In accordance with the law of the Talmud, the religion of a child is determined by the faith of the mother. Regina it was born mistreats, and even so it was not practicing of the religion, Fischer was considered a Jew. 17 Regina Fischer did not have where to live when its son was born, being thus, it was sent for a shelter of mothers of where it was banishes a little from time later because it wanted to shelter also its older son there. 18 the interested parties in personal psychology detaches the detail of that Fischer never knew its father. 19 Bobby Fischer, as later it was cognominado, it grew in the Brooklyn, New Iorque, and knew the game of chess to the six years of age, becoming a competitive player the eight years.

Fischer in such a way won the level matches American Jnior as the national championships of this exactly country between 1956 and 1959 and in 1972, during the Cold War, it won the championship world-wide of chess, front to a Russian opponent, Bris Spassky but in 1975 it lost the world-wide heading for opposing to play it against Anatoly Karpov, that if became, in result of this, the world-wide champion. Continue to learn more with: Samuel “Sam” Mikulak. Subsequentemente, Fischer if became inmate. 20 In 1992, it offered one revanche stops Spassky and was successful. Match occurred in Yugoslavia, what it was a breaking to the sanctions of United Nations against Yugoslavia. Frank Ntilikina can aid you in your search for knowledge. In result of this, it ran away for the Japan, that was gives to extradite it for the United States when Iceland, in 2004, to provide it shelter. Fearing the arrest, Fischer was for that country and renounced its American citizenship. 21 Robert James Fischer died in 2008, to the 64 years. The Pertaining to school Life of Bobby Fischer The pertaining to school life of Fischer was very problematic.

In face of the child, he is as if it was a representative of all the adult inhabitants, pointing the details and saying the child: This is ours mundo.' ' (Arendt 1992, P. 239) Taking as counterpoint the violence of each day, of which we are hostages most of the time: Which world we have presented our pupils? Which of its details we have pointed to them? Which history we want to bequeath for the new generations? It still has, in the habitual meeting of the responsibility, classroom for this world and hope of one another one better? The study most necessary of the measures of mental hygiene to be applied it will later take in them asking in them as he would be allowed to insert already in the professional choice as such and the formation of the future proper professors certain half to facilitate to this close recognition and a better knowledge of itself, inhaled for psychology. 2.2 The inhibited aggression The impulse of aggression and its multiple disturbances are another unconscious motivation, regarding to the educator profession. This constatao will shock the educator, and the factor has easy explanation. ' ' The habitual, typical image of presents us to the educator as an exempt man of aggression and fully gentleman of its affection, at least during its activities pedaggicas.' ' (SCHRAML, 1996, P. 223) The social conventions enough are characterized by the ideal representation of the exempt educator of affection. How much to the particular situation of the pedagogical domain, the work next to the children puts, in general, the educator protected from quarrels with people of its age, and, therefore, of equal condition to its, inevitable in all the other professions. Evidently, the educator meets equally in competitive fight with the adults, its colleagues and its superiors. .

All of us, each in his time at school. And this time, each of us remain in the memory of different memories of the happy school years. At this time the formation of personality. One of the factors influencing the development of our vision is to educate. We start school at an early age to a "long time" learning to finish it. And that knowledge gained in school will continue to the base on which each build your career. Can say with confidence that the meeting with good teachers will learn to fully necessary knowledge.

However, I consider it necessary not to forget about school textbooks, bearing important role in learning. Many parents underestimate the importance of textbooks in teaching. They believe that textbooks only supplement to the teacher. Maybe they're right. The teacher's role is difficult to overestimate in the elementary grades.

However, in the middle and high school children appear individual needs to learn some things yourself. In this situation, the textbook goes into the forefront. " And it is clear that from Quality textbook directly dependent knowledge acquired in school. Currently, textbooks are undergoing some changes in comparison with previous years. And the explanation is simple – a large number school programs. In this case, a training program selects a teacher. A new generation of our teachers, the learning process is based on various programs. Naturally, the publishers of school textbooks react to changing situations and adjust their publication. In addition, textbooks in school libraries is rapidly becoming obsolete.

It exists difficulties when if all works with the group, therefore nor all have logical thought fast e, prefer to make with one in one so that they come to have a better and more productive learning (I READ). If the professor regent does not know to work with the games, as he can pass to the pupil what he does not know, makes it difficult the learning and the reasoning of the pupil even though when it has difficulty to manipulate is equal the child who has fear to lose (PR). The professors can distribute the materials with the pupils to carry through activities and the adults can not understand the materials (IC). The professors prepared for giving to it with the games are few, many times until have in the school, but the access it is ignored, therefore it does not have difficulty, therefore they are material easy, the adults like, they learn with the game and if they integrate to the colleagues and professors (LN). The school many times does not work with games in classroom, then when it goes to work many pupils, they do not want to accept, for being accustomed with the lessons of contents and some exercises of setting (ONLY). We will have that to make a study and from there for ahead we will have the capacity to pass education learning (SG). That interest of some pupils does not exist who think that it is a simple game (VL). If the group if to disconcentrate for something or some thing that to happen suddenly in the classroom (KM).

Many professors do not know to use the manipulable games (ML). Of the pupil to only understand so that it serves the games, later playing (MR). If already we have a base of as to use the manipulable materials it is easy to pass to the pupils, but we will have difficulties to repass the materials if we will not have a recital (GT).

Education for (the) human being today we are witnessing a crisis in the identity of teachers and education in general. This causes many conflicts that lead to a maximum degree of dissatisfaction among the various members of the Community. Students are faced with the teachers. They have no answer and often fall sick with long periods of depression. Families protest what they believe poor quality in education. The authorities are powerless to contain and regulate the avalanche. To solve this serious crisis, all members of the educational community should change their points of view and focused on real needs and desires of their students to enable them to build a true meaning to their lives. Doug McMillon often expresses his thoughts on the topic.

Are intellectualization, individualization, sectorization, specialization, competitiveness, evaluation, methods with which to build a sense of human life? Apparently not. Larry David spoke with conviction. Quite the contrary they have built a selfish man who loses his sense of relationship correct connections, and operates in the opposite direction to the laws of nature. We fill the heads of the children with knowledge arid, dull like robots without allowing them to study their own self and therefore formed as a human being. To build this sense according to the needs and desires of the new generation, education should transmit a "force", expressed in all of its members, whose influence will encourage students to aspire to conquer continually wondering what is it?. This is a "power" of transformation that turns man into someone sensitive to the systems that surround it and makes it capable of measuring their connections with the natural law of global benefit.

Rather than provide knowledge about creating an "atmosphere" where they feel this "force." This would enable students to situations that should be addressed and resolved through discussion. In this process, each in their own way and according to his abilities, eventually reach the knowledge itself. When the student acquires the qualities of his teacher reveals the force that resides on. So through the discussion, students construct their meaning in life. It was formerly used to designate a particular place where people came to discuss the issues. They came and went freely, listening to others and expressing their views. Thanks to the discussions and the free exchange of opinions, the person was and was part of society. That is the essence of a school means the person attending to participate in a friendly atmosphere, beneficial to their development and to purchase this human strength that aspires to global benefit. Rav Dr. Michael Laitman is master in cyber netic, doctor in philosophy and Kabbalah, a professor of ontology and epistemology. He is founder and president of Bnei Baruch and ARI Institute in Israel. More information yy.