פרסומים אחרונים במדור "חינוך והשכלה"

I belive in the US, almost all the school budget comes from property taxes. Since Princeton is a rather wealthy town, it may be the case that the school's budget is very large, and it's not a fair comparison to Israeli schools.

Do you know how much is your school's budget, or princeton's educational budget in general?

It seems to me that a lot of Israelis know better whats going on in my home town then me myself who lives here all my life. Dont make up stories based on stupid articles that you read in the Israeli media. Come here and see for yourself.

For someone living in Israel you know better then me whats going on in my back yard. If you know so much why dont you come here to us and give us a lecture. we really would like to meet you.

http://www.bsh.co.il/forums/ShowMessage2.asp?id=7879... ]

". . .What does change with age is that a person gains knowledge and learning and life experience that can be called upon in making judgments. But I think you have to remember that this is a very qualitative process which goes on at all ages. A person aged fifty can have just as many difficulties solving a problem as a person aged five. . ."
.
.
.
". . .In summary, many of the differences which society claims to exist between children and adults don't really exist. People aged four or so and up all have judgment, they all learn, they are all both dependent and independent in various ways, they all play, etc. I don't see any grounds for distinguishing in a qualitative manner between a person age four, five, or six and a person aged twenty or thirty. At about four, a person's body and mind have reached functional maturity, and from then on they accumulate a storehouse of experience and knowledge as they proceed along their unique path in life. Which all boils down to saying a very simple thing: that as far as we are concerned, as soon as children have reached four or so, they have to be treated like you treat any other person whom you consider an adult.

Now, you have to be careful not to draw the wrong implications from this conclusion. Thus, it would be catastrophic to deny children what is due them. All people, regardless of age, have needs which should not be overlooked. For example, all people have the need for affection. It's not the case that you have to give a lot of affection to a four or five year old, but when a person turns twenty, you can turn cold. Affection is necessary for human being all through life. So are love, warmth, and physical contact. We accept these needs in an infant, but we sort of tail off later on in life, although they are as vital to an adult as to a child aged four. The question we have to address at this point is, 'How did this differentiation between ages happen in Western culture?' This question turns out to be related to another, namely, 'Why do we consider adolescence to occur at such a late age in Western culture, at puberty?' The answer in both cases lies in the nature of Western civilization and its industrialized technological society. . ."

[. . .]

[excerpt, Chapter 9, Ages Four and Up, from Child Rearing
by Daniel Greenberg,
http://www.sudval.org/05_onli_07.html ]