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'''Inspirations for teachers how to implement the PapillonMethod in any digital text.'''
[[Image:Alphaomega.jpg|thumb|200px|''"I am the Alpha and the Omega, the first and the last, the beginning and the end."'' —Jesus (Rev. 22:13)]]
'''Jesus Christ''' is the person who changed the world forever with teachings of [[love]] and [[faith]], using logical parables like the [[Prodigal Son]] that flow from the existence of [[God]]. Jesus then personally set the ultimate example for mankind by triumphing over the greatest evil imaginable, the Roman scourging and crucifixion.


The PapillonMethod combines the content of the GOLD DUST adventure directly to the Internet and generates by adding about 124 topics (in the form of keywords), 752 cross-curricular educational links, 170 highly qualified educational videos a dynamic [http://www.brainpickings.org/index.php/2011/08/01/networked-knowledge-combinatorial-creativity/ widely interlinked knowledge world], imparted in an emotional, vivid and understandable way.
In religious terms, Jesus is the only Son of [[God]] and prophesied [[Messiah]] who, at the appointed time, was sent by His [[God the Father|Father]] and became a man to be the payment for the penalty of sin that separated us from [[God]] and to reveal to us the loving nature of God through his human person (1 John 4:10; 2 Corinthians 5:19). Although He was sinless, he bore the penalty for sin upon Himself for us.


Enjoy the fantasy adventure [http://einstein21.org/Online_Book/C1.htm GOLD DUST] as an application example. All topics (keywords) and links are suggestions that you can change and show how the PapillonMethod works. The educational links revolve around a topic and illuminate it in all of its depth. The flexible content is subject to constant change. That means more content, more context and more fun.--[[User:Papillon|Papillon]] 18:10, 7 January 2013 (UTC)--[[User:Papillon|Papillon]] 12:10, 8 February 2013 (UTC)
Speaking to his disciples, Jesus says,
{{cquote|'''John 14:1-15'''<br /><u>Believers will be in his Father's house</u><br />Do not let your heart be troubled; believe in God, believe also in Me. “In My Father’s house are many dwelling places; if it were not so, I would have told you; for I go to prepare a place for you. “If I go and prepare a place for you, I will come again and receive you to Myself, that where I am, there you may be also. “And you know the way where I am going.” Thomas said to Him, “Lord, we do not know where You are going, how do we know the way?”<br /><u>Jesus himself is the only way people can access his Father and his Father's house</u><br />Jesus said to him, “I am the way, and the truth, and the life; no one comes to the Father but through Me.<br /><u>If you know Jesus, you know his Father</u><br />“If you had known Me, you would have known My Father also; from now on you know Him, and have seen Him.” Philip said to Him, “Lord, show us the Father, and it is enough for us.” Jesus said to him, “Have I been so long with you, and yet you have not come to know Me, Philip? He who has seen Me has seen the Father; how can you say, ‘Show us the Father’? “Do you not believe that I am in the Father, and the Father is in Me? The words that I say to you I do not speak on My own initiative, but the Father abiding in Me does His works. “Believe Me that I am in the Father and the Father is in Me; otherwise believe because of the works themselves. “Truly, truly, I say to you, he who believes in Me, the works that I do, he will do also; and greater works than these he will do; because I go to the Father. “Whatever you ask in My name, that will I do, so that the Father may be glorified in the Son. “If you ask Me anything in My name, I will do it. “If you love Me, you will keep My commandments.}}


'''Important: It is not necessary to read the entire page. The chapters on this page accompany the chapter which you are currently working inside the [http://einstein21.org/Online_Book/%20Table_of_contents.htm Internet Book]''' (UTC) --[[User:Papillon|Papillon]] 10:36, 6 January 2013 (UTC) --[[User:Papillon|Papillon]] 13:08, 6 January 2013 (UTC)
By the power of the [[Holy Spirit]], Jesus was conceived in the [[womb]] of the virgin [[Virgin Mary|Mary]], and became man in an event known as the [[Incarnation]], as referred to in Isaiah 7:14. Indeed, the calendar itself reflects this truth, with the traditional calculation of Jesus’ birth marking the first century A.D., that is, "''in the year of Our Lord…''." The [[John the Apostle|apostle John]] wrote in his gospel the following regarding Jesus Christ: "''For God so loved the world, that he gave his only begotten Son, that whosoever believeth in him should not perish, but have everlasting life''" (John 3:16).
{{trinity}}
When he was about thirty, Jesus was baptized by [[John the Baptist]], inaugurating his ministry. Jesus of [[Nazareth]] is the Christ or Messiah, prophesied in the [[Old Testament]] (Greek: Χριστός; [[Aramaic]]: 'משיחא'). Jesus proclaimed that “[t]he time is fulfilled, and the kingdom of God is at hand: repent, and believe in the Gospel.”<ref>Mark 1:14-15.</ref> As signs of these truths, Jesus performed various miracles.


The Internet book GOLD DUST is written under an open license [http://creativecommons.org/licenses/by-nc-sa/3.0/] and gives everyone the freedom to use or modify the material to suit his or her own needs.
However, not all who heard the Lord believed in him, and, because he “was even calling God his own Father, making himself equal with God”, some sought to put him to death.<ref>John 5:18.</ref> Jesus was handed over to the Roman governor [[Pontius Pilate]] and crucified. But it was through his redemptive death, as the [[Holy Scripture|scriptures]] had foretold, that Jesus reconciled mankind with God.<ref>Romans 5:10.</ref> And so, on the third day, in a truly historical event, Jesus physically rose from the dead, making possible salvation and eternal life for those who believe in him. Indeed, his very name, ''Yeshua'' (Hebrew 'יהושע') means "[[Salvation]]" and is the concatenated form of ''Yahoshua'', ‘[[YHWH]] is salvation’. After appearing to his disciples on various occasions, Jesus ascended to Heaven, where he acts as our mediator, assuring, by his constant intercession, the permanent outpouring of the Holy Spirit.


== Jesus' Life ==
===The Pre-existence of Jesus before His incarnation===
Though it is commonly thought that Jesus had his beginning with His birth or with His conception in the womb of Mary, and that personality begins with birth and develops with age, the Person of Jesus on earth was one and the same Person as was the Son of God in the presence of the Father before the incarnation. That is why the transition of His becoming a man on earth is considered such a great act of humility and self forgetfulness - to have left it all, for us, for which He will always be honored and extolled.


== welcome :) ==
Though he was in the form of God , He did not cling to this equality with God, but emptied himself to assume the condition of a slave, and became as men are, and being found as a man, he was even humbler yet, even to accepting death, even on a cross. But God raised him high, and gave him the name which is above all other names, so that all beings, in the heavens, and on the earth, and in the underworld, should bend the knee at the name of Jesus, and that every tongue should acclaim, Jesus Christ as Lord, to the glory of God the Father. Philippians 2:5-11
<div style="align: center; padding: 0.5em; {{#ifeq:{{{clear}}}|true||border: solid 1px blue; background-color:darkblue; -moz-border-radius-topleft: 25px; -moz-border-radius-topright: 25px;}}"><center><!--
--><font size="+1" {{#ifeq:{{{clear}}}|true||color="white"}}>Hello Papillon, and <font color="#fc0">'''Welcome to the OLPC wiki!'''</font></font> <!-- [[Image:Olpc_badge_white.gif|100px]] --> </center> </div><!--
--><div style="align: left; margin-top:-1px; padding: 0.5em; {{#ifeq:{{{clear}}}|true||border: solid 1px darkblue; background-color: white; -moz-border-radius-bottomleft: 25px; -moz-border-radius-bottomright: 25px;}}">
I hope you enjoy browsing and want to stay. As a first step, you may wish to read our [[One Laptop per Child|introduction]].


If you have any questions, feel free to ask me at my talk page — I'm happy to help. Or, you can ask your question at the [[Talk:The OLPC Wiki|main talk page]].
===Incarnation of the Son of God===


-------
The Son of God, who was always with the Father before all creation, took upon himself flesh, that is, become a human being, taking the flesh of manhood from his mother Mary but without her being impregnated by any man. He was born of Mary through the power of the Holy Spirit. The Gospel of John begins,<blockquote>"In the beginning was the Word and the Word was with God and the Word was God... and the Word become flesh and dwelt among us"</blockquote>. There are two understandings of this. Though both hold that the Son of God, Divinity Himself, became a man, they understand differently the beginning of the Gospel of John.


'' '''Good luck, and have fun.''''' ----[[User:Sj|Sj]]&nbsp;[[User talk:Sj|<font style="color:#f70; font-size:70%">talk</font>]] 10:08, 14 September 2008 (UTC)<!--
The first understanding sees in the Son of God being the Word ("logos" in Greek) that He is the communication of the Father and thus in some sense the purpose of His coming was to mediate the knowledge of God to man among whom He would dwell and be one with them. But as mediator He is in no way inferior to the God He communicates because He Himself is God. The Trinity is emphasized though by implication (the word "Trinity" is of later usage to describe the phenomenon as presented by the New Testament). This understanding rests upon the use of "logos" in Philo and elsewhere meaning "reason", "word", "rationale"
--></div>


The second interpretation, while in no way negating His coming to be the communication of the Father to man necessitating the incarnation and explicating the Trinity, rather says that we need to look not to Philo and the "logos" philosophy but to the Aramaic Jewish thought of the time. Doing so, we can see that the Gospel of John intends to rip away a veil, and in doing so, will show us that it was God Himself and no mediator, that leaped down to take the form of a human being, and that this is to be spoken of boldly.


Hello Sj, thank you for your introduction and welcome to the Online Schoolbook “GOLD DUST. [[User:Papillon|Papillon]] 17:16, 14 December 2008 (UTC), [[User:Papillon|Papillon]] 12:22, 29 December 2012 (UTC)
Here is how this second understanding is developed:


The Hebrew text is very clear in visualizing the God of Israel in physical terms, even if meant to be understood metaphorically. But the Aramaic Jewish translations of the Hebrew Scriptures will not allow it to be so presented, but will rather speak around it (paraphrase) or use an intermediary word between the physical description and God. In [[Genesis]] 32, [[Jacob]] is wrestling with "a man" but after the bout, Jacob says, in the original Hebrew text, "I have seen God face to face and my life has been saved". In the Aramaic translation, however, Jacob is made to say, " I have seen the ''angel of God'' face to face and my life has been saved". At times, the intermediary word is the word "Word" - in Aramaic, Memra (the root is Aleph, Mem, Resh as in the Hebrew word 'Omer). Whereas the Hebrew text (Gen. 3:8) has it, "They ([[Adam]] and [[Eve]]) heard the sound of the LORD God walking about in the garden", the Aramaic has it, "they heard the sound of ''the Memra'' of the LORD God walking about in the garden" Apparently, walking about in the garden conjured up too much of rustling of leaves and bushes to take figuratively, and so it was the "Memra" that was heard and not the LORD God. This is the pattern in other places in Genesis. Prof. David Flusser of the Hebrew University notes that it is to this mindset that we owe our understanding of John 1:1 and not to Philo and the Alexandrian "logos" philosophy. "In the beginning was the Word (Memra) and the Word (Memra) was with God.. and the Word (Memra) was God. John 1:1 is meant to rip away the distinction between God and the Memra, so assiduously held to by contemporary Judaism, and so declare that they, the Memra and God, are in reality one, ...and this One has, indeed, come down and has become flesh of our flesh and bone of our bone. John, in his epistle would later say in wonderment, " Whom we have handled, we have touched and held Him."


=='''Author and Conceptual Explanations'''==
ARAB


I’m the [http://de.linkedin.com/pub/hardyna-vedder/29/694/360 author] of the [http://wiki.laptop.org/go/Papillon “PapillonMethod”] and creator of the [http://wiki.laptop.org/go/Online_Schoolbook_%22GOLD_DUST%22 online schoolbook "GOLD DUST"]. My name is Hardyna Vedder. Based on the idea of writing a childrens book a study project developed [http://einstein21.org/Education.htm]. Thirst for knowledge and interest in topics taken from literature, history, philosophy, art, as well as openness for science, environmental topics and new media have influenced the development of the Online Schoolbook GOLD DUST.
=== At Twelve Years Old ===
The account of Jesus' parents finding him in the temple impressing the "teachers" with his knowledge of the [[Old Testament|scripture]] is the only detailed event between Jesus' infancy and adult life that is known.
{{cquote|'''Luke 2:41–51'''<br />Now His parents went to Jerusalem every year at the Feast of the Passover. And when He became twelve, they went up there according to the custom of the Feast; and as they were returning, after spending the full number of days, the boy Jesus stayed behind in Jerusalem. But His parents were unaware of it, but supposed Him to be in the caravan, and went a day’s journey; and they began looking for Him among their relatives and acquaintances. When they did not find Him, they returned to Jerusalem looking for Him. Then, after three days they found Him in the temple, sitting in the midst of the teachers, both listening to them and asking them questions. And all who heard Him were amazed at His understanding and His answers. When they saw Him, they were astonished; and His mother said to Him, “Son, why have You treated us this way? Behold, Your father and I have been anxiously looking for You.” And He said to them, “Why is it that you were looking for Me? Did you not know that I had to be in My Father’s house?” But they did not understand the statement which He had made to them. And He went down with them and came to Nazareth, and He continued in subjection to them; and His mother treasured all these things in her heart.}}


This project is the result of many years development work. It includes:
At this early age of twelve years old, there is clearly shown an inner positional or relational commitment of Jesus. Nor is there any indication that this had not been present prior to His twelfth year. His deepest belonging, that against which all other belongings were to be judged, confirmed, rejected, etc. was to the Father, the Father's House, the Father's concerns. This commitment would reverberate at later times, severing ultimate claims on Him of his closest - mother, brothers, sisters, etc. In the presence of these and to their hearing, He would ask, "Who are my mother, and brothers, and sisters? He that does the will of my Father in Heaven is ..." This, in His own life, was the moral authority to demand the same of all others, "You cannot serve two masters..." The memory of what had happened in the Temple when He was twelve, pondering it in her heart, would stand Mary in good stead, when she would see her son hanging on the cross. She also would be found with the disciples in the upper room, praying, and waiting for the coming of the Spirit which He had promised.


Fantasy Story „GOLD DUST”
====From Heaven's View====
[http://pio-pio.de/html/Buch/golddust.html]
But seen from heaven, a spark had entered into the Temple's precincts, and around that the time, there was to evolve the extra-biblical ceremony and practice of Judaism, which would try to make sense of the need to be anchored into the ancient tradition of God, with the need to make new for every generation the relevance of it for each Jewish youth. And so developed the Bar Mitzvah, the "Son of the Law" ceremony and concept. At the age of 13, a Jewish boy, so it developed, would read or sing out in the synagogue, the Shabbat of his birthday, the prophetic portion (the Haftorah) for that Sabbath assigned to the Torah portion (from the 5 books of Moses, read consecutively), raining down upon him from the Women's Section (Ezrat Nashim) - the Help of Women) above or to the side, hard sweet candy signifying the hope of sweetness set before him. For at that time, the Jewish boy becomes a Jewish man, taking upon himself, the obligations for fulfilling the Law of Moses, and is no longer absolved from this responsibility by the mediation of his father's fulfillment of the Law of Moses for him.


Online Schoolbook „GOLD DUST”
At this time, seen from Heaven, a spark entered in, another way, sometimes seen in other young boys and girls, but in a dim way, an intense concentration on the Father above all things and people, looking and judging all surrounding him from the viewpoint of Him flooding the soul, listening, speaking, believing.
[http://wiki.laptop.org/go/Online_Schoolbook_%22GOLD_DUST%22]
So Jesus reasoned with the rabbis, never being encompassed by them, in the house of His Father. Was it told to us showing what He was and what we could be, or at least, learn to follow in His steps, or was it shown to us to allow us to view another step in His being made perfect, growing in favor with God and Man, totally consumed with the doing of His Father's will, and thus, "being made perfect", to take our place upon the Cross, for our sakes and for our salvation?


"Papillon" [“Butterfly”] educational concept [http://wiki.laptop.org/go/Papillon]
=== Ministry ===
==== Baptism ====
[[Image:Jesus' Baptism.jpg|thumb|right|150px|Jesus' Baptism]]
The [[gospel of Mark]] begins with the [[baptism]] of Jesus by [[John the Baptist]], which appears to be the beginning of Jesus' public ministry. Jesus came to the [[Jordan River|River Jordan]], where John was preaching and baptizing people in the crowd. After Jesus had been baptized, and had risen up out of the water, Mark states Jesus 'saw the heavens torn apart and the Holy Spirit descending like a dove on him. And a voice came from [[heaven]], 'You are my Son, the Beloved; with you I am well pleased' (Mark 1:10–11). Luke adds the chronological anchor that John the Baptist had begun preaching in the fifteenth year of [[Tiberius]] Caesar, approximately in 28 AD (Luke 3:1) and that Jesus was thirty years old when he was baptized (Luke 3:23).


Project study
'''The meaning of Baptism for Jesus:'''
[http://wiki.laptop.org/go/Papillon_-_Research_and_Development]


Testing the model project successfull in practice
Jesus insisted over the protests of John that He be baptized at the hands of John. John's protests are natural enough as John's baptism was for those who were sinners, and implied in baptism was the understanding that the baptizer was somehow greater than the one baptized. John believed that he needed to be baptized by Jesus and not the other way around. But Jesus' understanding of His being baptized was two-fold:"Baptism" meant suffering unto death, and it implied that His impending mission was to be in behalf and in place of the real sinners, the humanity for whom He would die. Jesus would later use "baptism" in the first sense when he said to disciples, "Can you be baptized with the baptism which I will undergo?" The Spirit coming down on the Son in the form of a Dove (Yonah = "Jonah" in Hebrew), and the voice of the Father, "This is My Beloved Son" was the Divine empowerment, and authorization for Jesus' mission to come entailing His sacrificial death, three days, not in the belly of the fish, but in the bowels of the earth, and after that, resurrection. As Baptism for Jesus meant, looking forward, His joining sinful humanity to the point of bearing their sins to the death of the cross, so the later New Testament understands, looking backward, that sinners believing in Jesus are also to join Him in His death through the waters of baptism "in the Name of the Father and the Son and the Holy Spirit" - according to the command of the Risen Christ. See [[Christianity]] for Jesus' self consciousness.
[http://de.youtube.com/watch?v=PhchdHJAazA]
at the Ellen-Key Grammar School in Berlin
[http://bildungsserver.berlin-brandenburg.de/medienprojekte.html?&contUid=22023]


Expert report from the Berlin Technical University [http://www.medienberatung.tu-berlin.de/index.php?akt=a&id=55&kategorie=Mitarbeiter] with regard [http://pio-pio.de/html/R_wissenschaftler.htm]
==== Temptation ====
After this baptism, according to Matthew, Jesus was brought into the desert by God where he fasted for forty days nights. During this period, the [[Satan]] appeared before him and [[Three Temptations of Christ|tried three times]] to tempted Jesus into demonstrating his supernatural powers as a proof of his divine status; each temptation was refused by Jesus, with a scriptural quote from the Book of [[Deuteronomy]].


Einstein21 – The great dynamic book of inspiration, where imagination meets reality - interactive, interlinked, transferable to all digital texts, updateable and adapted to the 21st Century [http://einstein21.org/]
Jesus then began to preach. [[Gospel of John|John]] describes three different [[passover]] feasts that Jesus attended, thus implying that his ministry lasted three years.


Online Platform – Learning in the 21st century
'''The reason behind the Temptation:'''
[http://www.pio-pio.de/]


Since 2007 Papillon participates in the educational project “One Laptop per Child". --[[User:Papillon|Papillon]] 12:48, 29 December 2012 (UTC)
The Temptation occurred just as told in the Gospels. But behind the happening, another message lies revealing the identity of Jesus to a people who would understand it. At the foothill of Mt. Hermon, in between the servile Roman infatuated people of Tiberius to the south west of the Sea of Galilee, and the rabidly nationalistic, anti- Roman Zealots of Gamla to the north east, Jesus asked His disciples who He was. The Messiah, the Son of the Living God, was the answer. And Jesus explained who He was and why he had come in terms that fit their experience - not to rule and throw out the Romans, nor to uphold their ways and laws but rather something on a different plane all together - to give His life settling it on the cross.


My native language is German. Please feel free to correct my English and give me your feedback and comments. I’m happy to answer your questions.
To a later believing people, those who were not Jewish, who He was would be understood in terms fitting to who they were - He had come the Second Adam, to give His life and to provide new life to those who were not Jewish, but also including the Jews, to all the lost and wandering children of Adam.


Now I want to introduce the "PapillonMethod" and present what is possible with this emotional and simply concept.
In the Temptation, it is the those who knew the Old Testament, the physical children of Abraham primarily, who could see in the long range, and not primarily dictated to by the political passions of the moment, and who could wonder who they were and where they had gone wrong, and wonder also who would be the One to take them out. It is they, Israel, who had been in the wilderness for 40 years, and they that had succumbed to the temptations of selling out for food and drink, though they were a "Son" whom God with a strong arm and outstretched hand had taken out of the bondage of Egypt, they had turned traitor, driven by their own lust and pride. And here now, in Jesus, was One who resisted the devil in the wilderness, also "for forty", preferring the will of God as His food rather than all the world could offer, Who was He? He was Israel! The only true one left, the faithful remnant spoken of by the prophet Isaiah, the servant true to the end. As the letter to the Hebrews saw, "Though He were a Son yet learned He obedience by the things He suffered, and being made perfect, He become the author of Eternal life...". This is the understanding of the Gospel of Matthew, in interpreting a passage from Hosea which was manifestly speaking of Israel the people and applying it to Jesus who also came out of Egypt with His parents at the death of Herod, " Out of Egypt have I called my Son". Who was Jesus? He was Israel who had ''not'' failed come to redeem Israel who had, and also out of all the peoples of the world.
Here are some hints and thoughts, to explore the Online Schoolbook GOLD DUST - a new system of education on the basis of ancient wisdom and modern research. Try it out and invite curiosity and hunger for knowledge in the classroom. Conditions of Use:[http://creativecommons.org/licenses/by-nc-sa/3.0/ Creative Commons Attribution-Noncommercial-Share Alike 3.0]


By using the PapillonMethod learners get a mix from structur (text of the virtual world) and freedom (Internet).
==== Disciples and Apostles ====
[[Image:Jesus5.jpg‎|thumb|left|100px|Jesus Christ <small>(Artist's impression)</small>]]
The larger part of this was directed towards his closest followers, the [[apostles]], although all of his followers were considered [[disciples of Jesus|disciples]]. At the highest point of his ministry, Jesus attracted disciples and audiences numbering in the thousands; in particular in the area of Galilee. Many of Jesus' most well-known teachings were given during the [[Sermon on the Mount]], such as the [[Beatitudes]] and the [[Lord's Prayer]]. Jesus often used parables in his rhetorical technique, such as the [[Parable of the Good Samaritan]] and [[the parable of the sheep and the goats|the Parable of the Sheep and the Goats]]; these teachings encouraged unconditional self-sacrificing [[Shema|love for God]] and [[Agape|for all people]]. During these sermons, he also discussed service and humility, forgiveness of sins, how faith should be applied, the [[Golden Rule]], and the necessity of following the spirit of the law as well as its wording.


'''Why imparting knowledge through narration?'''
'''Their choosing and their purpose:''' Among the many who came to Jesus, from afar and from the surrounding villages of the north shore of the Sea of Galilee, were those moved by his insight into the nature of life, or touched deeply by His seemingly knowing them from the inside, by His intimacy with the God and Father they had only known "about", or impressed by the miracles done before their very eyes, and many, by His deep compassion for the people, so evident in all that He did. Jesus would sprinkle His words upon them as seed in a path, some to take root, and some to be blown away by the wind. But to those who heard and wanted more, they would get that more, receiving explanation, and move closer to His association. Those that would not, would receive only that which was commensurate to not wanting - more parables, silence. Never the revealing of the "Secrets of the Kingdom". Yet, there was no prohibition and no limit for getting closer to Jesus. Those that did, became His "learners" - the disciples, understanding the meanings of His word by the demonstration of His life and putting them into practice. Among these were another group, some that had been with Him from early on, possibly some from the time of His baptism at the hands of John. These He would hold in His mind for an additional and different reason.


The answer lies in the way the brain works: we remember things better when more than one sense is involved. That is particularly true when it comes to stories rather than simple informational documents. What has no emotional coloring is easily forgotten. --[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)
Then one night, he ascended a hill praying about them, and came down knowing who they were to be. 12 in number, chosen not because of their virtue, or even what He would do in them in the future, but rather solely chosen by His Father to be deputized, delegated, or commissioned by Jesus to be sent out for a mission. He gave them the name "Shaliach" (meaning all that), which was translated into Greek as "apostolos" and so our Apostles.


'''Children love stories. This makes knowledge transfer as simple and effective.''' --[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)
The mission of the Apostles (see "Example 5." of [[New Testament understanding through the Jewish perspective]]) was to do all that they saw Jesus was doing, healing the sick, raising the dead, and with all this, to tell about the fast coming Kingdom of Heaven, the rule of His Father, and urge people to repent and get ready for it. He gave them His power and authority to do all this. But it was to be 12 in number, not more and not less, that number surviving even the suicide of one of them, Judas from the village of Kyriot, requiring an "election" to bring back the number from 11 to 12. And that was because the special additional reason for their appointment was to sit on the 12 thrones of the 12 tribes of Israel (the sons of Jacob) and lead them by whatever it takes - that is the meaning of the biblical term "Judge" (Shofet)*. For the community of the "little ones"., was to be, in some sense, an Israel within Israel, or a new Israel, a sort of beachhead for the onslaught of the Kingdom of God in its invasion (or sometimes, infiltration into) into and onto the Kingdom of the unjust occupier and enemy of all Goodness, the Devil, to overthrow him and all his works. This truer and newer Israel, He called His "Called Out ones" (Eklessia=Church) against whose onslaught the Fortified city of Hell with its defensive bars to its massive gates, would not prevail. Many captives would be released. The Church, then, was the community counterpart to what was known as the "Synagogue" (Greek), meaning "gathered together ones" (Beit Knesset - house of the gathering, Hebrew). It was the Synagogue of Jesus the King and Messiah, and aligned with and the focal point of the Prophetically promised and hoped-for Kingdom of God and the rule of Heaven on Earth. And the disciples and apostles of Jesus all had their place in the unfolding of it all.


'''Why very distantly related links?'''
*Note: For the significance of sitting on the seat and judging, see Example 2. of [[New Testament understanding through the Jewish perspective]].


Analog view of a topic does not encourage thinking in contexts. Making thoughts more flexible also helps, to get closer to the solution of a problem. A wide, cross-subject education and cross-border thinking challenges children to ask questions, show curiosity and to change their perspectives. --[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)
==== Social Outcasts ====
[[File:Cordero El Redentor y la mujer adultera.jpg|thumb|300px|left|El Redentor y la mujer adultera by [[Juan Cordero]].]]
Jesus also often conversed with social outcasts, such as the publican ([[Rome|Roman]] tax collectors who were unpopular for their practice of extorting money).


If someone is not interested in a topic, he will find it difficult to learn. PapillonMethod therefore arouses curiosity in interesting cross-curricular themes and opens the door to the internet. Behind every door students can find a surprise, against one's expectations. Surprise is a positive emotion. Neuroscientists are of the opinion that positive emotions support the learning process. An information may be better absorbed, noticed and be reproduced. --[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)
Jesus showed no partiality toward outcasts, and neither did He do so to those who were in society. But being an outcast was a category beyond the reach of all others which were in society. Jesus was not for the male over against the female, the Jew over against the non Jew, townsman over against the man of the field. He was impartial and penetrating in His love for all. But all of these had a certain standing in Society, they were part of it, though all being in it, could vie for more of it as their share. But all were united, and could work in concert against what they were not - the outcast. The love of Jesus and the love of His Father through Him, could not rest lightly on any one of them, until it would reach and rest on the one beyond the fringes, the outer edges, and down below - the outcast. This demonstrated in the life of Jesus what the Cross would later show and the Apostles preach - all were outcast to the Holiness of God, and all could be loved by Him and, indeed, were.


'''The learning clicks represent a unique and innovative form of conveying knowledge.''' They are the result of an intensive combined achievement.
==== Miracles ====
Text and learning clicks are so tightly interwoven so that both elements can develop their effect as just one unit. However, the goal is not to link the text in general but rather how the text is linked. That is what is special about it.
Throughout his ministry, Jesus performed many miracles including healing the sick and possessed, feeding 5000, and even raising from the dead.
Links without story-based text don't work in such great manner we have learned in our praxis tests. --[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)


The teacher uses the links specifically for knowledge transfer. He determines the kind of content, standards of education or skills that should be transported. The teacher's role is changing. He gives the direction and orientation, while the Internet is the classroom and the student works independently.
Miracles were an intrusion of the ordinary, but the ordinary of a different and far-superior Kingdom, into the sordid and sin sick kingdoms of this world. They showed what life was really like there in that Kingdom which was coming and how weak, unstable, subject and cringing were the powers of this corrupted world, "bent" under the heel of God. That a widow should have her dead son restored to her alive, that outcasts such as lepers should be restored to the community, and as a result of their being healed, that darkness should give way to light and sight, that a woman deserving stoning find solace and forgiveness, all of these are the way things are and ought to be in the Kingdom of God because of the way He is. They were, at one and the same time, signs of the Kingdom which was coming and great works of compassion done here below which will never by surpassed or forgotten. And Jesus the Messiah was bringing them in!
Later Students find their own favorite themes, discover them with links, create their own knowledge planets and add they to the story.


Learning clicks are variable and can be adapted to the age group. Younger students approaching the subject playful. Older students work with demanding sources of outstanding quality.--[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)
Note: See Example 5 of [[New Testament understanding through the Jewish perspective]] for the assault and infiltration of God's Kingdom on and into the Kingdom of Satan.


'''We must ask ourselves: what should our children learn and what values we want to give them. Topics close to society's heart. Therfore all keywords and educational links are variable and suggestions and are subject to constant change.'''
==== His Preaching was Offensive to the Established Authority ====
--[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)
As He preached, Jesus ran afoul of the [[Sanhedrin]], the recognized Jewish religious authorities, who were allowed to have considerable religious, political and monetary influence under Roman rule. Jesus chastised them, accusing them of making laws for the people to follow that were the laws of men, not God. The Sanhedrin tried to set traps for Jesus by asking Him questions to either discredit Him with the people or get Him in trouble with the Roman authorities, but all of their efforts failed and they gave up. They lacked the means to stop Jesus until [[Judas Iscariot]] came to them and offered to betray Jesus for 30 pieces of silver. He would tell them where Jesus would be that night so they could seize Him.


'''Internet literacy'''


is impossible without a minimum level of personal experience in dealing with the technology. Where young people can acquire these skills? A fortuitous result of activities in their leisure time, or all systematically in school? Although we live in a media society children often do not know how to deal appropriately with the media.
Notable among Jewish established authorities were the Pharisees, the Saduccees, and the Herodians.
Through the support of the teacher, the children learn to distinguish important from the unimportant, genuine from spurious.
And what about information overload? My suggestion, learn how to google.
It makes a difference what keywords I type in the search engine, in order to achieve the best result. --[[User:Papillon|Papillon]] 19:31, 29 December 2012 (UTC)


The Pharisees, believing that at the time God had given to Moses the "written Torah" (Torah shebikhtav), He had also given to Moses an "Oral Torah" (Torah shebe'al peh) which would apply the written Torah to all situations and times, and that that Oral Torah had been handed down from generation to generation, finally, it itself written down, making, in the days of Jesus, the beginning of the Talmud. Thus it was necessary to be able to "fill in the rabbis" from whom the teaching came (see [[Judaism]]) - "Rabbi Tarfon says in the name of Rabbi..." But this man Jesus, goes straight to Moses, and straight to Heaven! ''"You have heard it said...but I say unto you..."'' and himself speaks as the ''Mouth of God!''


=='''General'''==
The Saduccees, not believing in an Oral Torah, and believing much of the written Torah to be irrelevant and impractical in the modern times that they lived, believed that the "blanks" and how the Torah was to be applied in these days, must be decided by the Kingdoms of the World, namely, Roman law and requirement. But this man Jesus speaks of another Kingdom and another King, and not of Rome!


'''Education Level: K-12'''
The Herodians saw clearly who their enemy was and who their Savior was and wherein their safety lie - Herod the King of the Jews and all the aura and the might that he possessed. And their enemy was anyone who would claim, or live in the claim of others, that it was he that was the King of the Jews and not Herod (and the royalty after Herod) - such as was doing the man Jesus of Nazareth


*The PapillonMethod enables learning with imagination [http://www.uen.org/themepark/imagination/] and time to deepen a topic from different perspectives. --[[User:Papillon|Papillon]] 19:53, 29 December 2012 (UTC)
Note: Judaism does not have a "unified" theory of Inspiration or practical authority of Scripture. That is, The most authoritative, and capable of being regulatory to life as "law" is the five books of Moses. After that, the Prophets. And after that, the "Writings." The Scripture of the Saduccees was just the Five books of Moses, and since there is little if anything about the resurrection from the dead and the after life in the the Five Books of Moses, they believed in neither. The Pharisees, believing in the on-going of revelation extending, though with lesser authority, to the Prophets (such as Daniel) and the Writings, believed in both.


*The preoccupation with the key words (the penetration into the depth central themes) pays for itself in an acceleration of apprehension, and not only during school but for the entire life.--[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)
===The Turning Point===


*Particularly suitable for team- and project work. The role of the teacher is being transformed. He is providing the direction and ensures the point of reference while the Internet becomes the learning space and the student can work independently.--[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)
It was at the city built in honor of Herod's son Phillip, Ceasarea Philippi, dedicated to the worship of Pan at the subterraenean breakout of the spring which was tributary to the Jordon River, the Ban(Pan)ias, that Jesus asked His disciples, "Who do men say that I am?, Simon finally answered, You are the [[Messiah]], the Son of the Living God. Jesus responded that flesh and blood had not revealed this fact but His Father had. Then Jesus gave him his new name Peter, meaning rock, and told him that he and the Church to be built on the rock would be thrown against the very gates of Hades itself, gates which would be unable to withstand the onslaught, setting Hell's captives free. (See Example 5. of [[New Testament understanding through the Jewish perspective]]). From that place of confession, and from the time of Peter's confession itself, Jesus began to refine to His disciples, excluding all doubt and ambiguity from their minds as to the purpose of His coming, what it was all about. He the Messiah had come to die. They were to go up to Jerusalem, and there he would be rejected and denounced by the priests and elders, handed over to the Gentiles, and be put to death. And so began the 3 days journey from Caesarea Philippi, then along the eastern shore of the Sea of Galillee, along the Jordon river valley, through Jericho, and then the ascent to Jerusalem, Jesus telling his followers repeatedly the same message of His rejection and death, and then, if they could take it in, in such a way as not to suppress from their consciousness the main message He needed to instill into their acceptance, that of his humiliation and death, His subsequent resurrection form the dead. As the Gospel of Mark would record the words of the Lord, "For the Son of Man has not come to be served, but to serve, and to give His life for the ransom of many"


*Due to the switch between digital and traditional work methods, the productive capacity to reflect and the joy the students experience from experimentation as well as the ability to critically assess the media are stimulated and promoted. Unique learning success becomes possible in this sense by combining technical affinity and the desire to read.
=== Last Days of Jesus' Life ===
Concepts which combine what is information with creative methods of thinking and working boost the attention and motivation of the students and open up new ways from the to express themselves and create.
==== Lord's Supper ====
The fairytale establishes the self-imposed delay between the onset of desire and its eventual fulfilment which can be increased through interaction. The desire for learning is awakened.--[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)
'''God and man at table are sat down:'''
[[Image:The Last Supper WM.jpg|right|300px]]
It happened before - "Moses went up with Aaron, Nadab and Abihu. and seventy elders of Israel. They saw the God of Israel...they gazed on God. They ate and they drank." Exodus 24: 9-11


It would happen after - "Now while He was with them at table, He took the bread and said the blessing, then He broke it and handed it to them. And their eyes were opened and recognized Him. But He had vanished from their sight. Then they said to each other, Did not our hearts burn within us as He talked to us on the road, and explained the Scriptures to us?" Luke 24:30-32


Eating before the Lord or with the Lord, would be used as the highest form of friendship - Behold, I stand at the door and knock. If any one hears My voice and opens the door I will come in to him and share my meal with him, side by side.". Revelation 3:20-21 (NIV)


=='''Chapter 1: [http://einstein21.org/Online_Book/C1.htm Phantasos]'''==
At the [[Passover Seder]], the last meal the Lord would eat with His followers, His presence so permeated the atmosphere, and what He said and did at that special time, and especially they having received His command to do just what He was doing before them at this time, whenever they would meet together, the Apostles of the Lord and the Gospels after them could not speak of bountiful and miraculous times of the Lord's gracious giving of food feeding the multitudes, without mentioning that which otherwise would not have been mentioned - ''He took the bread, looked up to heaven blessing the bread, He broke the bread, and He gave it to them.'' That is what the Lord did before them, and that is what He commanded them to do after Him, and thus provided for them, and for the Church after them, the one of two universal services - the [[Lord's Supper]], or [[Eucharist]], or [[Holy Communion]].


But in addition, He gave His own particular understanding to the unleavened bread of the Passover and ceremonial cup of wine, the 3rd and "Thanksgiving cup" of wine drunk immediately after the Passover meal was eaten. In slightly varying words, the Gospels and the Church after would perpetuate that understanding by repeating what the Lord Himself said at that Last Supper - "This is My Body which is given for you... This is My blood, the blood of the New Covenant which is shed for you, and for the many, for the forgiveness of sins. Do this as my own Remembrance". And so He signified to His followers that His life would be given in sacrifice for them and for their benefit. How this benefit would be effected, would be explained by Jesus by other sayings, "Do not think that I have come in order to be served. I have not come to be served but rather to serve, and to give my life as a ransom for many."


===Keyword : '''earth'''===
But His presence remained with them at the continual celebration of this new Christian [[Passover]] of the Communion. Though He had vanished from their eyes as He would return to the Father, yet through the Spirit which He had promised to be in His stead, He was there with them to remain- "Where two or three are gathered together in My name, there am I!"..." Even so, Come Lord Jesus!"
How to discover "earth" cross-disciplinary?
Begin the topics as often as you can with emotional videos (YouTube). So you immediately arouse interest and curiosity. The use of videos promoting clarity and understandability.''' [http://www.youtube.com/watch?v=FfJ5XG5i2aw&feature=player_embedded Introducing TED-Ed: Lessons Worth Sharing], [http://ed.ted.com/lessons/introducing-ted-ed-lessons-worth-sharing TEDEd learning materials]
After that imparting knowledge about the links.
Let the students look on the subject from different perspectives, as an island which they circumambulate. '''


Example: '''Topic Eearth''':
Note 1: The word Maranatha, comes from the Greek word which is translating the Aramaic which comes in two forms according to the accent given. Marana tha - "O our Lord, come!", and Maran atha - "Our Lord has come". This appears in the earliest liturgies of the Eucharist, and was used either as an invocation for the Lord to come, a sort of invite, or as an exclamation that the Lord has indeed come, just as He said He would. In either case, it was a witness to the belief that the Lord was indeed with them when they participated in the Remembrance which He had commanded.


Astronomy [http://nasascience.nasa.gov/ 1] [http://www.nasa.gov/multimedia/videogallery/index.html?collection_id=14471&media_id=17788208 2] [http://msip.asu.edu/ 3] [http://www.haydenplanetarium.org/universe/ 4]
Note 2; What the Lord said, "This is my body... This is my blood...Do this!" (the "Words of Institution", His instituting the Holy Communion until His coming again), is absent in the Gospel of John when recounting the last time of the Lord with His disciples. This is not an oversight, as the Gospel of John, from all contextual indications, has already spoken of the matter in the 6th chapter.


Definition earth [http://www.academickids.com/encyclopedia/index.php/Earth 5]
==== Garden of Gethsemane ====
[[Image:Jesus in Gethsemane.jpg|thumb|right|150px|Jesus in Gethsamane]]
Jesus knew that His time was short and that He was about to be betrayed into the hands of sinners. He had His last supper with his disciples and went with them to the [[Garden of Gethsemane]] and prayed vehemently knowing what was about to come.


Geography [http://www.google.com/earth/index.html 6]
Decision, certainty, from a distance is clearer and easier than when the time approaches for decision's implementation. That is because the here and now, leaves no room for imagining a rescue from all that is around us and in us. Leaving us confused or uncertain, needing assurance, or a once again revelation, of what it was that brought us to decision in the first place. John knowing from the beginning that his cousin Jesus was the promised Messiah, when years later, found himself in prison, and things not going the way he had expected, understood or hoped, required assurance that Jesus was really the One he had thought Him to be. Jesus responded forcefully and completely to that so human request - Tell John what you see, the dead are raised, the sick healed, and the poor are being told of the good news of the Kingdom of God. And it was enough.

Geology [http://volcano.oregonstate.edu/ 7] [http://www.youtube.com/watch?v=XHPQZQGKJ5M 8]

One-Planet Future [http://vimeo.com/9056246 9] [http://www.avatarmovie.com/hometree/ 10][http://www.coml.org/video-gallery 11][http://www.footprintnetwork.org/en/index.php/GFN/ 12] [http://www.wwf.org/ 13]

Different Cultures [http://education.nationalgeographic.com/education/standards/national-geography-standards/10/?ar_a=1] [http://www.google.com/intl/en/culturalinstitute/about/] The Google Cultural Institute helps preserve and promote culture online. With a team of dedicated engineers, Google is building tools that make it simple to tell the stories of our diverse cultural heritage and make them accessible worldwide. --[[User:Papillon|Papillon]] 21:50, 30 January 2013 (UTC)

A wide, cross-subject education and cross-border thinking challenges children to ask questions, show curiosity and to change their perspectives. "Children must be given the opportunity to view a certain aspect from different perspectives. This is how they learn the same content in all of its complexity and learn in the process that different perspectives can result in different assessments. Prof. Wassilios Fthenakis [http://www.fthenakis.de/c2/leben_en]--[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)

Worth sharing: [http://www.youtube.com/teachers YouTube for Schools: Join the Global Classroom]
[http://www.schooltube.com/ Scoolube] --[[User:Papillon|Papillon]] 17:40, 3 January 2013 (UTC)--[[User:Papillon|Papillon]] 20:48, 7 February 2013 (UTC)

===Keyword: '''listlessly like a wilting leaf'''===

Introduce new interdisciplinary areas and foster dialogue with science: Chronobiology [http://en.wikipedia.org/wiki/Chronobiology]
"Chrono" pertains to time and "biology" pertains to the study, or science, of life.


=='''Chapter 2: [http://einstein21.org/Online_Book/C2.htm The Gold Hat Officials]'''==

===Keyword '''Nubia'''===

Nubia was always important for Egypt, because from Nubia came the gold. [http://news.softpedia.com/news/Ancient-Gold-of-the-Nile-57604.shtml Ancient Gold of the Nile]

'''There is more behind the links than students expect, meaning that the effect of the Internet to amaze and astound can be used for learning success.''' The learner is surprised that even the most comical ideas from the fantasy story can find an equivalent in reality.

For example: Nubia is not only a fantastic name, Nubia was an ancient high culture

===Keyword: the official for good thoughts===

Theme: '''how one comes to good thoughts...'''
...when you emulate successful people, if you take part, when you are interested in science, if you ask why, when you play, when you help, if you are curious in new media, when you hear music, when you leran languages and so on...

===Keyword: time===

Theme: '''The Theory of Relativity'''

The relativity theory is an abstract and dry issue, difficult to understand...
The pictorial representation of complex scientific content promotes general understanding and allows a bridge between teachers and learners. [http://www.youtube.com/watch?v=YGUn7zUXo_s]
Well-researched multimedia content contributes significantly to the intelligibility [http://www.history.com/videos/einstein-einsteins-general-theory-of-relativity#einstein-einsteins-general-theory-of-relativity]

'''The student can repeat the content until he has completely understood the topic.''' This method of conveying knowledge is not feasible in regular instruction and has a decisive advantage: Gifted students are no longer bored because they understand the material very quickly and those who are less gifted no longer have a reason to interrupt the class because they are not following the learning material. Everyone can process the instructional materials according to his or her own aptitude. '''Strong and weak students will be promoted together.'''

===Keyword: '''towers'''===

Dynamic Architecture: Rotating Tower

The boundries of architecture are new defined: Buildings are now able to change their shape and be part of environment.--[[User:Papillon|Papillon]] 18:53, 3 January 2013 (UTC)


=='''Chapter 3: [http://einstein21.org/Online_Book/C3.htm The Twinkling Lantern]'''==

===Keyword: '''Gordian Knot,''' mentioned in subtitle===

The Gordian Knot is a legend of Phrygian Gordium associated with Alexander the Great. It is often used as a metaphor for an intractable problem solved by a bold stroke ("cutting the Gordian knot") [http://en.wikipedia.org/wiki/Gordian_Knot]
Today there are to solve many Gordian knots, for example:
in family and personal life, in a moderate ecological lifestyle, in the evolution of human consciousness...
According to their age and experience, students can learn to philosophize about the most pressing issues of our time...
A good topic for team- and project work in which the Internet provides a treasure trove of material.

Are you on [http://pinterest.com/ Pinterest]? How do you use it in your classroom? In the Classroom Students can set up boards for projects [http://www.stevespangler.com/education-today/how-teachers-and-educators-can-use-pinterest-as-a-resource-in-and-out-of-the-classroom/]--[[User:Papillon|Papillon]] 21:38, 30 January 2013 (UTC)

===Keyword: '''Root'''===

Another example how to impart knowledge interlinked? Here the topic "Root": Students learn all about the topic "roots" interdisciplinary:

in the biological sense,
[http://tolweb.org/tree/phylogeny.html]
[http://www.academickids.com/encyclopedia/index.php/Root]
[http://www.einet.net/directory/961391/For_Kids.htm]
[http://www.ornl.gov/sci/techresources/Human_Genome/home.shtml]
our astronomical roots [http://www.youtube.com/watch?v=B1AXbpYndGc]
Jesus, knowing why He had come, and that He was to mount the cross, to bear the sins of the world, knowing also what that must mean, He who had never "known" sin, now to know it in a way, that man could never know, man who all the time was in it, inured to it, accustomed to it, Jesus prayed. There was a movement in His prayer, taking on anew, the certainty and decision of old, feeling the enormity of it at close hand, and in the garden, he prayed three times, each time agonizing* dripping great drops of sweat, each time making movement in the direction from ''If there be another way, The Father knows and will show, but He would do whatever the Father wills'', towards ''being the Father's will, He would do it. There really is no other way''. And then it was done, He had settled it within Him anew, having prayed, and having received the deep silent Amen of the Father within His soul. It was enough. He was ready.


our family
*note: "Agonize" of the text is from the Greek word "to struggle".
[http://www.myheritage.com/]
[http://www.google.de/search?hl=de&source=imghp&q=Family+Tree&gbv=2&aq=f&aqi=g2&aql=&oq=&gs_rfai=&biw=1234&bih=652&sei=ht_lUMDxBNHAtAaxioBI&tbm=isch]


and historical roots
==== Tried before Jewish Authorities ====
[http://www.america.gov/publications/books/history-outline.html]
Jesus was betrayed by Judas into the hands of the Jewish religious authorities who took Him away and secretly put Him on trial during the night, trying to find justification for their desire to have Him killed. Finally, they convicted Him of blasphemy. For the location of the Jewish trial, see Example 6 of [[New Testament understanding through the Jewish perspective]]
[http://de.wikipedia.org/wiki/Pocahontas]
[http://en.wikipedia.org/wiki/Founding_Fathers_of_the_United_States]
[http://www.americaslibrary.gov/aa/index.php]


Let the students dive in as deep as possible in the thematical focus and see the theme as a vast network of tree roots, that everything connects to everything else.
==== Tried before Roman Authorities ====
As they did not have the authority to put a man to death, they took him to [[Pontius Pilate]], the Roman governor of Palestine, with their charges and demanded his execution. Pilate avoided the issue by sending him to [[Herod Antipas|King Herod]] since Jesus was a Galilean, but Herod sent him back to Pilate. Pilate at first tried to release Jesus with a flogging, and then gave the crowd a choice to either spare Jesus or a criminal called [[Barabbas]] as part of the passover tradition. The crowd chose to free Barabbas [Aramaic: "Son of a (the) Father") and Pilate washed his hands to signify that he bore no responsibility for Jesus' death before ultimately condemning Him to [[crucifixion]].<ref>Matthew 27: 15-44</ref>


==== Scourging ====
===Keyword: '''place in life'''===
The penalty of crucifixion was always preceded by scourging (flogging) with the Roman ''flagellum''. a short ox-hide whip knotted with pieces of zinc, lead, and bone which removed swaths of the victims' skin with every stroke. Although the Bible mentions the scourging of Jesus only very briefly, it must have been particularly brutal from the relatively short amount of time Jesus lingered on the cross after the punishment. Victims who suffered less blood loss from the scourging were known to remain alive on the cross for two or three days.


You've got to find what you love, that's the question of your life. --[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)
The scourging and physical affliction of Jesus, though not overtly alluded to, may have a significance for benefit to come. There was a prophecy of the Suffering Servant to come:


Examples: Links from the fairytale refer to the selection of a career, on how to get good ideas. Those in later semesters can be guided from fairytale to the theory of relativity, evolution, nanotechnology and ethics. Complex learning content is shown on web pages in a simple and easy-to-follow manner in a film or in an interaction. That is the great advantage of the Internet compared to the static imparting of knowledge. --[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)
"Yet He Himself bore our sicknesses,<br />
and He carried our pains;<br />
but we in turn regarded Him stricken,<br />
struck down by God, and afflicted." Isaiah 53:4


===Keyword: '''water'''===
The Gospel of Matthew would see in this prophesy a foretelling of the various healings and deliverances that Jesus gave to the people, "so that what was spoken through the prophet [[Isaiah]] might be fulfilled: He Himself took our weaknesses and carried our diseases (Matt. 8:17) If not the scourging itself, then all of the sufferings of the Lord, culminating in His sacrifice on the cross, was the source not only for forgiveness, but also for all the many types of healings and restorations for the people.


Water is a complex system. Every drop of water is a sensitive part of global water system that fullfill many tasks. Here is an example of very useful learning-link, that represent the potential of the Internet for international learning: Water as an universal, international topic. [http://ga.water.usgs.gov/edu/] [http://drinking-water.org/flash/splash.html]
==== Death on a Cross ====
Drinking Water & Ground Water Kids’ Staff [http://www.epa.gov/safewater/kids/teachers_9-12.html]
[[Image:David Christ on the Cross.jpg|right|thumb|Christ on the Cross by [[Jacques Louis David]].]]
Open Ocean [http://school.discoveryeducation.com/lessonplans/programs/BP_openocean/]
Jesus died after suffering and giving up his spirit.


The work of modern researchers create the grandiose knowledge of tomorrow. For example: Chewang Norphel. He has found a way to create artificial glaciers.
Behind the Cross was the sum total of all the maladies of mankind, that the Old Testament unveiled : Pesh'a - conscious and "high handed" rebellion, for which , under the Old Covenant, there was no forgiveness provided, Khet - an unintended "missing of the mark", as in the deviation from the bull's eye of the bowman, Shigi'a - the mistakes, some causing great harm to others, which come about by plain ignorance, and 'Avon "iniquity" or distortion - the inner twistedness, that causes failure and suffering, seemingly from the very structure of our persons regardless of our intent. These were the sins Godwards as well as towards man, and these are all, Scripture revealed, repugnant to the nature and standard of a Holy God.
If they melt in the summer, Norphels artificial glaciers supply the farmers with life-giving water. In dry regions ice is worth a fortune. [http://www.pluggd.in/chewang-norphel-ladakh-glacier-man-297/]


===Keyword: '''I don't know what I want'''===
On the Cross, in a way which is unfathomable to man, but nonetheless believable, the repugnance fell upon Jesus, the Son of God, and again in a way not fully understandable to us, but believable nonetheless, God was in Christ reconciling the world unto Himself, not considering us the sinners but rather His own dear Son who had no taint upon Himself. A great transaction had taken place by the imposition of Himself of Christ in our place, absorbing, as if He were a blotter, all the reaction of a Holy God upon Himself, in our place, that we might go free. Unfair to Him, Mercy to us. Yet Jesus was not forced to do it. He did it both in His great love for us and in His obedience to the way that the Father had decided. "No one takes my life from me. I have power to take it and I have power to lay it down...I lay down my life for the sheep". Peter would say, "The Just for the unjust, that He might bring us to God." Paul would say, "He was made to be sin, He who did not "know" sin, that we might be made the righteousness of God in Him". That was Friday.


Students are in search of their identity. To find out his own interest, the Internet can support generously, because it is full of positive examples and suggestions how to learn mathematics, languages, biology, etc [http://www.youtube.com/watch?v=AuX7nPBqDts Khan Academy]. On YouTube are many useful things to find. One can learn dance, sing, draw or play an instrument. '''This is the real power of the Internet. Every village is connected with the world's knowledge. Most content for free for the benefit of all.''' --[[User:Papillon|Papillon]] 20:06, 3 January 2013 (UTC)
On Saturday, when all were at Sabbath's rest, Jesus was not. His body dead, He passed in spirit to those that had died before, those in the period of Noah, and proclaimed, as Peter taught, what He had done. On Sunday, the first day of the week, He would rise from the dead.


The Cross of Christ, and the atonement He accomplished on it, is the very grounds that anyone who will be saved can be saved. The shedding of His blood brings salvation, to anyone who will respond, according to the ability that they have, that is given them. That brings forgiveness and acceptance, even welcome, to the murderer such as Paul, the adulteress such as the "woman taken in adultery", the tax-collecting extortionist, a seeker in the night turned believer, as hopefully Nicodemus proved to be, people that just know that they are sinners without any "grave sin" to specify, and also the "fetus" whose life was cut off in the womb as a "thing", and the severely retarded child banging his head in the institution he finds himself. All, according to the light given them, and repentance and turning to God given to them, will one day know just what was the basis for their salvation - the Cross of Christ. Those who reject, will also one day know the basis by which they could have been saved if they had not rejected - the Cross of Christ


=='''Chapter 4: [http://einstein21.org/Online_Book/C4.htm A fateful Birthday]'''==
=== Resurrection ===
:''See main article: [[Resurrection of Jesus Christ]]''
On the third day after his death, Jesus [[resurrection of Jesus Christ|rose bodily from the dead]].


===Keyword: '''baroque'''===
Jesus' resurrection from the dead was no mere reassembling the molecules of His dead and disintegrating body, but it was a new union of His Spirit and body, in a way that could only be called by the Apostle Paul, in reference to ourselves, when we, in turn, following His pattern, a ''spiritual body''. Having risen from the dead, He was physical enough to eat and drink with His disciples, and we can assume to digest, as well as ingest, and to be touched and felt, having Thomas' hand thrust into His spear riven side, and yet, strangely not held by the physical laws of before, passing through the door to the room where the disciples were assembled, "Peace be upon you!", and to physically ascend, in the sight of all, from a location on the Mount of Olives into the presence of the Father In some way, even the disciples on the Road to Emmaeus, could not recognize Him, perhaps an aspect of the changed body, perhaps the power of the will of Jesus himself blinding them to the fact that It was He, until the breaking of the bread.
Jesus had risen, the stone unrolled, not to let Him out, but to let others in - to have the basis for their testimony, that He is risen indeed!
Baroque is also known as the era of stage and finds his glorious climax at the court of Louis XIV.
By the regaining of His life in the resurrection from the dead (Scripture asserts that it was by the power of the Holy Spirit that this took place) Jesus was "certified" to the Church, and to all that would come after, that He was indeed the Son of God, that the verdict of death to Him given by men, was not so much overturned, but used in a far superior way by the Father to accomplish His will for redemption, and has given Him, at the last, ''vindication''.
Elements of staging we find in the Media-Society of the 21st Century, for example election campaign, product advertising,
fashion,Harry Potter as a brand, etc.
Why not education to stage? --[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)


World history videos make history alive.
And for mankind, its individuals in the millions through the centuries who had believed in Him, there came the certainty, that death was also not to be their end, that they too will arise with Jesus, that death, the annihilation of all, or a future only to be dreaded, was not to be their end, that the Presence of Jesus who had gone before them, was a welcoming one, that He had found a way, and now they would be with Him forever and ever, and with good hope for the sight of loved ones again. Death had been conquered and fear could be too.
Bring history to life with fascinating videos and interactive content. Examples:
History Channel[http://www.history.com/content/classroom] Discovery Channel[http://dsc.discovery.com/beyond/?dcitc=w13-502-ah-0000&bclid=16863663]
you tube [http://www.youtube.com/watch?v=emc8e9gUqMw]
BBC [http://www.bbc.co.uk/history/interactive/]
National Geographic [http://www.nationalgeographic.com/history/] --[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)


To arouse interest in a subject, I suggest starting with a video. The student is emotionally addressed, his attention is aroused. After this are the facts and at the end stands the presentation of the choosen topic by students.
--[[User:Papillon|Papillon]] 20:23, 3 January 2013 (UTC)


In recent history, Dr. [[Gary Habermas]] is considered the foremost [[Christian apologetics|Christian apologist]] for defending the [[Resurrection of Jesus Christ|resurrection of Jesus]]. Other notable defenders of the resurrection include: [[William Lane Craig]], [[Ben Witherington]], [[Lee Strobel]], [[Josh McDowell]], [[Edwin M. Yamauchi]], [[N.T. Wright]], and [[Michael Horner]].<ref>
* http://www.leaderu.com/offices/billcraig/menus/historical.html
* http://www.leaderu.com/everystudent/easter/articles/josh2.html
* http://www.leaderu.com/everystudent/easter/articles/yama.html
* http://www.ntwrightpage.com/Wright_Early_Traditions.htm
* http://www.michaelhorner.com/articles/resurrection/index.html</ref> In addition, much has been written defending the resurrection of Christ in the field of [[Christian Legal Apologetics|Christian legal apologetics]].


=='''Chapter 6: [http://einstein21.org/Online_Book/C6.htm The Messenger from Heaven ]'''==
===Appearances of Jesus to His followers===
For forty days after his rising from the dead Jesus made appearances to His followers. These appearances were different from other risings from the dead, both in the Old Testrament and in the New Testament. These others are best understood as resusitations from lifelessness.
That is, the people had really died, and really had been brought to life but there type of life was no different in kind from what it was before their death. A prime examploe in the New Testament was Lazarus. All of them, died a second time, waiting for the Resurrection. The very first to attain to the Resurrection was Jesus Christ, and as the first he came the "first fruits" of us all. The resurrected body of Jesus was both the same and different from what it was prior to His death. It could pass through "solids". It coulo be changed, if this be the right interpretation, in such a way as be unrecognizable. And yet it was no mere vision, unreality, or a non-physical "spiritual" reality. He could eat and drink and be touched and felt. He was real in the ways that we know realness. And we too, according to Paul, will be one with Him in having "spiritual bodies".
"And that He appeared to Peter, and then to the Twelve, after that, He asppeared to 500 of the brothers at the same time, most of whom are still living,though some have fallen asleep.Then He appeared to James, and then to all the apostles, and last of all, he appeared to me..."I Corinthians 15:5-8


===Keyword: '''I'm curious ..... and everything interests me...'''===
=== Ascension into Heaven ===
He was lifted up while they looked on, and a cloud took him form their sight. They were still staring into the sky when suddenly two men in white were standing near them and they said, "why are you men from Galilee standing here looking into the sky. Jesus who has been taken up from you into heaven, this same Jesus will come back in the same way as you have seen Him go there." Acts 1:9-11
Curiosità. Curiosità is an "insatiably curious approach to life and unrelenting quest for continuous learning". Great minds have one characteristic in common: they continuously ask questions [http://www.wikihow.com/Ask-a-Question-Intelligently] throughout their lives. Leonardo's endless quest for truth and beauty clearly demonstrates this.


How To Think Like Leonardo Da Vinci [http://www.wikihow.com/Think-Like-Leonardo-Da-Vinci] [http://www.youtube.com/watch?gl=DE&hl=de&v=Pir_H7kf_JU&NR=1] [http://leonardodavinci.stanford.edu/submissions/clabaugh/welcome.html]
Scripture posits two purposes related to man for the ascension of Jesus: 1. it was to the right hand of the Father (showing favorable disposition of the Father to the Son to hear His requests) from which position Jesus intercedes to the Father on our behalf, and 2. Having ascended to the Father, He received from the Father the Spirit. The Father pours out the Spirit "through the Son" upon the Church. The "first Pentecost"


The Divine Michelangelo [http://www.youtube.com/watch?v=iK6MC7EZhys]
=== Return of Jesus from heaven to earth===
I gazed into the visions of the night and I saw coming on the clouds of heaven, One like a son of man. He came to the One of Great Age and was led into His presence. On Him was conferred sovereignty, glory and kingship. And men of all peoples, nations, and languages became His servants. His sovereignty is an eternal sovereignty which shall never pass away. Nor will His empire ever be destroyed. Daniel 7:13-14


'''Be creative, be "Einstein", be a great explorer.'''
The Lord Himself shall descend from heaven with a shout and with the voice of the Archangel and with the Horn of God, and the dead in Christ shall rise first. Then we who are still alive remaining here will be caught up together with them in the clouds to meet the Lord in the air and so will we ever be with the Lord. 1 Thess. 4: 16,17
„I have no special talents. I am only passionately curious.” Albert Einstein
How to Be Creative [http://www.wikihow.com/Be-Creative]
How to Become a Young Inventor [http://www.wikihow.com/Become-a-Young-Inventor]


Students to make curious in lessons is mission of innovative content concepts to reduce the rate of school failure. PapillonMethod is such a solution concept. By linking real and virtual learning environments Internet becomes the classroom and passion for learning awakened. --[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)
You were converted to God and became servants of the real, living God; and how you are now waiting for Jesus, His Son, whom He raised from the dead, to come from heaven to save us from the retribution which is coming. 1 Thess, 1:9,10


===Keyword: '''Wind'''===
==Jesus' Self Consciousness==


We must ask ourselves: what should our children learn and what values we want to give them.
Jesus, conceived of the Holy Spirit, presented a disturbing surprise to his earthly father, Joseph, knowing he had not impregnated his fiancée, Mary. She would ponder the meaning of this miracle all the days Jesus would grow and finally she would behold her son expire on the cross. But Joseph, told by the Lord who his son really was, and how he had come about, and being warned by the Lord to flee the murderous Herod, took his family to Egypt - until the death of Herod made it safe ("Out of Egypt have I called My Son") to return to Israel. The family settled in Nazareth on the elevated rim of the Jezre'el Valley where he grew well and observably no different from the other youth. But when he was about 12 years old, he was taken to the Temple in Jerusalem, and displayed his consciousness that His real Father was God rather than Joseph ("Didn't you know that I must be here about the matters of My Father?".
What topics are in the 21 Century really important? Renewable energy, climate change...
How to save energy [http://www.wikihow.com/Save-Energy-in-Your-Home] --[[User:Papillon|Papillon]] 19:26, 7 January 2013 (UTC)


They returned to Nazereth in Galilee and it wasn't until 28 years later that He began to publicly show His consciousness as to who he was. This was at his baptism at the Jordan River by John, when the voice came, to him, to John, and to the people privileged to be around, "This is my Son, the Beloved, Listen (Shma'a) to Him!" Here and now, against even the desire of John the Baptizer, Jesus, knowing that sin was not in him, chose to identify with sinful mankind in this baptism of John for repentance of sin, knowing that at the end of his time on earth, he would then be giving this sinless life of his on the cross, bearing the sins of the world upon himself.
[[Image:Carpaccio Christus in Emmaus.jpg|thumb|Christus in Emmaus by [[Vittore Carpaccio]]]]
Back, now, in Galilee, he would begin to do works of mercy, miracles of compassion, healings of deliverance, and overthrowing the devastations of Satan upon the people of God's compassion - in short, bringing in the Kingdom of Heaven and of God and supplanting the Kingdom of Darkness. He began to gather around him his followers, simple fishing folk and others, spending most of his time in the area around the north shore of the Kinneret (Sea of Galilee). among the Jews of this Jewish area. He was bringing in the Messianic Kingdom to those who would understand it best, the Jews. But all the time, there was burning within him the knowledge that the blessings of Abraham would be extended, according to the promise, to all the peoples of the earth, the Gentiles, and there would be a new Kingdom, a new nation, transcending both Jews and Gentiles, the Kingdom of the people of God the Heavenly Father. He began his forays then into gentile areas, Phoenecia, the Decapolis, and other locales, and finding faith there such as he had not found "even in Israel".


=='''Chapter 7: [http://einstein21.org/Online_Book/C7.htm The Unfulfilled Wish ]'''==
A crossroads occurred, then, in the choice of Jesus, and consequently in the options of his disciples. It occurred in the Tetrarchy of Philip, at the foothills of Mt. Hermon, at the town of Caesarea Philipi. He knowing who he was, would force the question upon others - "Who do people say Me to be?". From the lips of Shim'on, whom he would call Peter, as leader of the others, He would hear - "You are the Messiah, the Son of the Living God!" It was enough. Jesus would then begin imparting to them what the nature of His mission to be - not to expel the Romans from the Holy Land, but to go to Jerusalem, to be betrayed, to be spurned and rejected by the High Priests and the Elders of the People, to be hung on a Roman cross at the hands of the Gentiles, to die. Casesarea Philipi was in between, on one hand, Gentile pervaded Roman Tiberius to the southwest of the Sea, and on the other hand, anti-Roman nationalistic and zealotic Gamla to the north east of the Sea. (This latter would end their rebellion against Rome by suicide on Matzada in 73 A.D). Those two polarities were present in the minds of the disciples and Jesus began, on one hand, to divest from their minds the one, the warrior role of the Messiah against the Romans, and the other, to renew their thinking and their commitment to Him as the self sacrificing Lamb of God, the Prince of Peace and the true Messiah of Israel, on the other hand.


The Papillon method is able to bind students permanently to the subject matter and to deal self-motivated with the individual topics we have learned in our lessons.
This took place on the long 3 or 4 day journey by foot from Galilee to Jerusalem, along the [[Jordan River]] valley, coming to Jericho, ascending to Jerusalem from the east. It was in Jerusalem that he prepared and settled the matter for the perpetuation of the Church at the Lord's last supper of the Passover, to be made palpable later by the descent of the Holy Spirit. It was in Jerusalem, in the Garden of the Oil Press, that what He had been lead to believe about his mission and the meaning and manner of his death was fully embraced and accepted with no reservation or turning back. "Your will be done, Father, if there is no other way", and "There is no other way, Your will be done Father!" It was a perfect decision and commitment, perfecting his life to be a perfect sacrifice. And it was to the west just outside Jerusalem that His teachings came to a concretization and realization on the cross. And just outside of Jerusalem that His Father would vindicate him by raising him from the dead.


Why:
"No man takes my life from me. I have power to take it and I have power to lay it down... I lay down my life for the sheep." <ref>Bible, Gospel of John, 10:18,15 http://etext.virginia.edu/etcbin/toccer-new2?id=KjvJohn.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=10&division=div1</ref>
Topics are global and essential. Learning material is interactive and can promote interest in complicated scientific subjects.


Example:
"Though He was in the form of God, He did not think equality with God something to grasp onto. But He emptied Himself and took to Himself the form of a servant and was made man, And being found in the form of a man, He humbled Himself, becoming obedient unto death, even the death of the Cross. For this reason, God has exalted Him..."<ref>Bible, Philippians 2:6-9a, http://etext.virginia.edu/etcbin/toccer-new2?id=KjvPhil.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=2&division=div1 </ref>

===Keyword: '''Sun'''===
Sun [http://science.nationalgeographic.com/science/space/solar-system/sun-article.html]
Interactive Universe [http://www.history.com/shows/the-universe/interactives/interactive-universe]
Solar Energy [http://www.solarenergy.org/resources-younger-kids]

Solar In the Schools - Solar Car Race [http://www.youtube.com/watch?v=EIcTUTKliIc&feature=player_embedded ] --[[User:Papillon|Papillon]] 19:26, 7 January 2013 (UTC)


=='''Chapter 8: [http://einstein21.org/Online_Book/C8.htm Lilies or Airhead]'''==

===Keyword: '''Push'''===

How would you resolve conflicts?
[http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=287&id=1521] How to deal with someone in school who hates you for no apparent reason? [http://www.wikihow.com/Deal-With-Someone-in-School-Who-Hates-You-for-No-Apparent-Reason]

Conflict management is a key skill for all successful long-term relationships. [http://www.cios.org/encyclopedia/conflict/Asignificance2_relationships.htm]

Other people to tolerate and endure, is a big theme and a question of social competence.
Conflict Resolution [http://www.youtube.com/watch?v=_ZpDnXYIFjo&feature=player_embedded]
'''Tolerance is the ability to accept other points of view without giving up one's own point.'''

Discuss opposites is particularly in cross-cultural context a prerequisite for peaceful coexistence.

Non-Violence [http://www.bbc.co.uk/ethics/war/against/nonviolence.shtml]

The surest way to defeat your enemy is to become his friend.. ... Wisdom --[[User:Papillon|Papillon]] 20:12, 8 January 2013 (UTC)

==''' Chapter 9: [http://einstein21.org/Online_Book/C9.htm In the Valley of Tears]'''==

===Keyword: '''four virtues'''===

Virtues [http://en.wikipedia.org/wiki/Virtue] [http://scienceofvirtues.org/Arete/ResearchGrants.aspx][http://www.virtuesproject.org.nz/default.aspx] are more basic than values. All cultures honour virtues. [http://en.wikipedia.org/wiki/Golden_rule] Discover the strategies for applying them in your daily life.[http://www.virtuesproject.com/education.html] [http://www.virtuetoys.com/ideas.html]

===Keyword: '''Justitia'''===

open access to knowledge is an example of social justice [http://www.wikipedia.org/] [http://ocw.mit.edu/OcwWeb/web/home/home/index.htm] [http://laptop.org/en/]
Originally knowledge had its price. Now the availability of information is no longer restricted by high costs. Open access to cost-free information makes it possible for a wide public to have access to unlimited global knowledge.

What does it mean to teach for social justice? [http://www.oswego.edu/~prusso1/Russos_what_does_it_mean_to_teach_for_s.htm]

===Keyword: '''Fortitudo'''===

Teaching courage to kids
[http://www.expertvillage.com/video/34102_bully-define-courage.htm]

"It may surprise you to know that children's books often raise deep philosophical issues and that children love to think about them. This website contains all the materials that you need to lead philosophy discussions with your students.”
[http://www.mtholyoke.edu/omc/kidsphil/educators.html]

Top Sites in Philosophy for Children
[https://www.mtholyoke.edu/omc/kidsphil/resources.html] --[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)

Fairytales convey a simple basic thought: A good character makes you beautiful. It is exactly the right format to spin a yarn about the great questions of life. Let you inspire by the magical world of the GOLD DUST story. --[[User:Papillon|Papillon]] 10:40, 9 January 2009 (UTC)

'''Forgotten issue philosophy'''
Let us bring the forgotten subject philosophy in our awareness. Philosophy promotes important skills such as critical thinking in a reflective and analytical way. No doubt, the richness of philosophical thought can be transferred to everyday subjects.

Philosophy for children
[http://www.youtube.com/watch?v=tk_B32HtnWg]

"I feel strongly that our culture is debased because there is not enough deep reflection."
Stanford philosophy Professors Ken Taylor [http://philosophytalk.org/about-us]
[http://www.sfgate.com/entertainment/article/Philosophy-talk-show-promotes-deep-thinking-3273718.php] --[[User:Papillon|Papillon]] 20:12, 8 January 2013 (UTC)



=='''Chapter 10: [http://einstein21.org/Online_Book/C10.htm Energy Spheres]'''==

===Keyword: '''Swan'''===

This story you could tell the students about Susan Boyle, the black swan:[http://www.youtube.com/watch?v=RxPZh4AnWyk]

Once upon a time a poor girl, who lived in a filthy house and everybody called her only "Susan Simple".
But Susan had had a big dream and one day, when a half of her life already passed away, she got a chance. Bravely she stepped on stage and courageous she showed the world her best side. Then a wonder happened: from the black swan was a shining snow-white Swan, because Susan had a talent.
You too have a talent. Discover it. If you have found it, tell us, how did you figure it out.
There are numerous suggestions and inspirations on the various themes in this book. With any luck, someone will find his passion, a vocation or profession. --[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)

===Keyword: '''Gold Dust'''===

GOLD Dust reflects our dreams, desires and hopes, our yearning and virtues, our good side. Gold Dust is irreplaceable, because it is the gold in us.
What is really important for each of us and as valuable as gold dust? For example: every child needs a family and wants to be loved, go to school, live without fear, to be happy, in life find what everyone is looking... That would be a great topic for an essay.

What are the children's wishes for themselves, their families and friends, for their country, the world and the future?
(no wars, feed the hungry, save the animals, protect the environment... be kind to each other, find love and friendship)
--[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)

In general I give you suggestions of educational links for beginner and advanced learner (younger and older students).--[[User:Papillon|Papillon]] 17:06, 11 January 2013 (UTC)

==='''Keyword: Most important'''===

Time which we spend together:

Majority of parents say children want more family time with more play time high on the wish list
[http://www.nationaltrust.org.uk/what-we-do/news/view-page/item1001501/]

The Importance of Family Time
[http://www.ehow.com/video_4440813_the-importance-family-time.html]
--[[User:Papillon|Papillon]] 19:55, 10 January 2013 (UTC)


=='''Chapter 11: [http://einstein21.org/Online_Book/C11.htm Dangerous Adventures]'''==

===Keyword: '''trees'''===

What is Project Learning Tree?
Project Learning Tree (PLT) is an award-winning environmental education program designed for and by educators working with students in pre-kindergarten through grade 12. The program uses the forest as a "window" on the natural world, helping to focus awareness and knowledge of all aspects of the environment, and our place within it. PLT helps prepare students to make informed decisions about conservation practices and natural resource use by practicing problem solving and critical thinking skills. [http://forestry.alaska.gov/conservationeducation.htm]

Trees bring both economic and environmental benefits to communities. They provide shade, habitat for wildlife, and help reduce noise and visual pollution. Trees add value to neighborhoods, mitigate runoff and erosion, and help reduce global warming by removing carbon dioxide from the air. [http://www.grassrootsinfo.org/]

===Keyword: '''change'''===
Yes, we can change our attitude. For the good of our planet, to our environment, our family, our own...
"Change" can also be seen in the eternal cycle of life. Without changing no new beginning. [http://teacher.scholastic.com/lessonrepro/lessonplans/instructor/science2.htm#kepler ] [http://www.fi.edu/tfi/units/life/index.html]

This is a really big and important issue of our time. You can light it up from many perspectives. Project-teams develop different point of views
[http://www.wikihow.com/Special:GoogSearch?cx=008953293426798287586%3Amr-gwotjmbs&cof=FORID%3A10&ie=UTF-8&q=how+to+change+the+world&siteurl=www.wikihow.com%2FMain-Page&siteurl=www.wikihow.com%2FMain-Page#810] --[[User:Papillon|Papillon]] 19:55, 10 January 2013 (UTC)

===Keyword: '''birds'''===
How you can make from every simple general topic such as “birds” an advanced research? Span a wide arch of "environment" up to “twitter” (microblogging)

David Attenborough nature observations; a must-have-seen [http://www.bbc.co.uk/nature/collections/p00db3n8]

Access to the Crossing Boundaries curriculum, and a variety of opportunities for students to see scientific and environmental careers in action. [http://crossingboundaries.org/]

Golden Bower Bird and global warming [http://www.abc.net.au/news/2005-02-03/golden-bowerbird-at-risk-from-global-warming/630022]
birds that are symbolic [http://symbolism.wikia.com/wiki/List_of_Birds]
Bird songs [http://www.birdjam.com/learn.php]
“twitter” (microblogging) [https://twitter.com/]

===Keyword: '''golden fleece'''===
Background of the myth may be that the gold-rich Colchis, who later became Georgia in the Caucasus, sheepskins were used (and are) in order to wash gold from the rivers.
It was assumed that the background of the Argonauts legend, the greed of the Greeks to the mineral resources of the Black Sea was. The rivers of the Caucasus have plenty of gold dust led: The local residents keep densely woolly sheepskins into the water, where the gold sand is catched. [http://en.wikipedia.org/wiki/Golden_fleece] --[[User:Papillon|Papillon]] 18:18, 11 January 2013 (UTC)


=='''Chapter 12: [http://einstein21.org/Online_Book/C12.htm The Gate of Illusion]'''==

===Keyword: '''Gate'''===

Gate, link 3 in chapter 12: please type in the search engine „gate“ and have a asian view.
Suggestion: Discover a gate in your neighborhood, its history, architecture... Make pictures, search on you tube, be creative and work in a team.

GIFTED AND TALENTED (GATE) PROGRAM

The GATE program is structured to provide appropriate curricular and instructional services that support GATE student. The GATE Program provides gifted learners with qualitatively differentiated curriculum experiences; focusing on basic skills, higher level thinking, leadership, inquiry, problem-solving and creativity.
[http://www.spuhsd.k12.ca.us/Default.aspx?tabid=157] [http://gifted.msu.edu/programs/complete-gate-program-brochure]
[http://www.nagc.org/]

==='''Keyword: proportionate'''===

Golden ratio: students measure each other's faces - eye relief, forehead height, mouth, calculate the relations - and seek real beauty on the example of the Mona Lisa.[http://library.thinkquest.org/trio/TTQ05063/phibeauty3.htm]
Create math lessons lifelike to attract the students. And what excited teenager more as good looks? --[[User:Papillon|Papillon]] 19:02, 11 January 2013 (UTC)


=='''Chapter 13: [http://einstein21.org/Online_Book/C13.htm In the Land of the Clones ]'''==

===Keyword: '''Land of smiles'''===

Different cultures, different meanings. Smiles across the world [http://www.slideshare.net/aluthe/smiles-across-the-world-2506627] Japanese culture is Silent Culture. A smile has various meanings. [http://kyushu.com/gleaner/issue43/story.shtml]

===Keyword: '''Temple'''===

religious buildings which serve as a place of worship or shrine. Temple in anatomy [http://en.wikipedia.org/wiki/Temple_%28anatomy%29]

===Keyword: '''Amphitheater'''===

Gladiators: Heroes of the Roman Amphitheatre
The ancient Romans are often seen as bringing civilisation to the western world, but they regarded the slaying of gladiators as a normal form of entertainment. Professor Kathleen Coleman describes what went on, and examines the society that accepted such barbarity without question. [http://www.bbc.co.uk/history/ancient/romans/gladiators_01.shtml]--[[User:Papillon|Papillon]] 19:02, 11 January 2013 (UTC)


=='''Chapter 14: [http://einstein21.org/Online_Book/C14.htm The Three Days of Miracles]'''==

===Keyword: '''enchanting melody'''===

Music provides children with a means of self-expression and gives them a glimpse of other cultures.
[http://www.classicsforkids.com/teachers/education/]

===Keyword: '''Walking through the air'''===
Grand Canyon - The Skywalk - extraordinary architecture and nature: It is, as if you walk in the sky. A place where people can fly with eagles. geography teaching[http://www.rgs.org/OurWork/Schools/Teaching+resources/Key+Stage+3+resources/Impossible+places/The+Skywalk+a+step+too+far.htm]

===Keyword: '''Farmyard'''===

eXtension is an interactive learning environment delivering the best, most researched knowledge from the smartest land-grant university minds across America. [http://www.extension.org/organic_production]

===Keyword: '''Clone'''===

Cloning is a controversial topic. According to the age, students could have a debate
Pro [http://library.thinkquest.org/24355/data/reactions/pro.html] and Con [http://library.thinkquest.org/24355/data/reactions/cons.html]

===Keyword: '''Can be formed'''===

"Give your children your love but not your thoughts." Wisdom

The whole chapter is a plea for the free development of personality. "A child is not a vessel to be filled, but a lamp to be lit". [http://answers.yahoo.com/question/index?qid=20080814064707AAfqWgh]

===Keyword: '''angels'''===

Religion is one of the most emotional and powerful topics.
We gave students the suggestion to present each other their religion.
We also encouraged them, together to celebrate religious events [http://www.chiddingstone.kent.sch.uk/homework/Religion.html] [http://www.chiddingstone.kent.sch.uk/homework/religion/calendar.htm] and visit religious monuments: synagogue, church, mosque or temple. So students learn more about their neighbours religions, their similarities and to accept differences. They also have a better overview of the religions. With the understanding of other religions they are able to communicate better.
Children must be given the opportunity to view a certain aspect from different perspectives. So they can see one aspect with different eyes and improve respect and tolerance.--[[User:Papillon|Papillon]] 20:53, 31 January 2013 (UTC)


=='''Chapter 15: [http://einstein21.org/Online_Book/C15.htm A Gray World Between]'''==

===Keyword: '''each animal was food for another'''===

'''Evolution games''': Evolution Squared is a game in which you have to evolve. You start off as a small black square in the deep blue ocean but in the end you'll fly through space being on the top of the food chain! [http://www.flasharcade.com/arcade-games/evolution-squared-game.html] [http://www.ifungames.com/gameindex/evolution.htm]

'''Science music videos's Channel''': This music video teaches about food chains and the pyramid of energy. Watch it a few times and you'll be completely on top of trophic levels and energy transfer.[http://www.youtube.com/watch?v=TE6wqG4nb3M] --[[User:Papillon|Papillon]] 18:46, 3 February 2013 (UTC)


=='''Chapter 16: [http://einstein21.org/Online_Book/C16.htm Terror Birds]'''==

===Keyword:'''Terror Birds'''===

Terror Bird is not only imagination, he really lived 62million years ago.[http://en.wikipedia.org/wiki/Phorusrhacidae]

===Keyword: '''True greatness'''===

Gandhi and other fascinating personalities whose work was characterized by humaneness.
.

Karlheinz Böhm devotes his life to aid Äthopien - an example for Citizens' Initiative.

The Golden Rule as the core of true human greatness.

Educating for Human Greatness deserves to become a strong voice at the table of our current debate on the future of education [https://great-ideas.org/Stoddard.htm]

===Keyword: '''The terror birds are even eating the sea empty'''===

Theme: Overfishing

Plundering of the oceans as a consequence of poverty and greed, the demand is insatiable

Overfishing is an example of Gandhi's seven deadly sins : Pleasure without conscience.--[[User:Papillon|Papillon]] 19:02, 3 February 2013 (UTC)


=='''Chapter 18: [http://einstein21.org/Online_Book/C18.htm The Beginning of All Evil]'''==
==='''Keyword: Lying, Cheating, Stealing'''===

Theme: Life skills and ethical standards

Teachers told me that children can no longer distinguish between good and evil. Thus arose the idea to set a focus on this issue and to bring it into the public perception.

Sensational I find in this context the scientific evidence from Dan Ariely[http://en.wikipedia.org/wiki/Dan_Ariely] Professor, Duke/MIT that the mere thought of a moral authority promotes honesty[http://bigthink.com/ideas/2030].

Some ideas to deepen the topic:

Lie, cheat and steal: high school ethics surveyed
[http://www.msnbc.msn.com/id/27983915/]

When nobody is looking
[http://temp.connectwithkids.com/store/dvds-and-books/when-nobodys-looking/]
Teens: Sometimes You Just Have to Lie, Cheat and Steal.
Teens say lying doesn't make you unethical
[http://www.nbcwashington.com/news/us_world/Teens---Sometimes-You-Just-Have-to-Lie-Cheat-and-Steal.html]

Encouraing kids to do right thing:
Use books
'Read stories, particularly fairy tales, which tend to have moral messages,' says Dark, who works for Lyn Fry Associates, a consultancy that runs positive parenting courses.[http://ukfamily.co.uk/community/adviceopedia/you-and-your-family/your-child/right-and-wrong.html]

Therefore the GOLD DUST story is an important and valuable part of the project. Fairytales convey to us a magical world through which the children can easily distinguish between the rules and rituals of reality, good and evil. They are an appropriate means of evoking fantasy and creativity and thereby promote the moral and social competence to make judgments.

How to Teach Your Child Right from Wrong
[http://www.thefreelibrary.com/How+to+Teach+Your+Child+Right+from+Wrong-a01073754307]

Social and Moral Education
[http://tigger.uic.edu/~lnucci/MoralEd/index.html]

Encouraging your child's moral development
[http://www.helium.com/items/1072707-encouraging-your-childs-moral-development]
[http://www.teachingkidsbusiness.com/business-basics-responsibility-ethics.htm]--[[User:Papillon|Papillon]] 20:34, 3 February 2013 (UTC)


=='''Chapter 19 : [http://einstein21.org/Online_Book/C19.htm The Heads of the Evil Seven''']==

==='''Keyword: eye of evil'''===
The Third Wave [http://en.wikipedia.org/wiki/The_Third_Wave] The experiment demonstrates how easy it is still today to establish a dictatorship.--[[User:Papillon|Papillon]] 20:34, 3 February 2013 (UTC)


=='''Chapter 20: [http://einstein21.org/Online_Book/C20.htm The Dragon Throne]'''==

==='''Keyword: Superbia - Pride'''===

Superbia - Pride

begins harmless with superior attitude and conceit. Who only believes his own truth, that he is '''worth more than others''' rises to the Lord people, see Nazi Germany, torture and crimes are the result. Holocaust is the worst example of pride/superbia.
Who feels like Lord people is not afraid to humiliate others. Pride ranging from bullying, exclusion of other people about abuse of power, to murder. '''"The dosage makes the poison."'''

Holocaust Remembrance Day [http://www.un.org/holocaustremembrance/][http://www.un.org/en/holocaustremembrance/educational.shtml],
the Footprints for Hope Project, the initiative of the Holocaust and the United Nations Outreach Programme. [http://www.un.org/en/holocaustremembrance/educational_footprints.shtml]
Hate among human beings did not fade away with the end of the Holocaust.[http://school.discoveryeducation.com/lessonplans/programs/holocaust/]
Lesson Plan: Anne Frank [http://edsitement.neh.gov/view_lesson_plan.asp?id=373] --[[User:Papillon|Papillon]] 21:03, 3 February 2013 (UTC) --[[User:Papillon|Papillon]] 17:56, 4 February 2013 (UTC)

[http://www.youtube.com/watch?v=9C2PGCQxKvA History Channel] narrates in 7 episodes in a very vivid and philosophical manner how 7 deadly sins work and why they are much more destructive than every negative feeling. --[[User:Papillon|Papillon]] 19:44, 4 February 2013 (UTC)



=='''Chapter 21: [http://einstein21.org/Online_Book/C21.htm The Logic of Evil]'''==

You may think that the concept of deadly sins is a religious one and do not apply to you, but you may call them negative tendencies if you want. The fact is that you can find them in more or less intensity within most people. The root of most of our economical, political, cultural and personal problems lies in in universal principles, such as pride, anger, greed, envy.. Current examples to find is a good exercise to see the destructive power.

==='''Keyword: IRA - Anger'''===

Wrath/anger, in its purest form, presents with '''self-destructiveness, violence, and hate''' that may provoke feuds that can go on for centuries. Wrath may persist long after the person who did another a grievous wrong is dead. Feelings of anger can manifest in different ways, including impatience, revenge, and vigilantism. [http://en.wikipedia.org/wiki/Seven_deadly_sins#Wrath Wikipedia]

Anger is a burning sensation. Who is guided by anger, easily exceed a dangerous threshold. Raw violence and cold-blooded murder are the result. In violent temper friendships are broken, people killed,[http://news.bbc.co.uk/2/hi/entertainment/3569581.stm] attacks perpetrated. The better and more deeply you understand, when you slip into another skin, the harder it is to be condemned and not to forgive.

==='''Keyword: laws'''===

For example: Ten Commandments: a tool for moral instruction, analog codes also exist in other religions.

==='''Keyword: INVIDIA - Envy'''===

who make careers, possessions accumulate, beauty, family or friends owns, threatens the envious gaze of neighbors.
From envy will intrigue spun, fates sealed and marriages destroyed because one is bursting with envy and jealousy
[http://www.youtube.com/watch?v=6T09XWRkq5M]

Envy is a propensity to view the well-being of others with distress, even though it does not detract from one's own. [It is] a reluctance to see our own well-being overshadowed by another's because the standard we use to see how well off we are is not the intrinsic worth of our own well-being but how it compares with that of others. [Envy] aims, at least in terms of one's wishes, at '''destroying others' good fortune'''. [http://plato.stanford.edu/entries/envy/ plato.standford.edu]

==='''Keyword: GULA - Gluttony'''===

Gluttony is not just pure lust eating but is aimed at a general immoderation - an inordinate desire '''to consume more than that which one requires'''. Gluttony means over-indulgence and over-consumption of food, drink, or wealth items to the point of extravagance or waste. [http://en.wikipedia.org/wiki/Gluttony Wikipedia]

An example for Gandhi's: Pleasure Without Conscience [http://www.mkgandhi.org/mgmnt.htm] is [http://overfishing.org/pages/Teaching_Materials.php?w=pages Overfishing – A global disaster]

Why are we so fat? Americans enjoy one of the most luxurious lifestyles on Earth. Our food is plentiful. Our work is automated. Our leisure is effortless. There's just one catch: It's killing us. [http://science.nationalgeographic.com/science/health-and-human-body/human-body/fat-costs.html]

Envy, anger, greed and Co., how see and evaluate students these traits today. Search for examples from politics, show business, environment and in your personal life. --[[User:Papillon|Papillon]] 13:07, 16 May 2009 (UTC)


==='''Keyword: Avaritia - Greed'''===

Greed is the inordinate desire to possess wealth, goods, or objects of abstract value with the intention to keep it for one's self, far beyond the dictates of basic survival and comfort. It is applied to a markedly '''high (inordinate) desire for and pursuit of wealth, status, and power'''. [http://en.wikipedia.org/wiki/Greed Wikipedia]

“American Gangster” [http://www.americangangster.net/]: The film is a very good example of how greed and the excesses own personality and the family destroyed. Film Analysis and background [http://en.wikipedia.org/wiki/American_Gangster_(film)]

Mahatma Gandhi: Commerce without Morality

[http://www.huffingtonpost.com/gil-laroya/understanding-how-bad-lan_b_2513561.html Sport of cycling]
How greed and fame drives a person -- a hero -- to do bad things, regardless of who gets hurt.
Financial crisis - Caused by the greed and ego of a few, that ruined the lives of so many. '''Their own examples students find independently.'''

You can have or be anything you want, but . . . [http://www.personal-development.com/chuck/greed.htm]--[[User:Papillon|Papillon]] 20:39, 4 February 2013 (UTC)--[[User:Papillon|Papillon]] 20:48, 7 February 2013 (UTC)


=='''Chapter 22: [http://einstein21.org/Online_Book/C22.htm The Masks of the Seven Gates]'''==

===Keyword: '''evil seven'''===

The “Seven Deadly Sins” by Kurt Weill and Bertolt Brecht [http://www.laphil.com/philpedia/music/seven-deadly-sins-kurt-weill] - an archaic and timeless theme and one of the ethics core issues.
Not since the thriller "Seven" (Brad Pitt and Morgan Freeman), the "catalog of vices" is a popular theme in the visual arts, film, television and theater.

==='''decision'''===

“The evil seven determine your '''decision''' long before you meet them.”

When we make decisions we think we're in control, making rational choices. But are we? Entertaining and surprising, Ariely, Professor, Duke / MIT unmasks the subtle but powerful tricks that our minds play on us. [http://www.goodreads.com/book/show/1713426.Predictably_Irrational][https://itunes.apple.com/us/app/citia-predictably-irrational/id579402622?ls=1&mt=8]

==='''Keyword: look like harmless vices'''===

Sins are masters of deception. Put on the mask of naiveté, to make them look like harmless vices. They appear as pure beauty the true character hide. Nobody realize their dangerousness. Monsters morph to beauties.
[http://blackeri.deviantart.com/art/The-Seven-Deadly-Sins-VANITY-13310012]
[http://blackeri.deviantart.com/art/The-Seven-Deadly-Sins-AVARICE-21405868]
[http://blackeri.deviantart.com/art/The-Seven-Deadly-Sins-WRATH-45063193]
[http://blackeri.deviantart.com/art/The-Seven-Deadly-Sins-ENVY-14288513]
[http://blackeri.deviantart.com/art/The-Seven-Deadly-Sins-SLOTH-25502811]
[http://blackeri.deviantart.com/art/The-Seven-Deadly-Sins-GLUTTONY-35544816]
[http://blackeri.deviantart.com/art/The-Seven-Deadly-Sins-LUST-16676260]

A false friend can do more damage than an open enemy.--[[User:Papillon|Papillon]] 18:56, 5 February 2013 (UTC)

==='''Keyword: Flying Spider'''===

'''When imagination meets reality:'''
Flying spider, [http://www.rothamsted.ac.uk/corporate/PressReleases/PressReleases.php?PRID=19] Science of Spider-Man [http://www.bbc.co.uk/news/science-environment-19875247 ]
Terror Birds, [http://en.wikipedia.org/wiki/Phorusrhacidae] spitting cobra,[http://www.metacafe.com/watch/39000/spitting_cobra/] Ozelot... [[http://animals.nationalgeographic.com/animals/mammals/ocelot.html]
Through interlinking the fairytale with the Internet arises a mixed world made of reality and imagination. Fictional characters and personalities from tales come into contact with actual figures and historically established facts.

'''These examples stand also for brand-new scientific results:'''
Flying Spider Model [http://www.rothamsted.ac.uk/corporate/PressReleases/PressReleases.php?PRID=19]
Africa's Naja ashei snake is not only the world's newest snake species it's also the largest spitting cobra
[http://news.nationalgeographic.com/news/2007/12/photogalleries/biggest-cobra/]
Terror Bird Skull
[http://www.npr.org/templates/story/story.php?storyId=6381194]

'''Textbooks can form the basis. But because the development in the 21st century is progressing at an extremely rapid pace, knowledge has a shorter and shorter shelf-life. Learning content researched on the Internet is very up-to-date (in real time).''' --[[User:Papillon|Papillon]] 19:26, 21 May 2009 (UTC)



=='''Chapter 23: [http://einstein21.org/Online_Book/C23.htm The Green Elixir]'''==

==='''Keyword: fan image'''===

A picture of the Mona Lisa, that free floats in the air and through which one can go...

A new screen technology produces a thin fog. In this fog the projector throws an image. Is the projector connected to a PC, you can words and pictures write and paint in the air. What a surprise. I never thought that the idea (from the tale) with the fan image exist in reality.

'''The more unusual the context (between tale and reality) the merrier. No idea is too small, or too big.''' --[[User:Papillon|Papillon]] 13:31, 7 June 2009 (UTC)


=='''Chapter 25: [http://einstein21.org/Online_Book/C25.htm Goldfish]'''==

==='''Keyword: one world'''===

“No matter what the culture, birthdays are still birthdays, breakfast is breakfast, marriage is marriage, babies are babies. We all love something. We all have something that makes us sad. As I gazed up at those rock walls, the Time Capsule seemed to underscore the great promise of the Internet — that there can exist a single space where we all come together and share our stories, where we start to see common ground instead of distance and difference, and we start to think as '''one world'''.” Jonathan Harris, Creator of Yahoo! Time Capsule,
Jonathan Harris [http://www.youtube.com/watch?v=zAvNlh2Z0GI] wants to make sense of the emotional world of the Web. With deep compassion for the human condition, his projects troll the Internet to find out what we're all feeling and looking for.--[[User:Papillon|Papillon]] 13:06, 26 June 2009 (UTC)


=='''Chapter 27: [http://einstein21.org/Online_Book/C27.htm Flammula-The Fire Fairy]'''==

==='''Keyword: Ballerina'''===

English choreographer Maldoom has been initiating 'Educational Dance Projects' worldwide for more than twenty years with priority given to underprivileged teenagers.[http://www.rhythmisit.com/en/php/index_flash.php?]


=='''Chapter 29: [http://einstein21.org/Online_Book/C29.htm The Scholars of the High Order]'''==

==='''Keyword: TOWER OF GROWTH'''===
Tower of Growth stands as an Lighthouse of Knowledge for ancient and modern knowledge:

The Antikythera mechanism [http://antikythera-mechanism.gr./]is the first known mechanical computer by the astronomer Poseidonius.[http://antikythera-mechanism.gr./node/472]
It is now thought to have been built about 150–100 BC. The device is particularly surprising because it contains a differential gear, which according to the conventional view was invented not until the 13th Century.[http://en.wikipedia.org/wiki/Antikythera_mechanism]

Ancient discoveries lead to new perspectives and assessments in modern science.[http://www.youtube.com/watch?v=DiQSHiAYt98]

Wikipedia, modern Babylonian knowledge tower


=='''Chapter 30: [http://einstein21.org/Online_Book/C30.htm Gold Dust]'''==

==='''Keyword: be free'''===

Freedom as valuable as gold dust..

'''Abraham Lincoln's relentless struggle to end slavery''' [http://www.pbs.org/wnet/historyofus/web06/index.html A War to end Slavery][http://www.pbs.org/wnet/historyofus/web06/segment4.html Forever Free][http://www.youtube.com/watch?v=KJVuqYkI2jQ American historical drama film]--[[User:Papillon|Papillon]] 20:49, 7 February 2013 (UTC)

'''On November 9, 1989, the Berlin Wall came down.'''

What would you do if you are imprisoned in your own country? Would you risk your life to cross the "death strip" - the Wall - ? Million tears were wept because of the wall. Couples have lost each other, children lost their parents, parents lost their children and many lost their lives. Families were separated. A country was divided. How many dreams could not be dreamed and no hope that something will change.
But the unbelievable happened. During these weeks 20 years ago the people voted with their feets. Thousands of young families left the country. And then came the wonder of Berlin. On November 9th, 1989 the Berlin Wall falls. [http://www.youtube.com/watch?v=1_eCVhCGYwE&feature=related]
[http://en.wikipedia.org/wiki/Berlin_Wall] On this day disappears dividing line between East and West, between dictatorship and freedom. What a gift for our families, for Berlin, our country and the world. The freedom is to pay with nothing and we will never take the freedom for granted. --[[User:Papillon|Papillon]] 21:07, 10 October 2009 (UTC)

'''"No wall is ever strong enough to strangle the human spirit." George H.W. Bush, 41st President of the United States.'''--[[User:Papillon|Papillon]] 20:06, 5 February 2013 (UTC)

=='''Chapter 31: [http://einstein21.org/Online_Book/C31.htm El Dorado]'''==

==='''Keyword: El Dorado'''===
Pizarro’s greed for gold and glory and ended with the demise of a great civilization [http://www.pbs.org/conquistadors/pizarro/pizarro_flat.html][http://videos.howstuffworks.com/discovery/29574-assignment-discovery-pizarro-and-the-incas-video.htm]

==='''Keyword: longing for adventure'''===
Entrepreneurship Education – inspiration to training in entrepreneurship
[http://www.dynamicbusinessplan.com/answer.asp?ID=146]
[http://en.wikipedia.org/wiki/Entrepreneurship_education]
[http://news.bbc.co.uk/2/hi/business/8096604.stm]


=='''Chapter 32: [http://einstein21.org/Online_Book/C32.htm The Light-Thaler Thanksgiving Feast]'''==

==='''Keyword: Saffron'''===

What an unusual profession. I have never heard from foodhunter.
Mark Brownstein foodhunter [http://www.foodhuntermark.com/who_is_mark.asp]--[[User:Papillon|Papillon]] 20:28, 5 February 2013 (UTC)

==='''Keyword: moderate person'''===

Be moderate when touching on sensitive issues. The philosophical concept of moderation [http://en.wikipedia.org/wiki/Golden_mean_(philosophy)]--[[User:Papillon|Papillon]] 20:28, 5 February 2013 (UTC)

==='''Keyword: sounds'''===

Music from the air, without touch - Theremin

the not-just-for-sci-fi electronic instrument that is played without being touched.[http://www.youtube.com/watch?v=pSzTPGlNa5U]--[[User:Papillon|Papillon]] 20:28, 5 February 2013 (UTC)


=='''Testing the model project successfull in practice'''==
==Jesus and the Holy Spirit==
The Holy Spirit was sometimes referred to as the Spirit of Jesus. This was to point out the special relationship that Jesus had to the Holy Spirit. Jesus was conceived by the Holy Spirit in the womb of Mary, rather than having been sired by Joseph. He was filled by the Holy Spirit from the time of His baptism at the Jordon river at the hands of his cousin John, and He was led by the Holy Spirit, not only into the desert to be tempted by the devil, but also all His life on earth. His empowerment to do "works" and miracles came through the Holy Spirit given Him, as the Holy Spirit would afterwards be given to all his followers, and not solely by virtue His being the Son of God. But, beyond this, there was a more special and unique relationship that Jesus had to the Holy Spirit. He taught, and the Book of the Acts of the Apostles and the epistles of Paul would later echo, that the Holy Spirit would be given and poured out, to His followers through Jesus ascended to the Presence of the Father, and that, in some way, perhaps mysterious but concrete, Jesus Himself, would be with them once again, in and through the presence of the Holy Spirit which they would receive. He had gone back to the Father in order to return in a new and more complete way through the Holy Spirit. He would not leave them orphaned. This Holy Spirit, then, with Jesus and the Father, constituted the reality which would reverberate through the ages for all new believers being bought into the Church, the Body of Christ (for every body needs a spirit) - " In the Name of the Father, and the Son, and the Holy Spirit".


Since February 2005, the model project “Papillon“ [http://www.youtube.com/watch?v=PhchdHJAazA] has been successfully tested at the Ellen-Key Grammar School in Berlin[http://bildungsserver.berlin-brandenburg.de/medienprojekte.html?&contUid=22023] and is applied continuously.
==Following Jesus, believing in Him==
It is sometimes said that there are two faiths in the New Testament. That of Jesus and that of Paul. Paul's religion is that of believing in Christ as Lord and Savior, and as the divine Son of God, and that of Jesus is of following Him in the sense of living and doing as He has taught. But in reality, there is only one faith and the two not in contradiction. For the Jesus of the Gospels, besides setting forth the life that He himself lived, as a pattern for all His followers, also said, "No one knows the Son, except the Father, and no one knows the Father except the Son and anyone to whom the Son choses to reveal Him", and "I and the Father are One", and "If you see Me, you see God". .And Paul, aside, from saying that "if you believe in the Lord Jesus you shall be saved", and "therefore, being justified by Faith, we have peace with God through our Lord Jesus Christ", also said "work out your salvation with fear and trembling", and "Owe no man anything except to love one another, for he who loves another has fulfilled the law."


Some voices:
Mark 16:16 "He who believes and is baptized shall be saved. And he who does not believe, shall be condemned", Jesus said. It is belief in Jesus which brings a person to the waters of baptism, and it is through the waters of baptism, that one enters into the fellowship of the Church, the people of God who are being brought, day be day, one with the other, to the life that Jesus taught about. And so his new belief and his being and living and doing are all unified under the direction of Christ and His under-shepherds. And if one will not believe, of course, then it goes without saying, he will not be baptized.


How does that concept differ from other regular methods?
== Historical Analysis ==
“Students who use the “Papillon” method learn more selfresponsible, more motivated and focused as others. They often forget to disturb the classes because they pay attention to what is happening in class. Their fantasy, their interest is attrected and sometimes I was no able to calm them down in their fantasy.”
=== Dating Jesus' Birth ===
Miss Günther, teacher and project leader, Berlin, Germany
Modern historians generally place the actual date of Jesus' birth between 7 and 4 B.C., due to problems reconciling the Roman and Jewish calendars with the [[Gregorian Calendar]] which is in use today throughout the industrialized world.


Is there any measurable success?
=== Historicity of Jesus ===
“The measurable success lies in the fact that most of the students of these courses improved. In some cases it will show up in the diploma.
Occasionally, non-historians deny the [[historicity of Jesus]] (Having to do with the question of whether Jesus was in fact a real person who had a real life on earth), but few scholars take this seriously. [[Tacitus]], a Roman historian, wrote about Jesus in A.D. 115,<ref>http://www.digisys.net/users/ddalton/evidence_of_jesus_outside_the_bible.htm</ref> and [[Josephus]], a Jewish historian who did not believe in Jesus' divinity, wrote about him.<ref>http://www.christian-thinktank.com/jesusref.html</ref> Dr. [[Gary Habermas]] wrote an extensive analysis of the historicity of Jesus in his work ''The Historical Jesus: Ancient Evidence for the Life of Christ'', which discusses many historical sources that mention Jesus.
I can say: It was a lot of fun for the students and for myself and I wish to see more often such kind of teaching.”
Miss Günther


Students report why they like the “GOLD DUST” adventure so much, how it becomes an online book and by that an experience.
[[Lee Strobel]]'s book ''[[The Case for Christ]]'' contains a number of interviews with experts on the historical Jesus and a defense of Jesus's resurrection, and is a good resource on this subject.


“It continuesly contains exciting things that make you continue reading, because you want to know for sure what happens.”
== Jesus' Name ==
=== ''Jesus'' ===
The bible doesn't tell us much about the meaning of the name ''Jesus'', but does tell us who gave the name, when the name was given, and a reason the name was given. Luke 2:21 tells us that his name was given (1) "by the angel," (2) and it was given "before He was conceived in the womb." The reason for naming him Jesus seems to be given in Matthew 1:21, which says, "...you shall call His name Jesus, for He will save His people from their sins."


“Not so old-fashioned and boring but gripping and funny and all in one.”
==== Hebrew Origin ====
The Greeks derived the name from the late Hebrew or Aramaic name Yoshua, today’s version of which is “Joshua”. The earlier Aramaic form was Jehoshua (Y’hoshua) or Joshua., deriving from Hebrew Yah, short for Yahweh, and Aramaic y’shuoh meaning “salvation”. The name thus meant “Jah is salvation”. Both Joshua and Jehoshua were common names in the time of Jesus.


“The classes are much more relaxed and reflect a total different atmosphere then just sitting in class, the book infront of you and reading.”
=== ''Christ'' ===
Although it appears that "Jesus Christ" is composed of a first and last name, and indeed, the New Testament at times considers the names together as a first and second name, in origin, and through much of the New Testament, "Christ" is used as a title. It is the Greek translation for "Mashiach" (Hebrew), and Meshicha (Aramaic) - meaning "Anointed". Thus He was called, "Jesus, the Anointed One". Kings priests, and prophets were often anointed with oil to consecrate them for their task, and so was Jesus for His task by the descent of the Spirit when He was baptized by John. The Spirit descended on Him and dwelt within Him. This was in fulfillment of Isaiah 61 - "The Spirit of the LORD is upon me for He has anointed (Mashach) Me; He has sent Me to bring good news to the meek, to console the broken hearted, to call out Freedom to the captives, and to prisoners Release." When Jesus ascended into the presence of the Father, the Father sent the Spirit of Jesus, the Holy Spirit, through the Son, upon the believers and they too, as their Master, were "anointed" for their living and their task.


“We use to look up what is mentioned in the book, for example Ozelot, the Ozelot was mentioned and one asks, Ozelot, what is Ozelot and then one looks it up in the internet where you have the possibility to search for it and then you look up google and there you find something about it and I like it, that there is this connection to the book. I think that kind of connection to the book is good.”
Note: The change from a title to a name is much more authentic and understandable in Aramaic language than in English. There is no inner connection from "Jesus the Christ" to "Jesus Christ" in English but in Aramaic the connecting bridge is the vocative "O Christ" (O, Anointed One)! "O Christ" and "The Christ" is the same in Aramaic - Meshicha.


The students agree that the concept works.
== Teachings of Jesus ==
Jesus' special method of teaching was very different from what we know as "class room" teaching, and different from "teaching from definition". Though His students sometimes sat around Him and listened, He often taught them through the actual every day events of life, by parable and much more - as they traveled, as they ate, as they met people. All of life was His text book. He took them from what they understood to what they ''were to understand'', and brought them to understanding of what He meant, by how they saw it enacted and displayed in His own life. His life was the commentary to what they heard from His lips. That is why, besides that He was the Savior of the World, the believers in Him need be followers as well - to learn of His ways by intimate association. They would remember the words of the Savior later on and understand even more once His Spirit would be given them. His Spirit would then be their Guide, just as Jesus had done for them when He was on earth.


Ulrike Hammer, Teacher and Mr. Drinkewitz, Teacher, Luise- und- Wilhelm-Teske Grammar School, Berlin-Schöneberg [http://www.teske-oberschule.de/aktivi/projekte.htm] have recognized the advantage of Papillon Method and expressed as follows:


“The students enjoyed it. The history teacher, Mr. Drinkewitz, was also quite enthusiastic. He meant that it's amazing how many educational content in such a short time the students have collected, remembered and edited. He does not reach with its (conventional) method. I can only confirm." Ulrike Hammer --[[User:Papillon|Papillon]] 18:48, 21 September 2009 (UTC)
The Teachings of Our Lord Jesus Christ are found in the four [[Gospels]] and other holy documents.


[http://www.lifeofchrist.com/teachings/sermons/mount/default.asp '''Sermon on the Mount'''] This is the greatest sermon Jesus ever preached. It contains the Lord's prayer, the beatitudes, the golden rule, and practical advice for Christian living.


==Global access to knowledge - educational resources worth sharing ==


[http://www.goorulearning.org/gooru/index.g#!/home Gooru - free search engine for learning]
'''The Lord's Prayer'''


[http://ed.ted.com/ TED-Edu]
Our Father who art in heaven,


[http://www.schooltube.com/ Schooltube]
Hallowed be Your name.


[http://www.youtube.com/teachers YouTube Teachers]
Your kingdom come.


[http://www.googleartproject.com/ Google Art Project]
Your will be done,


[http://www.google.com/culturalinstitute/worldwonders/ Google World Wonders Project]
On earth as it is in heaven.


[http://www.versailles3d.com/en/ VERSAILLES 3D]
Give us this day our daily bread.


[http://www.history.com/shows/classroom History Channel Classroom]
And forgive us our debts,


[https://www.khanacademy.org/ KHAN Academy]
as we also have forgiven our debtors.


[http://eol.org/ Encyclopedia of Life - Animals - Plants - Pictures & Information]
And do not lead us into temptation,


[http://nasascience.nasa.gov/ NASA SIENCE]
but deliver us from evil.


[http://education.nationalgeographic.com/education/standards/national-geography-standards/10/?ar_a=1 National Geographic Education]
For Yours is the kingdom


[http://www.gamesforchange.org/play Games for Change]
and the power


[http://www.bbc.co.uk/schools/ BBC-Schools] Learning resources for kids at home and at school. Find activities and games.
and the glory forever.


[http://pbskids.org/ PBS kids] Play educational games, watch PBS KIDS shows and find activities like coloring and music
[[Amen]].


[http://www.brainpop.com/ Brain Pop] Animated Science, Health, Technology, Math, Social Studies, Arts & Music and English movies, quizzes, activity pages and school homework help for K-12 kids


See [[The Lord's Prayer]] for the Greek and the interlineal transliterated Aramaic and Hebrew versions.


==Promote==


You can play an important role, to spread the vision of the OLPC project [http://laptop.org/en/] around as much as possible.
'''The golden rule:'''
If you would like to support our efforts to make the digital textbook "GD" available to all children you can add this link [http://einstein21.org/Online_Book/%20Table_of_contents.htm] to your home page.


Thanks to all who support the development of the project with their creativity, intelligence, commitment and interest
"Do unto others, as you would have them do unto you!"
and to all who make the Internet-Book "GOLD DUST" accessible to all children. Special thanks to SJ Klein and the OLPC team.




'''Prayer To Receive Him Now '''


''"Jesus, I believe You are the Son of God and the Savior of the world. Thank you for coming to Earth and dying so that I could have eternal life. Please forgive all my sins. I am going to follow You with my life now. Please fill me with Your Holy Spirit and direct my steps. In Jesus' name, [[Amen]]."'' <ref> [http://www.jesus2020.com/jesus.html Prayer To Receive Him Now]</ref>


External links
== See also ==
*[[Andrew the Apostle]]
*[[Atonement]]
*[[Byzantine Empire]]
*[[Christianity]]
*[[Eucharist]]
*[[Gospel reading in the Church: the Turgama]]
*[[Lazarus (brother of Mary)]]
*[[Lazarus (Parable)]]
*[[Judaism]]
*[[New Testament understanding through the Jewish perspective]]
*[[Inspiration of Holy Scripture: An Eastern Christian and Jewish Perspective]]
*[[Passover Seder]]
*[[Essay: The Way of Salvation]]
*[[Messiah]]
*[[Messianic Prophecies]]


* [http://einstein21.org/ Einstein21]
==References==
* [http://cnx.org/content/m19523/latest/ Connexions, Rice University, Houston, USA]
{{reflist}}
* [http://www.merlot.org/merlot/viewMaterial.htm?id=518974 MERLOT, California State University, USA]
* [http://en.scientificcommons.org/39636350#search_string=Papillon%20Online%20schoolbook%20GOLD%20DUST ScientificCommons, University of St.Gallen, Switzerland]
* [http://pio-pio.de/html/R_wissenschaftler.htm Survey from the Berlin Technical University with regard]
* [http://www.oercommons.org/search?f.search=Papillon OER Commons - Open Educational Resources]
* [http://www.youtube.com/watch?gl=DE&hl=de&v=PhchdHJAazA Project Video]
* [http://www.pio-pio.de "Papillon" Homepage]
* [http://de.linkedin.com/pub/hardyna-vedder/29/694/360 Hardyna Vedder on LinkedIn]


== External links ==
* [http://www.lifeofchrist.com/life/lifescan/default.asp Summary of the Life of Jesus]
* [http://www.lifeofchrist.com/life/lifescan/teachings.asp Teachings of Jesus]
* [http://www.lifeofchrist.com/teachings/sermons/ Sermons of Jesus Christ]
* [http://www.ccci.org/wij/ Who is Jesus? Is Jesus Christ God?]
* [http://www.bible-history.com/links.php?cat=19&sub=302&cat_name=Jesus&subcat_name=Background Jesus Background] Bible History on line.
* [http://www.lewissociety.org/ C. S. Lewis Society of California].
* [http://www.lewissociety.org/bodily.php The Bodily Resurrection of Jesus, by William Lane Craig].
* [http://www.ntwrightpage.com/Wright_Historical_Problem.htm Christian Origins and the Resurrection of Jesus: The Resurrection of Jesus as a Historical Problem, by N. T. Wright].
* [http://www.lewissociety.org/resurrection.php Contemporary Scholarship and the Historical Evidence for the Resurrection of Jesus Christ, by William Lane Craig].
* [http://www.ntwrightpage.com/Wright_Justice_Jesus.htm Doing Justice to Jesus: A Response to J.D. Crossan: "What Victory? What God?", by N. T. Wright].
* [http://www.ntwrightpage.com/Wright_Historical_Jesus.htm The Historical Jesus and Christian Theology, by N. T. Wright].
* [http://www.religion-online.org/showarticle.asp?title=37 The Wright Quest for the Historical Jesus, by Ben Witherington, III].


Contact: [mailto:info@einstein21.org info@einstein21.org]
[[Category:Jesus]]
[[Category:Christianity]]
[[Category:Christian History]]
[[Category:Biblical Persons]]
[[Category:Divine Beings]]

Latest revision as of 11:14, 19 September 2018

Inspirations for teachers how to implement the PapillonMethod in any digital text.

The PapillonMethod combines the content of the GOLD DUST adventure directly to the Internet and generates by adding about 124 topics (in the form of keywords), 752 cross-curricular educational links, 170 highly qualified educational videos a dynamic widely interlinked knowledge world, imparted in an emotional, vivid and understandable way.

Enjoy the fantasy adventure GOLD DUST as an application example. All topics (keywords) and links are suggestions that you can change and show how the PapillonMethod works. The educational links revolve around a topic and illuminate it in all of its depth. The flexible content is subject to constant change. That means more content, more context and more fun.--Papillon 18:10, 7 January 2013 (UTC)--Papillon 12:10, 8 February 2013 (UTC)

Important: It is not necessary to read the entire page. The chapters on this page accompany the chapter which you are currently working inside the Internet Book (UTC) --Papillon 10:36, 6 January 2013 (UTC) --Papillon 13:08, 6 January 2013 (UTC)

The Internet book GOLD DUST is written under an open license [1] and gives everyone the freedom to use or modify the material to suit his or her own needs.


welcome :)

Hello Papillon, and Welcome to the OLPC wiki!

I hope you enjoy browsing and want to stay. As a first step, you may wish to read our introduction.

If you have any questions, feel free to ask me at my talk page — I'm happy to help. Or, you can ask your question at the main talk page.

Good luck, and have fun. ----Sj talk 10:08, 14 September 2008 (UTC)


Hello Sj, thank you for your introduction and welcome to the Online Schoolbook “GOLD DUST. Papillon 17:16, 14 December 2008 (UTC), Papillon 12:22, 29 December 2012 (UTC)


Author and Conceptual Explanations

I’m the author of the “PapillonMethod” and creator of the online schoolbook "GOLD DUST". My name is Hardyna Vedder. Based on the idea of writing a childrens book a study project developed [2]. Thirst for knowledge and interest in topics taken from literature, history, philosophy, art, as well as openness for science, environmental topics and new media have influenced the development of the Online Schoolbook GOLD DUST.

This project is the result of many years development work. It includes:

Fantasy Story „GOLD DUST” [3]

Online Schoolbook „GOLD DUST” [4]

"Papillon" [“Butterfly”] educational concept [5]

Project study [6]

Testing the model project successfull in practice [7] at the Ellen-Key Grammar School in Berlin [8]

Expert report from the Berlin Technical University [9] with regard [10]

Einstein21 – The great dynamic book of inspiration, where imagination meets reality - interactive, interlinked, transferable to all digital texts, updateable and adapted to the 21st Century [11]

Online Platform – Learning in the 21st century [12]

Since 2007 Papillon participates in the educational project “One Laptop per Child". --Papillon 12:48, 29 December 2012 (UTC)

My native language is German. Please feel free to correct my English and give me your feedback and comments. I’m happy to answer your questions.

Now I want to introduce the "PapillonMethod" and present what is possible with this emotional and simply concept.

Here are some hints and thoughts, to explore the Online Schoolbook GOLD DUST - a new system of education on the basis of ancient wisdom and modern research. Try it out and invite curiosity and hunger for knowledge in the classroom. Conditions of Use:Creative Commons Attribution-Noncommercial-Share Alike 3.0

By using the PapillonMethod learners get a mix from structur (text of the virtual world) and freedom (Internet).

Why imparting knowledge through narration?

The answer lies in the way the brain works: we remember things better when more than one sense is involved. That is particularly true when it comes to stories rather than simple informational documents. What has no emotional coloring is easily forgotten. --Papillon 17:06, 11 January 2013 (UTC)

Children love stories. This makes knowledge transfer as simple and effective. --Papillon 17:06, 11 January 2013 (UTC)

Why very distantly related links?

Analog view of a topic does not encourage thinking in contexts. Making thoughts more flexible also helps, to get closer to the solution of a problem. A wide, cross-subject education and cross-border thinking challenges children to ask questions, show curiosity and to change their perspectives. --Papillon 17:06, 11 January 2013 (UTC)

If someone is not interested in a topic, he will find it difficult to learn. PapillonMethod therefore arouses curiosity in interesting cross-curricular themes and opens the door to the internet. Behind every door students can find a surprise, against one's expectations. Surprise is a positive emotion. Neuroscientists are of the opinion that positive emotions support the learning process. An information may be better absorbed, noticed and be reproduced. --Papillon 17:06, 11 January 2013 (UTC)

The learning clicks represent a unique and innovative form of conveying knowledge. They are the result of an intensive combined achievement. Text and learning clicks are so tightly interwoven so that both elements can develop their effect as just one unit. However, the goal is not to link the text in general but rather how the text is linked. That is what is special about it. Links without story-based text don't work in such great manner we have learned in our praxis tests. --Papillon 17:06, 11 January 2013 (UTC)

The teacher uses the links specifically for knowledge transfer. He determines the kind of content, standards of education or skills that should be transported. The teacher's role is changing. He gives the direction and orientation, while the Internet is the classroom and the student works independently. Later Students find their own favorite themes, discover them with links, create their own knowledge planets and add they to the story.

Learning clicks are variable and can be adapted to the age group. Younger students approaching the subject playful. Older students work with demanding sources of outstanding quality.--Papillon 17:06, 11 January 2013 (UTC)

We must ask ourselves: what should our children learn and what values we want to give them. Topics close to society's heart. Therfore all keywords and educational links are variable and suggestions and are subject to constant change. --Papillon 17:06, 11 January 2013 (UTC)

Internet literacy

is impossible without a minimum level of personal experience in dealing with the technology. Where young people can acquire these skills? A fortuitous result of activities in their leisure time, or all systematically in school? Although we live in a media society children often do not know how to deal appropriately with the media. Through the support of the teacher, the children learn to distinguish important from the unimportant, genuine from spurious. And what about information overload? My suggestion, learn how to google. It makes a difference what keywords I type in the search engine, in order to achieve the best result. --Papillon 19:31, 29 December 2012 (UTC)


General

Education Level: K-12

  • The PapillonMethod enables learning with imagination [13] and time to deepen a topic from different perspectives. --Papillon 19:53, 29 December 2012 (UTC)
  • The preoccupation with the key words (the penetration into the depth central themes) pays for itself in an acceleration of apprehension, and not only during school but for the entire life.--Papillon 17:06, 11 January 2013 (UTC)
  • Particularly suitable for team- and project work. The role of the teacher is being transformed. He is providing the direction and ensures the point of reference while the Internet becomes the learning space and the student can work independently.--Papillon 17:06, 11 January 2013 (UTC)
  • Due to the switch between digital and traditional work methods, the productive capacity to reflect and the joy the students experience from experimentation as well as the ability to critically assess the media are stimulated and promoted. Unique learning success becomes possible in this sense by combining technical affinity and the desire to read.

Concepts which combine what is information with creative methods of thinking and working boost the attention and motivation of the students and open up new ways from the to express themselves and create. The fairytale establishes the self-imposed delay between the onset of desire and its eventual fulfilment which can be increased through interaction. The desire for learning is awakened.--Papillon 17:06, 11 January 2013 (UTC)


Chapter 1: Phantasos

Keyword : earth

How to discover "earth" cross-disciplinary? Begin the topics as often as you can with emotional videos (YouTube). So you immediately arouse interest and curiosity. The use of videos promoting clarity and understandability. Introducing TED-Ed: Lessons Worth Sharing, TEDEd learning materials After that imparting knowledge about the links. Let the students look on the subject from different perspectives, as an island which they circumambulate.

Example: Topic Eearth:

Astronomy 1 2 3 4

Definition earth 5

Geography 6

Geology 7 8

One-Planet Future 9 101112 13

Different Cultures [14] [15] The Google Cultural Institute helps preserve and promote culture online. With a team of dedicated engineers, Google is building tools that make it simple to tell the stories of our diverse cultural heritage and make them accessible worldwide. --Papillon 21:50, 30 January 2013 (UTC)

A wide, cross-subject education and cross-border thinking challenges children to ask questions, show curiosity and to change their perspectives. "Children must be given the opportunity to view a certain aspect from different perspectives. This is how they learn the same content in all of its complexity and learn in the process that different perspectives can result in different assessments. Prof. Wassilios Fthenakis [16]--Papillon 17:06, 11 January 2013 (UTC)

Worth sharing: YouTube for Schools: Join the Global Classroom Scoolube --Papillon 17:40, 3 January 2013 (UTC)--Papillon 20:48, 7 February 2013 (UTC)

Keyword: listlessly like a wilting leaf

Introduce new interdisciplinary areas and foster dialogue with science: Chronobiology [17] "Chrono" pertains to time and "biology" pertains to the study, or science, of life.


Chapter 2: The Gold Hat Officials

Keyword Nubia

Nubia was always important for Egypt, because from Nubia came the gold. Ancient Gold of the Nile

There is more behind the links than students expect, meaning that the effect of the Internet to amaze and astound can be used for learning success. The learner is surprised that even the most comical ideas from the fantasy story can find an equivalent in reality.

For example: Nubia is not only a fantastic name, Nubia was an ancient high culture

Keyword: the official for good thoughts

Theme: how one comes to good thoughts... ...when you emulate successful people, if you take part, when you are interested in science, if you ask why, when you play, when you help, if you are curious in new media, when you hear music, when you leran languages and so on...

Keyword: time

Theme: The Theory of Relativity

The relativity theory is an abstract and dry issue, difficult to understand... The pictorial representation of complex scientific content promotes general understanding and allows a bridge between teachers and learners. [18] Well-researched multimedia content contributes significantly to the intelligibility [19]

The student can repeat the content until he has completely understood the topic. This method of conveying knowledge is not feasible in regular instruction and has a decisive advantage: Gifted students are no longer bored because they understand the material very quickly and those who are less gifted no longer have a reason to interrupt the class because they are not following the learning material. Everyone can process the instructional materials according to his or her own aptitude. Strong and weak students will be promoted together.

Keyword: towers

Dynamic Architecture: Rotating Tower

The boundries of architecture are new defined: Buildings are now able to change their shape and be part of environment.--Papillon 18:53, 3 January 2013 (UTC)


Chapter 3: The Twinkling Lantern

Keyword: Gordian Knot, mentioned in subtitle

The Gordian Knot is a legend of Phrygian Gordium associated with Alexander the Great. It is often used as a metaphor for an intractable problem solved by a bold stroke ("cutting the Gordian knot") [20] Today there are to solve many Gordian knots, for example: in family and personal life, in a moderate ecological lifestyle, in the evolution of human consciousness... According to their age and experience, students can learn to philosophize about the most pressing issues of our time... A good topic for team- and project work in which the Internet provides a treasure trove of material.

Are you on Pinterest? How do you use it in your classroom? In the Classroom Students can set up boards for projects [21]--Papillon 21:38, 30 January 2013 (UTC)

Keyword: Root

Another example how to impart knowledge interlinked? Here the topic "Root": Students learn all about the topic "roots" interdisciplinary:

in the biological sense, [22] [23] [24] [25]

our astronomical roots [26]

our family [27] [28]

and historical roots [29] [30] [31] [32]

Let the students dive in as deep as possible in the thematical focus and see the theme as a vast network of tree roots, that everything connects to everything else.

Keyword: place in life

You've got to find what you love, that's the question of your life. --Papillon 17:06, 11 January 2013 (UTC)

Examples: Links from the fairytale refer to the selection of a career, on how to get good ideas. Those in later semesters can be guided from fairytale to the theory of relativity, evolution, nanotechnology and ethics. Complex learning content is shown on web pages in a simple and easy-to-follow manner in a film or in an interaction. That is the great advantage of the Internet compared to the static imparting of knowledge. --Papillon 17:06, 11 January 2013 (UTC)

Keyword: water

Water is a complex system. Every drop of water is a sensitive part of global water system that fullfill many tasks. Here is an example of very useful learning-link, that represent the potential of the Internet for international learning: Water as an universal, international topic. [33] [34] Drinking Water & Ground Water Kids’ Staff [35] Open Ocean [36]

The work of modern researchers create the grandiose knowledge of tomorrow. For example: Chewang Norphel. He has found a way to create artificial glaciers. If they melt in the summer, Norphels artificial glaciers supply the farmers with life-giving water. In dry regions ice is worth a fortune. [37]

Keyword: I don't know what I want

Students are in search of their identity. To find out his own interest, the Internet can support generously, because it is full of positive examples and suggestions how to learn mathematics, languages, biology, etc Khan Academy. On YouTube are many useful things to find. One can learn dance, sing, draw or play an instrument. This is the real power of the Internet. Every village is connected with the world's knowledge. Most content for free for the benefit of all. --Papillon 20:06, 3 January 2013 (UTC)


Chapter 4: A fateful Birthday

Keyword: baroque

Baroque is also known as the era of stage and finds his glorious climax at the court of Louis XIV. Elements of staging we find in the Media-Society of the 21st Century, for example election campaign, product advertising, fashion,Harry Potter as a brand, etc. Why not education to stage? --Papillon 17:06, 11 January 2013 (UTC)

World history videos make history alive. Bring history to life with fascinating videos and interactive content. Examples: History Channel[38] Discovery Channel[39] you tube [40] BBC [41] National Geographic [42] --Papillon 17:06, 11 January 2013 (UTC)

To arouse interest in a subject, I suggest starting with a video. The student is emotionally addressed, his attention is aroused. After this are the facts and at the end stands the presentation of the choosen topic by students. --Papillon 20:23, 3 January 2013 (UTC)


Chapter 6: The Messenger from Heaven

Keyword: I'm curious ..... and everything interests me...

Curiosità. Curiosità is an "insatiably curious approach to life and unrelenting quest for continuous learning". Great minds have one characteristic in common: they continuously ask questions [43] throughout their lives. Leonardo's endless quest for truth and beauty clearly demonstrates this.

How To Think Like Leonardo Da Vinci [44] [45] [46]

The Divine Michelangelo [47]

Be creative, be "Einstein", be a great explorer. „I have no special talents. I am only passionately curious.” Albert Einstein How to Be Creative [48] How to Become a Young Inventor [49]

Students to make curious in lessons is mission of innovative content concepts to reduce the rate of school failure. PapillonMethod is such a solution concept. By linking real and virtual learning environments Internet becomes the classroom and passion for learning awakened. --Papillon 17:06, 11 January 2013 (UTC)

Keyword: Wind

We must ask ourselves: what should our children learn and what values we want to give them. What topics are in the 21 Century really important? Renewable energy, climate change... How to save energy [50] --Papillon 19:26, 7 January 2013 (UTC)


Chapter 7: The Unfulfilled Wish

The Papillon method is able to bind students permanently to the subject matter and to deal self-motivated with the individual topics we have learned in our lessons.

Why: Topics are global and essential. Learning material is interactive and can promote interest in complicated scientific subjects.

Example:

Keyword: Sun

Sun [51] Interactive Universe [52] Solar Energy [53]

Solar In the Schools - Solar Car Race [54] --Papillon 19:26, 7 January 2013 (UTC)


Chapter 8: Lilies or Airhead

Keyword: Push

How would you resolve conflicts? [55] How to deal with someone in school who hates you for no apparent reason? [56]

Conflict management is a key skill for all successful long-term relationships. [57]

Other people to tolerate and endure, is a big theme and a question of social competence.

Conflict Resolution [58]

Tolerance is the ability to accept other points of view without giving up one's own point.

Discuss opposites is particularly in cross-cultural context a prerequisite for peaceful coexistence.

Non-Violence [59]

The surest way to defeat your enemy is to become his friend.. ... Wisdom --Papillon 20:12, 8 January 2013 (UTC)


Chapter 9: In the Valley of Tears

Keyword: four virtues

Virtues [60] [61][62] are more basic than values. All cultures honour virtues. [63] Discover the strategies for applying them in your daily life.[64] [65]

Keyword: Justitia

open access to knowledge is an example of social justice [66] [67] [68] Originally knowledge had its price. Now the availability of information is no longer restricted by high costs. Open access to cost-free information makes it possible for a wide public to have access to unlimited global knowledge.

What does it mean to teach for social justice? [69]

Keyword: Fortitudo

Teaching courage to kids [70]

"It may surprise you to know that children's books often raise deep philosophical issues and that children love to think about them. This website contains all the materials that you need to lead philosophy discussions with your students.” [71]

Top Sites in Philosophy for Children [72] --Papillon 17:06, 11 January 2013 (UTC)

Fairytales convey a simple basic thought: A good character makes you beautiful. It is exactly the right format to spin a yarn about the great questions of life. Let you inspire by the magical world of the GOLD DUST story. --Papillon 10:40, 9 January 2009 (UTC)

Forgotten issue philosophy Let us bring the forgotten subject philosophy in our awareness. Philosophy promotes important skills such as critical thinking in a reflective and analytical way. No doubt, the richness of philosophical thought can be transferred to everyday subjects.

Philosophy for children [73]

"I feel strongly that our culture is debased because there is not enough deep reflection." Stanford philosophy Professors Ken Taylor [74] [75] --Papillon 20:12, 8 January 2013 (UTC)


Chapter 10: Energy Spheres

Keyword: Swan

This story you could tell the students about Susan Boyle, the black swan:[76]

Once upon a time a poor girl, who lived in a filthy house and everybody called her only "Susan Simple". But Susan had had a big dream and one day, when a half of her life already passed away, she got a chance. Bravely she stepped on stage and courageous she showed the world her best side. Then a wonder happened: from the black swan was a shining snow-white Swan, because Susan had a talent. You too have a talent. Discover it. If you have found it, tell us, how did you figure it out. There are numerous suggestions and inspirations on the various themes in this book. With any luck, someone will find his passion, a vocation or profession. --Papillon 17:06, 11 January 2013 (UTC)

Keyword: Gold Dust

GOLD Dust reflects our dreams, desires and hopes, our yearning and virtues, our good side. Gold Dust is irreplaceable, because it is the gold in us. What is really important for each of us and as valuable as gold dust? For example: every child needs a family and wants to be loved, go to school, live without fear, to be happy, in life find what everyone is looking... That would be a great topic for an essay.

What are the children's wishes for themselves, their families and friends, for their country, the world and the future? (no wars, feed the hungry, save the animals, protect the environment... be kind to each other, find love and friendship) --Papillon 17:06, 11 January 2013 (UTC)

In general I give you suggestions of educational links for beginner and advanced learner (younger and older students).--Papillon 17:06, 11 January 2013 (UTC)

Keyword: Most important

Time which we spend together:

Majority of parents say children want more family time with more play time high on the wish list [77]

The Importance of Family Time [78] --Papillon 19:55, 10 January 2013 (UTC)


Chapter 11: Dangerous Adventures

Keyword: trees

What is Project Learning Tree? Project Learning Tree (PLT) is an award-winning environmental education program designed for and by educators working with students in pre-kindergarten through grade 12. The program uses the forest as a "window" on the natural world, helping to focus awareness and knowledge of all aspects of the environment, and our place within it. PLT helps prepare students to make informed decisions about conservation practices and natural resource use by practicing problem solving and critical thinking skills. [79]

Trees bring both economic and environmental benefits to communities. They provide shade, habitat for wildlife, and help reduce noise and visual pollution. Trees add value to neighborhoods, mitigate runoff and erosion, and help reduce global warming by removing carbon dioxide from the air. [80]

Keyword: change

Yes, we can change our attitude. For the good of our planet, to our environment, our family, our own... "Change" can also be seen in the eternal cycle of life. Without changing no new beginning. [81] [82]

This is a really big and important issue of our time. You can light it up from many perspectives. Project-teams develop different point of views [83] --Papillon 19:55, 10 January 2013 (UTC)

Keyword: birds

How you can make from every simple general topic such as “birds” an advanced research? Span a wide arch of "environment" up to “twitter” (microblogging)

David Attenborough nature observations; a must-have-seen [84]

Access to the Crossing Boundaries curriculum, and a variety of opportunities for students to see scientific and environmental careers in action. [85]

Golden Bower Bird and global warming [86] birds that are symbolic [87] Bird songs [88] “twitter” (microblogging) [89]

Keyword: golden fleece

Background of the myth may be that the gold-rich Colchis, who later became Georgia in the Caucasus, sheepskins were used (and are) in order to wash gold from the rivers. It was assumed that the background of the Argonauts legend, the greed of the Greeks to the mineral resources of the Black Sea was. The rivers of the Caucasus have plenty of gold dust led: The local residents keep densely woolly sheepskins into the water, where the gold sand is catched. [90] --Papillon 18:18, 11 January 2013 (UTC)


Chapter 12: The Gate of Illusion

Keyword: Gate

Gate, link 3 in chapter 12: please type in the search engine „gate“ and have a asian view. Suggestion: Discover a gate in your neighborhood, its history, architecture... Make pictures, search on you tube, be creative and work in a team.

GIFTED AND TALENTED (GATE) PROGRAM

The GATE program is structured to provide appropriate curricular and instructional services that support GATE student. The GATE Program provides gifted learners with qualitatively differentiated curriculum experiences; focusing on basic skills, higher level thinking, leadership, inquiry, problem-solving and creativity. [91] [92] [93]

Keyword: proportionate

Golden ratio: students measure each other's faces - eye relief, forehead height, mouth, calculate the relations - and seek real beauty on the example of the Mona Lisa.[94] Create math lessons lifelike to attract the students. And what excited teenager more as good looks? --Papillon 19:02, 11 January 2013 (UTC)


Chapter 13: In the Land of the Clones

Keyword: Land of smiles

Different cultures, different meanings. Smiles across the world [95] Japanese culture is Silent Culture. A smile has various meanings. [96]

Keyword: Temple

religious buildings which serve as a place of worship or shrine. Temple in anatomy [97]

Keyword: Amphitheater

Gladiators: Heroes of the Roman Amphitheatre The ancient Romans are often seen as bringing civilisation to the western world, but they regarded the slaying of gladiators as a normal form of entertainment. Professor Kathleen Coleman describes what went on, and examines the society that accepted such barbarity without question. [98]--Papillon 19:02, 11 January 2013 (UTC)


Chapter 14: The Three Days of Miracles

Keyword: enchanting melody

Music provides children with a means of self-expression and gives them a glimpse of other cultures. [99]

Keyword: Walking through the air

Grand Canyon - The Skywalk - extraordinary architecture and nature: It is, as if you walk in the sky. A place where people can fly with eagles. geography teaching[100]

Keyword: Farmyard

eXtension is an interactive learning environment delivering the best, most researched knowledge from the smartest land-grant university minds across America. [101]

Keyword: Clone

Cloning is a controversial topic. According to the age, students could have a debate Pro [102] and Con [103]

Keyword: Can be formed

"Give your children your love but not your thoughts." Wisdom

The whole chapter is a plea for the free development of personality. "A child is not a vessel to be filled, but a lamp to be lit". [104]

Keyword: angels

Religion is one of the most emotional and powerful topics. We gave students the suggestion to present each other their religion. We also encouraged them, together to celebrate religious events [105] [106] and visit religious monuments: synagogue, church, mosque or temple. So students learn more about their neighbours religions, their similarities and to accept differences. They also have a better overview of the religions. With the understanding of other religions they are able to communicate better. Children must be given the opportunity to view a certain aspect from different perspectives. So they can see one aspect with different eyes and improve respect and tolerance.--Papillon 20:53, 31 January 2013 (UTC)


Chapter 15: A Gray World Between

Keyword: each animal was food for another

Evolution games: Evolution Squared is a game in which you have to evolve. You start off as a small black square in the deep blue ocean but in the end you'll fly through space being on the top of the food chain! [107] [108]

Science music videos's Channel: This music video teaches about food chains and the pyramid of energy. Watch it a few times and you'll be completely on top of trophic levels and energy transfer.[109] --Papillon 18:46, 3 February 2013 (UTC)


Chapter 16: Terror Birds

Keyword:Terror Birds

Terror Bird is not only imagination, he really lived 62million years ago.[110]

Keyword: True greatness

Gandhi and other fascinating personalities whose work was characterized by humaneness. .

Karlheinz Böhm devotes his life to aid Äthopien - an example for Citizens' Initiative.

The Golden Rule as the core of true human greatness.

Educating for Human Greatness deserves to become a strong voice at the table of our current debate on the future of education [111]

Keyword: The terror birds are even eating the sea empty

Theme: Overfishing

Plundering of the oceans as a consequence of poverty and greed, the demand is insatiable

Overfishing is an example of Gandhi's seven deadly sins : Pleasure without conscience.--Papillon 19:02, 3 February 2013 (UTC)


Chapter 18: The Beginning of All Evil

Keyword: Lying, Cheating, Stealing

Theme: Life skills and ethical standards

Teachers told me that children can no longer distinguish between good and evil. Thus arose the idea to set a focus on this issue and to bring it into the public perception.

Sensational I find in this context the scientific evidence from Dan Ariely[112] Professor, Duke/MIT that the mere thought of a moral authority promotes honesty[113].

Some ideas to deepen the topic:

Lie, cheat and steal: high school ethics surveyed [114]

When nobody is looking [115]

Teens: Sometimes You Just Have to Lie, Cheat and Steal. Teens say lying doesn't make you unethical [116]

Encouraing kids to do right thing: Use books 'Read stories, particularly fairy tales, which tend to have moral messages,' says Dark, who works for Lyn Fry Associates, a consultancy that runs positive parenting courses.[117]

Therefore the GOLD DUST story is an important and valuable part of the project. Fairytales convey to us a magical world through which the children can easily distinguish between the rules and rituals of reality, good and evil. They are an appropriate means of evoking fantasy and creativity and thereby promote the moral and social competence to make judgments.

How to Teach Your Child Right from Wrong [118]

Social and Moral Education [119]

Encouraging your child's moral development [120] [121]--Papillon 20:34, 3 February 2013 (UTC)


Chapter 19 : The Heads of the Evil Seven

Keyword: eye of evil

The Third Wave [122] The experiment demonstrates how easy it is still today to establish a dictatorship.--Papillon 20:34, 3 February 2013 (UTC)


Chapter 20: The Dragon Throne

Keyword: Superbia - Pride

Superbia - Pride

begins harmless with superior attitude and conceit. Who only believes his own truth, that he is worth more than others rises to the Lord people, see Nazi Germany, torture and crimes are the result. Holocaust is the worst example of pride/superbia. Who feels like Lord people is not afraid to humiliate others. Pride ranging from bullying, exclusion of other people about abuse of power, to murder. "The dosage makes the poison."

Holocaust Remembrance Day [123][124], the Footprints for Hope Project, the initiative of the Holocaust and the United Nations Outreach Programme. [125] Hate among human beings did not fade away with the end of the Holocaust.[126] Lesson Plan: Anne Frank [127] --Papillon 21:03, 3 February 2013 (UTC) --Papillon 17:56, 4 February 2013 (UTC)

History Channel narrates in 7 episodes in a very vivid and philosophical manner how 7 deadly sins work and why they are much more destructive than every negative feeling. --Papillon 19:44, 4 February 2013 (UTC)


Chapter 21: The Logic of Evil

You may think that the concept of deadly sins is a religious one and do not apply to you, but you may call them negative tendencies if you want. The fact is that you can find them in more or less intensity within most people. The root of most of our economical, political, cultural and personal problems lies in in universal principles, such as pride, anger, greed, envy.. Current examples to find is a good exercise to see the destructive power.

Keyword: IRA - Anger

Wrath/anger, in its purest form, presents with self-destructiveness, violence, and hate that may provoke feuds that can go on for centuries. Wrath may persist long after the person who did another a grievous wrong is dead. Feelings of anger can manifest in different ways, including impatience, revenge, and vigilantism. Wikipedia

Anger is a burning sensation. Who is guided by anger, easily exceed a dangerous threshold. Raw violence and cold-blooded murder are the result. In violent temper friendships are broken, people killed,[128] attacks perpetrated. The better and more deeply you understand, when you slip into another skin, the harder it is to be condemned and not to forgive.

Keyword: laws

For example: Ten Commandments: a tool for moral instruction, analog codes also exist in other religions.

Keyword: INVIDIA - Envy

who make careers, possessions accumulate, beauty, family or friends owns, threatens the envious gaze of neighbors. From envy will intrigue spun, fates sealed and marriages destroyed because one is bursting with envy and jealousy [129]

Envy is a propensity to view the well-being of others with distress, even though it does not detract from one's own. [It is] a reluctance to see our own well-being overshadowed by another's because the standard we use to see how well off we are is not the intrinsic worth of our own well-being but how it compares with that of others. [Envy] aims, at least in terms of one's wishes, at destroying others' good fortune. plato.standford.edu

Keyword: GULA - Gluttony

Gluttony is not just pure lust eating but is aimed at a general immoderation - an inordinate desire to consume more than that which one requires. Gluttony means over-indulgence and over-consumption of food, drink, or wealth items to the point of extravagance or waste. Wikipedia

An example for Gandhi's: Pleasure Without Conscience [130] is Overfishing – A global disaster

Why are we so fat? Americans enjoy one of the most luxurious lifestyles on Earth. Our food is plentiful. Our work is automated. Our leisure is effortless. There's just one catch: It's killing us. [131]

Envy, anger, greed and Co., how see and evaluate students these traits today. Search for examples from politics, show business, environment and in your personal life. --Papillon 13:07, 16 May 2009 (UTC)


Keyword: Avaritia - Greed

Greed is the inordinate desire to possess wealth, goods, or objects of abstract value with the intention to keep it for one's self, far beyond the dictates of basic survival and comfort. It is applied to a markedly high (inordinate) desire for and pursuit of wealth, status, and power. Wikipedia

“American Gangster” [132]: The film is a very good example of how greed and the excesses own personality and the family destroyed. Film Analysis and background [133]

Mahatma Gandhi: Commerce without Morality

Sport of cycling How greed and fame drives a person -- a hero -- to do bad things, regardless of who gets hurt. Financial crisis - Caused by the greed and ego of a few, that ruined the lives of so many. Their own examples students find independently.

You can have or be anything you want, but . . . [134]--Papillon 20:39, 4 February 2013 (UTC)--Papillon 20:48, 7 February 2013 (UTC)


Chapter 22: The Masks of the Seven Gates

Keyword: evil seven

The “Seven Deadly Sins” by Kurt Weill and Bertolt Brecht [135] - an archaic and timeless theme and one of the ethics core issues. Not since the thriller "Seven" (Brad Pitt and Morgan Freeman), the "catalog of vices" is a popular theme in the visual arts, film, television and theater.

decision

“The evil seven determine your decision long before you meet them.”

When we make decisions we think we're in control, making rational choices. But are we? Entertaining and surprising, Ariely, Professor, Duke / MIT unmasks the subtle but powerful tricks that our minds play on us. [136][137]

Keyword: look like harmless vices

Sins are masters of deception. Put on the mask of naiveté, to make them look like harmless vices. They appear as pure beauty the true character hide. Nobody realize their dangerousness. Monsters morph to beauties. [138] [139] [140] [141] [142] [143] [144]

A false friend can do more damage than an open enemy.--Papillon 18:56, 5 February 2013 (UTC)

Keyword: Flying Spider

When imagination meets reality: Flying spider, [145] Science of Spider-Man [146] Terror Birds, [147] spitting cobra,[148] Ozelot... [[149] Through interlinking the fairytale with the Internet arises a mixed world made of reality and imagination. Fictional characters and personalities from tales come into contact with actual figures and historically established facts.

These examples stand also for brand-new scientific results: Flying Spider Model [150] Africa's Naja ashei snake is not only the world's newest snake species it's also the largest spitting cobra [151] Terror Bird Skull [152]

Textbooks can form the basis. But because the development in the 21st century is progressing at an extremely rapid pace, knowledge has a shorter and shorter shelf-life. Learning content researched on the Internet is very up-to-date (in real time). --Papillon 19:26, 21 May 2009 (UTC)


Chapter 23: The Green Elixir

Keyword: fan image

A picture of the Mona Lisa, that free floats in the air and through which one can go...

A new screen technology produces a thin fog. In this fog the projector throws an image. Is the projector connected to a PC, you can words and pictures write and paint in the air. What a surprise. I never thought that the idea (from the tale) with the fan image exist in reality.

The more unusual the context (between tale and reality) the merrier. No idea is too small, or too big. --Papillon 13:31, 7 June 2009 (UTC)


Chapter 25: Goldfish

Keyword: one world

“No matter what the culture, birthdays are still birthdays, breakfast is breakfast, marriage is marriage, babies are babies. We all love something. We all have something that makes us sad. As I gazed up at those rock walls, the Time Capsule seemed to underscore the great promise of the Internet — that there can exist a single space where we all come together and share our stories, where we start to see common ground instead of distance and difference, and we start to think as one world.” Jonathan Harris, Creator of Yahoo! Time Capsule, Jonathan Harris [153] wants to make sense of the emotional world of the Web. With deep compassion for the human condition, his projects troll the Internet to find out what we're all feeling and looking for.--Papillon 13:06, 26 June 2009 (UTC)


Chapter 27: Flammula-The Fire Fairy

Keyword: Ballerina

English choreographer Maldoom has been initiating 'Educational Dance Projects' worldwide for more than twenty years with priority given to underprivileged teenagers.[154]


Chapter 29: The Scholars of the High Order

Keyword: TOWER OF GROWTH

Tower of Growth stands as an Lighthouse of Knowledge for ancient and modern knowledge:

The Antikythera mechanism [155]is the first known mechanical computer by the astronomer Poseidonius.[156] It is now thought to have been built about 150–100 BC. The device is particularly surprising because it contains a differential gear, which according to the conventional view was invented not until the 13th Century.[157]

Ancient discoveries lead to new perspectives and assessments in modern science.[158]

Wikipedia, modern Babylonian knowledge tower


Chapter 30: Gold Dust

Keyword: be free

Freedom as valuable as gold dust..

Abraham Lincoln's relentless struggle to end slavery A War to end SlaveryForever FreeAmerican historical drama film--Papillon 20:49, 7 February 2013 (UTC)

On November 9, 1989, the Berlin Wall came down.

What would you do if you are imprisoned in your own country? Would you risk your life to cross the "death strip" - the Wall - ? Million tears were wept because of the wall. Couples have lost each other, children lost their parents, parents lost their children and many lost their lives. Families were separated. A country was divided. How many dreams could not be dreamed and no hope that something will change. But the unbelievable happened. During these weeks 20 years ago the people voted with their feets. Thousands of young families left the country. And then came the wonder of Berlin. On November 9th, 1989 the Berlin Wall falls. [159] [160] On this day disappears dividing line between East and West, between dictatorship and freedom. What a gift for our families, for Berlin, our country and the world. The freedom is to pay with nothing and we will never take the freedom for granted. --Papillon 21:07, 10 October 2009 (UTC)

"No wall is ever strong enough to strangle the human spirit." George H.W. Bush, 41st President of the United States.--Papillon 20:06, 5 February 2013 (UTC)

Chapter 31: El Dorado

Keyword: El Dorado

Pizarro’s greed for gold and glory and ended with the demise of a great civilization [161][162]

Keyword: longing for adventure

Entrepreneurship Education – inspiration to training in entrepreneurship [163] [164] [165]


Chapter 32: The Light-Thaler Thanksgiving Feast

Keyword: Saffron

What an unusual profession. I have never heard from foodhunter. Mark Brownstein foodhunter [166]--Papillon 20:28, 5 February 2013 (UTC)

Keyword: moderate person

Be moderate when touching on sensitive issues. The philosophical concept of moderation [167]--Papillon 20:28, 5 February 2013 (UTC)

Keyword: sounds

Music from the air, without touch - Theremin

the not-just-for-sci-fi electronic instrument that is played without being touched.[168]--Papillon 20:28, 5 February 2013 (UTC)


Testing the model project successfull in practice

Since February 2005, the model project “Papillon“ [169] has been successfully tested at the Ellen-Key Grammar School in Berlin[170] and is applied continuously.

Some voices:

How does that concept differ from other regular methods? “Students who use the “Papillon” method learn more selfresponsible, more motivated and focused as others. They often forget to disturb the classes because they pay attention to what is happening in class. Their fantasy, their interest is attrected and sometimes I was no able to calm them down in their fantasy.” Miss Günther, teacher and project leader, Berlin, Germany

Is there any measurable success? “The measurable success lies in the fact that most of the students of these courses improved. In some cases it will show up in the diploma. I can say: It was a lot of fun for the students and for myself and I wish to see more often such kind of teaching.” Miss Günther

Students report why they like the “GOLD DUST” adventure so much, how it becomes an online book and by that an experience.

“It continuesly contains exciting things that make you continue reading, because you want to know for sure what happens.”

“Not so old-fashioned and boring but gripping and funny and all in one.”

“The classes are much more relaxed and reflect a total different atmosphere then just sitting in class, the book infront of you and reading.”

“We use to look up what is mentioned in the book, for example Ozelot, the Ozelot was mentioned and one asks, Ozelot, what is Ozelot and then one looks it up in the internet where you have the possibility to search for it and then you look up google and there you find something about it and I like it, that there is this connection to the book. I think that kind of connection to the book is good.”

The students agree that the concept works.

Ulrike Hammer, Teacher and Mr. Drinkewitz, Teacher, Luise- und- Wilhelm-Teske Grammar School, Berlin-Schöneberg [171] have recognized the advantage of Papillon Method and expressed as follows:

“The students enjoyed it. The history teacher, Mr. Drinkewitz, was also quite enthusiastic. He meant that it's amazing how many educational content in such a short time the students have collected, remembered and edited. He does not reach with its (conventional) method. I can only confirm." Ulrike Hammer --Papillon 18:48, 21 September 2009 (UTC)


Global access to knowledge - educational resources worth sharing

Gooru - free search engine for learning

TED-Edu

Schooltube

YouTube Teachers

Google Art Project

Google World Wonders Project

VERSAILLES 3D

History Channel Classroom

KHAN Academy

Encyclopedia of Life - Animals - Plants - Pictures & Information

NASA SIENCE

National Geographic Education

Games for Change

BBC-Schools Learning resources for kids at home and at school. Find activities and games.

PBS kids Play educational games, watch PBS KIDS shows and find activities like coloring and music

Brain Pop Animated Science, Health, Technology, Math, Social Studies, Arts & Music and English movies, quizzes, activity pages and school homework help for K-12 kids


Promote

You can play an important role, to spread the vision of the OLPC project [172] around as much as possible.

If you would like to support our efforts to make the digital textbook "GD" available to all children you can add this link [173] to your home page. 

Thanks to all who support the development of the project with their creativity, intelligence, commitment and interest
and to all who make the Internet-Book "GOLD DUST" accessible to all children. Special thanks to SJ Klein and the OLPC team.



External links


Contact: info@einstein21.org

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