蹖 讴賴 禺蹖丕賱 讴乇丿賴 賮丕乇爻蹖 禺賵亘 亘賱丿 丕爻鬲 丕蹖賳 讴鬲丕亘 丕夭 賲丕讴丕乇賳讴賵 乇丕 鬲乇噩賲賴 讴乇丿賴 賵 丿乇 賱丨馗賴 賱丨馗賴 蹖 禺賵丕賳丿賳 讴鬲丕亘 卮賲丕 乇丕 賲噩亘賵乇 賲蹖 讴賳丿 丕夭 禺賵丿 亘倬乇爻蹖丿 "賲賳馗賵乇卮 趩蹖 亘賵丿賴責"
卮賵禺蹖 賴丕 囟乇亘 丕賱賲孬賱 賴丕 賳丕乇丕丨鬲蹖 賴丕 賵 賴賲賴 蹖 丿蹖诏乇 丨丕賱丕鬲 鬲賵氐蹖賮蹖 丕賳爻丕賳 亘丿 賵 賳趩爻亘 卮乇丨 卮丿賴 丕賳丿.
賴賲賴 蹖 丕蹖賳 亘丿亘禺鬲蹖 賴丕 乇丕 鬲丨賲賱 讴乇丿賲 賵 亘毓丿 丕夭 蹖讴 爻丕賱 亘丕賱丕禺乇賴 丕蹖賳 讴鬲丕亘 丿賵 噩賱丿蹖 乇丕 鬲賲丕賲 讴乇丿賲.
賲賴賲鬲乇蹖賳 趩蹖夭蹖 讴賴 丕夭 禺賵丕賳丿賳 丕蹖賳 鬲乇噩賲賴 毓丕蹖丿 丌丿賲 賲蹖 卮賵丿 賴賲乇丕賴蹖 亘丕 賯賴乇賲丕賳 丿丕爻鬲丕賳 丿乇 氐亘賵乇蹖 丕爻鬲.
亘乇丕蹖 鬲睾蹖蹖乇 丿丕丿賳 丌丿賲 賴丕 亘丕蹖丿 氐亘賵乇 亘賵丿. 丿乇 賴蹖趩 噩丕蹖 讴鬲丕亘 禺亘乇蹖 丕夭 鬲亘蹖蹖賳 丕蹖丿卅賵賱賵跇蹖 賴丕 賲丕乇讴爻蹖爻鬲蹖 蹖丕 卮毓丕乇 賵 丌乇賲丕賳禺賵丕賴蹖 賳蹖爻鬲.
匕讴乇 賵賯丕蹖毓 亘丕 噩夭卅蹖丕鬲 亘賴 馗丕賴乇 亘蹖 丕賴賲蹖鬲 丕夭 丨丕賱丕鬲 趩賴乇賴 诏乇賮鬲賴 鬲丕 噩夭 亘賴 噩夭 鬲讴賴 倬乇丕讴賳蹖 賴丕蹖 賳賵噩賵丕賳丕賳 亘蹖 賯蹖丿 匕讴乇 賲蹖 卮賵賳丿 賵 賲丕讴丕乇賳讴賵 賲蹖 诏賵蹖丿 趩賴 毓讴爻 丕賱毓賲賱蹖 賳卮丕賳 丿丕丿 鬲丕 丌賳 丌丿賲 毓賵囟 卮賵丿.
鬲賳亘蹖賴 賴丕貙 鬲卮賵蹖賯 讴乇丿賳 賴丕貙 鬲賵賴蹖賳 讴乇丿賳 貙賲噩丕夭丕鬲貙 丨鬲蹖 鬲賲爻禺乇 賵 亘丕賯蹖 讴丕乇賴丕蹖蹖 讴賴 賲丕讴丕乇賳讴賵 亘乇丕蹖 丕蹖噩丕丿 鬲睾蹖蹖乇 丿乇 丌丿賲 賴丕 亘賴 讴丕乇 賲蹖 亘賳丿丿 匕讴乇 卮丿賴 丕賳丿 鬲丕 賲禺丕胤亘 亘賮賴賲丿 讴賴 丌乇賵睾賴丕蹖 讴賱蹖 诏賵蹖丕賳賴 蹖 賯賵丕毓丿 倬丿丕诏賵跇蹖讴蹖 (鬲乇亘蹖鬲 讴賵丿讴) 亘賴 賴蹖趩 讴丕乇 賳賲蹖 丌蹖賳丿.
蹖讴 乇賵爻蹖 讴賴 禺蹖丕賱 讴乇丿賴 賮丕乇爻蹖 禺賵亘 亘賱丿 丕爻鬲 丕蹖賳 讴鬲丕亘 丕夭 賲丕讴丕乇賳讴賵 乇丕 鬲乇噩賲賴 讴乇丿賴 賵 丿乇 賱丨馗賴 賱丨馗賴 蹖 禺賵丕賳丿賳 讴鬲丕亘 卮賲丕 乇丕 賲噩亘賵乇 賲蹖 讴賳丿 丕夭 禺賵丿 亘倬乇爻蹖丿 "賲賳馗賵乇卮 趩蹖 亘賵丿賴責"
卮賵禺蹖 賴丕 囟乇亘 丕賱賲孬賱 賴丕 賳丕乇丕丨鬲蹖 賴丕 賵 賴賲賴 蹖 丿蹖诏乇 丨丕賱丕鬲 鬲賵氐蹖賮蹖 丕賳爻丕賳 亘丿 賵 賳趩爻亘 卮乇丨 卮丿賴 丕賳丿.
賴賲賴 蹖 丕蹖賳 亘丿亘禺鬲蹖 賴丕 乇丕 鬲丨賲賱 讴乇丿賲 賵 亘毓丿 丕夭 蹖讴 爻丕賱 亘丕賱丕禺乇賴 丕蹖賳 讴鬲丕亘 丿賵 噩賱丿蹖 乇丕 鬲賲丕賲 讴乇丿賲.
賲賴賲鬲乇蹖賳 趩蹖夭蹖 讴賴 丕夭 禺賵丕賳丿賳 丕蹖賳 鬲乇噩賲賴 毓丕蹖丿 丌丿賲 賲蹖 卮賵丿 賴賲乇丕賴蹖 亘丕 賯賴乇賲丕賳 丿丕爻鬲丕賳 丿乇 氐亘賵乇蹖 丕爻鬲.
亘乇丕蹖 鬲睾蹖蹖乇 丿丕丿賳 丌丿賲 賴丕 亘丕蹖丿 氐亘賵乇 亘賵丿. 丿乇 賴蹖趩 噩丕蹖 讴鬲丕亘 禺亘乇蹖 丕夭 鬲亘蹖蹖賳 丕蹖丿卅賵賱賵跇蹖 賴丕 賲丕乇讴爻蹖爻鬲蹖 蹖丕 卮毓丕乇 賵 丌乇賲丕賳禺賵丕賴蹖 賳蹖爻鬲.
匕讴乇 賵賯丕蹖毓 亘丕 噩夭卅蹖丕鬲 亘賴 馗丕賴乇 亘蹖 丕賴賲蹖鬲 丕夭 丨丕賱丕鬲 趩賴乇賴 诏乇賮鬲賴 鬲丕 噩夭 亘賴 噩夭 鬲讴賴 倬乇丕讴賳蹖 賴丕蹖 賳賵噩賵丕賳丕賳 亘蹖 賯蹖丿 匕讴乇 賲蹖 卮賵賳丿 賵 賲丕讴丕乇賳讴賵 賲蹖 诏賵蹖丿 趩賴 毓讴爻 丕賱毓賲賱蹖 賳卮丕賳 丿丕丿 鬲丕 丌賳 丌丿賲 毓賵囟 卮賵丿.
鬲賳亘蹖賴 賴丕貙 鬲卮賵蹖賯 讴乇丿賳 賴丕貙 鬲賵賴蹖賳 讴乇丿賳 貙賲噩丕夭丕鬲貙 丨鬲蹖 鬲賲爻禺乇 賵 亘丕賯蹖 讴丕乇賴丕蹖蹖 讴賴 賲丕讴丕乇賳讴賵 亘乇丕蹖 丕蹖噩丕丿 鬲睾蹖蹖乇 丿乇 丌丿賲 賴丕 亘賴 讴丕乇 賲蹖 亘賳丿丿 匕讴乇 卮丿賴 丕賳丿 鬲丕 賲禺丕胤亘 亘賮賴賲丿 讴賴 丌乇賵睾賴丕蹖 讴賱蹖 诏賵蹖丕賳賴 蹖 賯賵丕毓丿 倬丿丕诏賵跇蹖讴蹖 (鬲乇亘蹖鬲 讴賵丿讴) 亘賴 賴蹖趩 讴丕乇 賳賲蹖 丌蹖賳丿.
December 16, 2017
丿丕爻鬲丕賳 亘賴丕 丿丕丿賳 亘賴 丕賳爻丕賳賴丕蹖蹖 讴賴 鬲乇亘蹖鬲 賳丕倬匕蹖乇 賯賱賲丿丕丿 賲蹖卮丿賴 丕賳丿 賵 賴賲蹖賳 丕毓鬲賳丕 賵 丕乇夭卮 丿丕丿賳 亘賴 丌賳賴丕 爻亘亘 賲蹖卮賴 丕毓鬲賲丕丿 亘賴 賳賮爻 賵 毓夭鬲 賳賮爻 丿乇 丌賳賴丕 乇卮丿 讴賳賴 賵 亘賴 夭賵丿蹖 賴乇 蹖讴 亘乇丕蹖 禺賵丿 丕賳爻丕賳蹖 亘乇噩爻鬲賴 賵 賯丕亘賱 丕丨鬲乇丕賲 卮賲乇丿賴 卮賵賳丿. 丕夭 丕蹖賳 讴鬲丕亘 鬲賱丕卮 賵 鬲賱丕卮 賵 氐亘乇 讴乇丿賳 亘乇丕蹖 乇爻蹖丿賳 亘賴 禺賵丕爻鬲賴 賴丕 賵 賳丕丕賲蹖丿 賳卮丿賳 乇丕 蹖丕丿 诏乇賮鬲賲. 亘賴 丕賲蹖丿 丿丕卮鬲賳 趩賳蹖賳 賲毓賱賲丕賳蹖 丿乇 爻乇夭賲蹖賳 禺賵丿賲賵賳.
June 10, 2008
A must read for anyone who wants to work with children. It is a great example of the use of play and collective activity as a therapeutic tool. It is one of the books that forms the basis of my work.
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July 24, 2009鬲毓賱蹖賲 賵 鬲乇亘蹖鬲
April 8, 2011
校卸械 锌芯褋谢械 锌邪褉褘 谐谢邪胁 谐芯褌芯胁邪 写邪褌褜 胁褋械 5 蟹胁械蟹写!
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