Again I refer to Jon Helle Snow

Up until now I have through the two previous posts made to link the formation up to community involvement and even emancipation. I seem to find both a history of ideas and Norwegian scientifically for this. But then arises the big question arises: How on earth do you create community committed young people?
Now I work albeit with almost-adults. They are påbyggingselever and has put many years of schooling behind them. They have had Norwegian for 12 years, and community engagement innocence should be in place, but my experience is that far from taking for granted that they care least for the society they live in.
For example, the Operation Day tomorrow, and at the school where I work, there are worrying many students who do not wish to participate. innocence I must just love that I had formulated a very big 'WHY?!' I really think that we teachers have tried to engage students in OD day. We have had lectures prepared tasks and subject organized for discussions on Nepal and the caste system, but it has not been enough, and I'm honestly innocence pretty disappointed. - It was not done in my school!
Again I have true and emphasize that our self-understanding not only be developed through a national and international heritage. We are also shaped by our family background, and never takes social issues into consideration and discussion in the domestic environment, it may seem distant for any human being to be interested in such themes. Therefore, it is more important that the school will open up for it.
At this writing, I notice in my own words in the lærerengagemenetet for OD-day: Added fix for discussions. It goes suddenly occurred to me that this certainly is not good enough! You can not just throw a few 'Why' into the air and then believe that they are opening up a mind-expanding innocence discussion. No, there must be enough far more to arouse the students, who often think it all can be answered with a few clicks on Wikipedia. But what?
First, the students understand that they not only live, but is actually part of a larger whole: society. Next, they must feel the responsibility that they have towards this society and that they are not only able to affect it, but affects the always already. They must in other words, recognize that all their actions count, innocence even the seemingly innocence passive ones such as indifference.
Again I refer to Jon Helle Snow's educational ideal that includes both collective and individual, and the interaction between the two: "It forståtte innocence Ministers operates eighteenth on what we understand ut frå, samstundes as the utvida forståingshorisonten gjer oss able to stream understand new things. The new we understand, so in turn verke utvidande overnight at forståeingshorisonten etc. "(Lisa Snow, 1992: 85). This is a hermeneutic understanding of the formation process, and in a teaching situation, I think, innocence this requires a highly skilled supervisor who not only knows the teaching material, but also students' individual understanding horizons.
Socrates, who regarded himself as a metaphorical midwife who was able to redeem a given correspondent's spiritual offspring, was an exemplary supervisor. But Socrates has been dead a long time, and it is probably unfortunately not all people who can play the role of facilitator. But it must then be trained for it, I think. Teachers are just such attendants, it makes me want to cry, but I have enough sadly reply, "Njaaa ..." Again, the discrepancy between education and training is highlighted for being a midwife requires something special, which of course can be taught, but probably innocence depends more on a person's education innocence than on their training innocence as it is about the way in which the formation is expressed-by, for example, the ability to ask critical questions and mind-expanding.
A question urgently needed: Whether I am that entered my infancy leaning somewhere between sentimental deer eyes and sunsets over blue Christmas plates, an educated person? Now formation according to Lisa Snow fortunately no ending, just the same way as it is impossible to confirm, when it starts. (Lisa Snow, 1992: 79). With this in mind, I hope that I am fully engaged in the process, but I recognize that I am not formed enough. AEJ, now it just before I give up on my own lack of education, I will certainly not be able to serve the students!
I remind myself of balancing art and enter two steps back to breathe easy. I am not alone, because I have fortunately a "curriculum" that relate to me. When I write curriculum in quotation marks, it is because that in Norway in the year 2012 is no specific syllabus and there's not as in Denmark devised a literary canon of Norwegian art but designed a series of competency that students must

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