Ked budem velky, bude zo mna.. :: Something smarter than us is going to emerge


node:	Ked budem velky, bude zo mna..
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parent:	politika.spolocnost.media.historia .alt
owner:	psycho
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created:	18.04.2009 - 13:08:06
updated:	03.06.2010 - 13:05:53

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budem si sem zapisovat podstatne/zaujimave veci, na dosiahnutie idealnych podmienok pre kazdeho cloveka..

kazdy by si mal uzivat zivot 24 hodin denne

Lenivost je len nerozhodnost
Child Imagination
bet on good people doing good things

We’re killing people’s interest in circles for god’s sake!

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len tak btw
dnes som stravil cely den v kysuckom novom meste na strednej skole, vacsinu dna v zborovni s riaditelom/kami a ucitelmi z troch skol zo vsetkych casti slovenska, BA, ZA, KE
bol to openlab kick off kde sme sa zladovali o tom ako bude prebiehat 6 novych labov (tried - kazda s inym zameranim) ktore sa v tomto roku spustaju, plus 1 ktory pokracuje z minuleho pilotneho roka

ta skola mi bola akasi hrozne povedoma... v jedalni na obede som to uz nevydrzal a napisal som do gmailu ze "kysucke" a hned mi doslo...
ja som na tejto skole bol v 2010 na konferencii ucime pre zivot, kde som bol prekvapeny ze som predtym poznal vacsinu ucitelov ako ludi bez zaujmu o studentov, a na tejto konferencii boli prave taki ktori chceli nieco zmenit...

tak riadna haluz ze o 9 rokov neskor som sa tam "nahodou" znovu ocitol... a zrazu na tejto skole pomahame zaviest nieco nove...
ocividne ma moja prepnutost neopustila a ked pozeram tuto do topicu, tak lepsie som uz ani nemohol popisat vtedy tu motivaciu, s ktorou robim/e openlab 9 rokov neskor, troma vetami som to v 2010 zhrnul:

- budem si sem zapisovat podstatne/zaujimave veci, na dosiahnutie idealnych podmienok pre kazdeho cloveka..
- kazdy by si mal uzivat zivot 24 hodin denne
- We’re killing people’s interest in circles for god’s sake!

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hello

dnes vecer je OpenGate, kde budu studenti prezentovat projekty ktore robili vramci projektu OpenLab
ide o projekt, ktory tento rok fungoval prvykrat, pre druhakov na Halovej 16, vramci hodin programovania sa ucili moderne technologie, s tym ze namiesto ucitelov ich ucili/smerovali ludia z praxe, a technicki garanti boli firmy

boli tam dva laby, v jednom robili hry v Unity (GamesLab), v druhom robili web technologie (scss, javascript/jQuery, php/laravel/octobercms, HybridLab)

bude tam prezentovany aj samotny projekt OpenLab, bude tam hovorit okrem zakladatelov projektu aj riaditelka skoly, a o svojich skusenostiach povie aj labmaster teo, a hlavne teda studenti odprezentuju co robili
v dalsom skolskom roku sa to ide rozbehnut vo vacsom na tejto skole, a v dalsich mestach KE a BB zrejme

tu je event: https://www.facebook.com/events/681587082261832/

btw cela pointa toho je ze aby sa dostali realne veci z praxe ku studentom, preto je to open lebo vsetky podklady su open dostupne, tak sa aj do projektu dostal student z presova ktory to nemal na skole ale ucil sa proste na dialku sam z tych istych materialov ale mal pristup k tech skusenemu mentorovi, ciel je robit tie materialy tak aby to mohla casom prebrat hocijaka skola na slovensku, pricom openlab organizacia bude len dohliadat aby si tam firmy nedali nejake svoje locknute technologie, musi to stat na open veciach ktore su vo svete najpouzivanejsie, a aby materialy a curriculum pripravili studentov do realneho zivota no zaroven im dali aj pocitit ake je to robit vlastny projekt v teame, a aby tie firmy poskytovali mentorov, proste spajat skolu s ludmi z praxe

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http://brm.sk/308/strcte-si-tie-definicie

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Lecture at CERN, Geneva, Switzerland, 18 April 2011: A new talk about open access to academic or scientific information

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http://www.zajtra.sk/content/ako-spravit-dobry-videotutorial/178-clanok.html

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Ach
Také poznanie na mňa prišlo, že s akýmkoľvek "dobabraným" dietatom sa stretnem v tejto skurvenej
robote tak takmer vždy to má na svedomí nejaký DOSPELÝ! Buď sa neustále stretávam s rodičmi, ktorí
akokeby "zabudli" tie deti milovať, akoby zabudli, že oni sami ich chceli priviest a priviedli na svet, alebo su tak zaujati sami sebou a svojou nervozitou, ze uplne na tie decka seru.

Druhá kategoria "deluxe" su ucitelia, resp. pracovnici skoly, kde decko trávi tretinu svojho zivota. To dakedy nie je uz mozne, co su ti ludia schopni napáchat na dietati, koli svojej nekvalifikovanosti a emocnej tupote.
Za vsetky pripad chlapca z Ghany (ci z akej riti), ktori sa s rodicmi prestahovali na Slovensko koli nejakej katolickej misii vo veku jeho 10 rokov. Rovno decko supli do stvrtaku a teraz sa cuduju ze decko neustale prepada, stratilo uplne motivaciu na sebe pracovat a ucit sa (sak je furt ten ktory nic nevie), je frustrovane chudatenko, proste zlé. To VAS dementi nenapadlo, ze nechat prepadavat dieta, ktore nevie ceknut po slovensky a debilne predmety ako prirodovedu, ci fyziku proste nechape preto ZE NEROZUMIE JAZYKU?!? A este chcite po nás psychologicke vysetrenie, lebo sa Vám zdá ze dieta nedosahuje rozumovú normu. WTF?!? Mám pocit, ze sa bavím s retardovanými ľudmi... absurdné.
A takíto ludia ucia, ucili alebo budú ucit moje /nase deti.

Viem, niekedy je to o tom, ze to tí ludia nevedia, casto sa stane, ze pochopia ked im das argumenty, ked im veci vysvetlujes. Vela je takých, ktorých treba povzbudit, aby sa naucili znovu vnímat svoje rodicovské inštinkty. Som niekedy zúfala z ľudí, ktorí s deckami pracujú a vôbec tie deti nemajú radi, nevážia si ich a majú elementárny problém nadviazať s nimi dobrý a dôverný kontakt.
Kde sa to mám učit vsetko?

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Google is announcing a new outreach effort, aimed at 13- to 18-year-old students around the world.

Google will match students to mentoring organizations and will give them a chance to do real-world development on open source projects. Tasks for participating students can include writing code, creating documentation, training others, testing code, UI research and design, and community outreach.

For each task successfully completed, students will receive $100, up to a maximum of $500. And all the students participating in the program will compete for a grand prize - an all-expenses paid trip for the student and a family member to visit the Google campus.

toto treba spravit na slovensku, aby deti mali mentorov, lebo sak jak sa dnes moze vyvinut dobry programator? jedine tak, ze do toho investuje nadmernu energiu, a prekona vsetky prekazky sam, s trochou pomoci ludi, ktori to uz prekonali.. ale ako to prekonavat? to sa nenauci.. programatori maju mnozstvo vedomosti, ale neextrahuju z toho univerzalne principy, nemaju mudrosti..

mudrych ludi treba prepojit s mudrost-hladajucimi mladymi ludmi s entuziazmom.. dodat im gule, odvahu, lebo jedine strach ludi brzdi, vsetko ostatne zvladnu pokial sa budu mat o koho opriet, o koho zdvihnut, ked padnu.. a bez padov sa ucit a zlepsovat neda.. a bez mentora sa dlho padat neda, iba psychopati jak ja, len mam z toho dobre dojebanu psychiku ked som robil viac nez na co som mal.. dakujem komunizmu, ktory z ludi vytlacil cielavedomost a globalne myslenie..

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- Teaching Children is best left to experts with degrees in teaching, and years of experience. Don’t try and to home school, because you’re not smart enough or patient enough to handle your kids.

- Stopping criminals is best left to experts with specialized training. Don’t try to defend yourself against crime, let the experts handle it.

- Running government is best left to experts with law degrees. Don’t try and read the laws and understand what they say, because laws are written by, and for, lawyers.

- Understanding the Scriptures is best left to someone with a theology degree, either your pastor or some parachurch organizations. Don’t ever try and read the Scriptures directly, always rely on a study guide, preferably topical in nature, that breaks down concepts in God’s Word into small chunks an average person can actually understand.

In fact, if you listen to our society at large, it’s almost impossible for you to learn any new skill on your own.
You always need an expert of some sort to teach you how to think, and what to do.

..bla bla bla

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Aloneness is one of the most mysterious experiences. But you are all afraid of being alone, you have become accustomed to being a sheep. I want my people to be all shepherds. That is the real transformation. You are, in fact, shepherd, but society has forced the idea on you that you are just sheep, so you behave like sheep.

And when parents say that, priests say that, teachers say that, all the scriptures say that ... you become surrounded with such pressure. You have just arrived on the earth, you don't know who you are, and everybody is telling you that you are a sheep; naturally, you live as a sheep your whole life. This is wastage, wastage of millions of people -- their joy, their integrity, their individuality. This is real murder. There cannot be any crime which is bigger than this.

I say unto you: you are born a shepherd. Remember it, and behave like a shepherd. Your old habit, your old conditioning, will again and again interfere. There are a few advantages in being a sheep ... the coziness of millions of sheep surrounding you -- you are never alone -- snuggling with each other. Have you seen sheep when they walk? -- with no fear; they know real brotherhood and sisterhood. There is some safety, security, but there is no life. This is not a good bargain -- losing life for safety and security. For whom is the safety and security needed? . . . Your real being is that of a lion; it is that of a shepherd.

Seek aloneness.

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Birds fly, fish swim, man thinks and learns. Therefore, we do not need to motivate children into learning by wheedling, bribing or bullying. We do not need to keep picking away at their minds to make sure they are learning. What we need to do, and all we need to do, is bring as much of the world as we can into [their lives]; give children as much help and guidance as they ask for; listen respectfully when they feel like talking; and then get out of the way. We can trust them to do the rest.

~ John Holt, How Children Learn

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naozaj as much help as they ask for? dieta bude chciet aby si zanho spravil vsetko, aspon teda v urcitom veku.

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preco myslis, ze budu take nieco chciet? a co budu robit s tym volnom co tak ziskaju?

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rok a pol rocne dieta nerozmysla co s tym volnom. a myslim si to preto, lebo som to videl.

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a preco to teda robi? aky ma dovod?

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myslis preco dieta chce aby si to spravil ty? imho preto lebo to je jednoduchsie. aj ked vymysliet riesenie moze trvat iba 3 sekundy, dopredu nevie ako dlho to bude trvat a ci to vobec zvladne, odhadovat sa ucis asi az neskor.

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a myslis, ze ak ma dieta strach ze riesenie bude komplikovane, a chce to hodit na teba, myslis, ze mu mozes nejak pomoct nech si trochu veri a nech skusi?

myslis, ze male deti nevedia odhadnut co sa ide diat, podla predoslych skusenosti?

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nehovorim ze dovod toho, ze chce aby si to spravil ty, je strach. podla mna je to skor occamova britva - tak je to najjednoduchsie. ved co uz je jednoduchsie ako iba sediet, pockat si a dockat sa.

ano, myslim si, ze (skoro vzdy ;) tomu vies nejako pomoct, v prvej faze to je odmietnutie robit vsetko za dieta.

to si nemyslim, v nizkom veku ale je odhadovanie priebehu niecoho, co nezazili, urcite znacne limitovana. (koniec koncov schopnost odhadovat veci, ktore sa nepodobaju na nic z toho co sme zazili, resp. mame o tom akekolvek informacie, je imho znacne limitovana aj u dospelych)

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preco chces hned odmietat? co ak to dieta boli brucho, je unavene, alebo cokolvek? preco sa radsej neopytat, ze preco nechce robit nieco pre seba?

a ze ked ono same nechce tak preco by som mal ja chciet? a ako vobec mozem vediet, ako presne si to dieta predstavuje? co keby mi to najprv ukazalo, ze co chce, aby som to vedel co najlepsie pre dieta? :)
napriklad takto bude vediet dieta aky je to dobry pocit, ked si spravi nieco same, a dobry pocit ze je samostatne, atd.. vidis, vlastne si spominam na pripady, kedy dieta chce robit veci same, a nedovoli ti robit zanho, a este je hrde ze to dokazalo same.. mne to nepride moc realne, ze by si dieta sadlo a nic nerobilo, sak by sa nudilo

no tak ked nevies odhadnut vobec, tak preco neskusit? sak deti radi skusaju vsetko mozne, cim neznamejsia vec, tym zaujimavejsia, deti radi spoznavaju a zazivaju nove veci, no nie?

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I believe that I am my children's guide, mentor, supporter, facilitator, nurturer, translator, interpretor, etc. which means that I help them explore their own principles in difficult moments. I'll help them consider the kinds of principles we choose to live by in our family home as the situations arise, which means we periodically have discussions about whether we choose Force as a principle and what that would mean. We take a certain choice to its logical conclusion and decide whether that's something that we want to bring into our family and our home. Sometimes that means I make a principled stand that I don't choose to live by force and how things would change if I did.

Living by principles, as I see it, requires a constant mindfulness and critical assessment of individual situations as they arise to discover which principles are applicable to the situation and to what extent. Simply overlaying a principle onto a situation without that careful consideration turns it back into a rule, imo. It's the thought behind the principles that differentiate them from rules.

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pekny blog
http://misova.blog.sme.sk/c/242535/O-malichernostiach-a-tuzbe-poznavat.html

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http://www.psychologytoday.com/blog/freedom-learn/201003/when-less-is-more-the-case-teaching-less-math-in-schools

In sum, Benezet showed that kids who received just one year of arithmetic, in sixth grade, performed at least as well on standard calculations and much better on story problems than kids who had received several years of arithmetic training. This was all the more remarkable because of the fact that those who received just one year of training were from the poorest neighborhoods--the neighborhoods that had previously produced the poorest test results. Why have almost no educators heard of this experiment? Why isn't Benezet now considered to be one of the geniuses of public education? I wonder. [Note: Benezet's work was brought to my attention in a comment that Tammy added to my Feb. 24 post. Thanks, Tammy.]

For decades since Benezet's time, educators have debated about the best ways to teach mathematics in schools. There was the new math, the new new math, and so on. Nothing has worked. There are lots of reasons for this, one of which is that the people who teach in elementary schools are not mathematicians. Most of them are math phobic, just like most people in the larger culture. They, after all, are themselves products of the school system, and one thing the school system does well is to generate a lasting fear and loathing of mathematics in most people who pass through it. No matter what textbooks or worksheets or lesson plans the higher-ups devise for them, the teachers teach math by rote, in the only way they can, and they just pray that no smart-alec student asks them a question such as "Why do we do it that way?" or "What good is this?" The students, of course, pick up on their teachers' fear, and they learn not to ask or even to think about such questions. They learn to be dumb. They learn, as Benezet would have put it, that a math-schooled mind is a chloroformed mind.

naco sa uci matika takym sposobom, ze 90% ludi ju potom neznasa? napriek tomu, ze matika je strasne zaujimava, ked sa to s nou tyranizujuco neprehana, ked sa jej clovek venuje lebo ho nieco zaujima, lebo NEMA STRACH ZE JE DEBIL (to mi trvalo nejaku dobu, kym som tento pocit vytlacil a dokazal sa plne venovat svojim zaujmom)

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psychologytoday o sudbury skolach..
http://www.psychologytoday.com/articles/200604/education-class-dismissed

When Jeffrey Hohl and his wife first heard about Sudbury Valley, where the tuition is $6,000 per student (less for families with multiple enrollees), they were categorically dismissive. "I mean," he says, "how can kids learn anything without doing much of anything?" That, however, was before the first four of his six kids started school elsewhere and their curiosity began withering. "After spending many years in the business world, it dawned on me that you learn best what you really want to learn, and you really have to have that spark." When he read again about the Sudbury idea of letting kids pursue their own interests, he was ready to buy in. It took two trips to get all four kids their required weeklong trial visit, but when the kids gave the thumbs up, he sold his house in Nantucket and moved his brood a mile or so from SVS. "You don't realize until you're an adult how natural it is to learn, how interesting the world really is. We adults think we know how to do it and that children don't and therefore we have to teach them how."

So ingrained is the belief that kids learn only when confined to their seats and explicitly taught that most adults overlook obvious evidence to the contrary—the young struggle persistently against even their own clumsiness to master such formidable tasks as crawling, walking and talking on their own. "Learning and teaching have nothing to do with each other," declares Dan Greenberg, who, with his wife Hanna, is a founder of Sudbury Valley. In traditional schools, he says, teaching is driven by coercion, which breeds resistance. "Learning is driven internally by curiosity. Teaching can be effective only if the person you're teaching has sought you out to teach her."

...

Students have become lute-makers, auto technicians, musicians, equestrian-farmers, dedicated environmentalists. Some have started their own companies at 18. Others take retail or service jobs to get money for travel abroad for a year or two. Some continue their education cautiously, going on to community college. They do what they do not by default or by obligation but from a sense of understanding what they're doing and why.

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http://www.criticalthinking.org/resources/k12/making-ct-intuitive.cfm

Critical thinking requires an extensive use of the student’s imagination. Whenever we think about abstract meanings, whenever we try to understand or assess a statement or belief, whenever we attempt to predict a consequence, or determine the implications of an action, we need to use our imaginations effectively. Most students are not practiced in this use of their imaginations. They often find it difficult to conjure up circumstances that exemplify abstract meanings. For example, suppose we ask students to describe a circumstance in which some person was behaving in an unquestionably honest way. Most students find it difficult to imagine a case when called upon to do so. Very few would say something like: “Well, if I found your wallet on the playground and nobody knew I found it, but I still returned it to you — that would be being honest.” They recognize the case when someone else thinks it up, but they often have difficulty in thinking them up, imagining them, on their own.

One of the reasons for this deficiency is the failure at all levels of education to teach in a way that fosters intuitive learning. If we focused attention, as we should, on the ability of students to move back and forth comfortably and insightfully between the abstract and the concrete, they would soon develop and discipline their imaginations so as to be able to generate cases that exemplify abstractions. All students have, as a matter of fact, experienced hundreds of situations that exemplify any number of important abstract truths and principles. But they are virtually never asked to dig into their experience to find examples, to imagine cases, which illustrate this or that principle, this or that abstract concept.

The result is an undisciplined and underdeveloped imagination combined with vague, indeed muddled, concepts and principles. They are left with experiences that are blind, experiences from which they learn few truths, ideas that are empty, that they cannot relate perceptively to their experience. What is missing is the intuitive synthesis between concept and percept, between idea and experience, between image and reality.

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neexistuje nejaky zoznam tychto anti-depresiv, ktore neriesia nase potreby, len ich odkladaju?

lebo clovek si obcas uvedomi, ze nieco ho vlastne nenaplna, ale ked nepozna inu cestu, tak sa nepohne.. a nadalej to riesi klasicky:

ked paranoiu riesi izolaciou
neuznanie karierizmom
nenaplnenie nakupovanim
stres sladkostami
bezzmyselnost bookmarkami
nespokojnost uskromnenim..

chcelo by to taketo navody na zivotne situacie

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http://en.wikipedia.org/wiki/Mastery_learning

Mastery Learning is an instructional method that presumes all children can learn if they are provided with the appropriate learning conditions.

Most experiments that compared mastery learning to conventional instruction have shown that mastery learning is more effective. In one meta-analysis (Kulik, Kulik & Bangert-Drowns, 1990), the mean effect size (Cohen's d) of 103 studies was 0.52 standard deviation units, which is considered a moderately large effect size.

Despite the empirical evidence, many mastery programs in schools have been replaced by more traditional forms of instruction due to the level of commitment required by the teacher.

inak povedane, ucit deti efektivne bolo moc narocne, tak sa na to vyjebali a ucia nekvalitnejsie.. uzasne, cisty socializmus - budme lenivi a prenesme to na svoje deti, uzasne, fakt uzasne..

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Imagine a society of saints, a perfect cloister of exemplary individuals. Crimes or deviance, properly so-called, will there be unknown; but faults, which appear venial to the layman, will there create the same scandal that the ordinary offense does in ordinary consciousnesses. If then, this society has the power to judge and punish, it will define these acts as criminal (or deviant) and will treat them as such.

~ Émile Durkheim, 1895

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moji ziaci (11-12rokov) dnes z okna videli, ako ludia co u nas opravuju fasadu skoly pohadzuju male maca a doslova tyraju. Klasicka technika zakrutit nad hlavou a hodit. Ked mi o tom povedali, (samozrejme vystrasene tvare , 10 deti zrazu pred kabinetom , vsetci hovorili cez druheho) Sli sme von , ale robotnici tam uz neboli a prsalo , takze nas upratovacka nahnala dnu. Celu hodinu sa detiska nevedeli sustredit, hned ako zazvonilo (posledna hodina pre ne) bezali von za maciakom. Podla opisu som myslela ze uz bude davno mrtve. Nebolo. Doniesli mi ho dnu, zavolala som do organizacie co sa stara o taketo nalezy, dievcina od nich nas objednala u zverolekara (aj zaplatili osetrenie) dievcata zobrali maciatko a zverolekarr sa on postaral, teraz si ho jedna ziacka zobrala domov. maca je podchladene a ma otras mozgu , ci take daco ale prezije.

cele co tym chcem povedat je ze co do pici (sorry za vulgarizmus, stale som nahnevana dajak pre to) su to za ludia, co si rovno pred ocami deti pohadzuju macence, hadzu po nich neviem ake nastroje a odtrhaju im labky. (jedno maca neprezilo kvoli otrhnutej nohe) Kazdopadne prvy krat som vsak videla inak problemove deti prejavit sucit, zaujem a nesuhlas s niecim takymto.fakt som bola na ne hrda.

nech idu ti 'robotnici' do prdele, a to im aj v pondelok poviem, ked ich tam najdem. Je to trestny cin, alebo nie? kazdopadne su to svine svinske, lebo jena vec je ublizovat zvieratam , druha ked to robia dospeli ludia a tretia je to robit pred ocami deti.

*Light up, light up
As if you have a choice*

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nech nezabudnem..

tvrdo pracovat je nezmysel - praca nema byt tvrda, ale zazivna..
vysledok myslenia si ze praca je tazka a tvrda su zmoreni ludia, ktori nevidia zmysel v praci, resp. vidia zmysel v prekonavani 'tvrdosti' prace.. to je podobne ako ked sa v skole tvaria, ze ucivo je tym hustejsie, cim je tazsie - bullshit.. ucenie ma bavit..

bez prace nie su kolace je nezmysel - praca ma mat zmysel, a cim sme spokojnejsi, tym viac sa mozeme sustredit na tu zmysluplnu pracu..
jediny dovod preco by niekto sluboval kolace za pracu je ten, ze nevie odkomunikovat 'zmysel'.. kolko je dobrovolnickych organizacii, kde ludia nepracuju za kolace, kde ta praca samotna je tymi kolacmi..

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http://highstatusmale.com/HSMblog/2010/07/31/how-toxic-shame-keeps-you-locked-in-a-straitjacket-of-social-isolation/

It’s important to understand that the mechanism of shame is mainly one of association, that is, we learn to associate the unpleasant sensation of being ashamed with behaviors that society wishes for us to control or suppress in some way. Shame is commonly wielded by parents to control the behavior of adolescents, but it is most certainly used against adults as well. Morals and values and the boundaries of acceptable public and private behavior are all “taught” to us by way of inducing shameful experiences at some point in our lives in order to make them “sink in”.

tato autoritativna vychova by zo spolocnosti mala odist jedneho dna, ked bude spolocnost dokonala..
vsetko spravne by mal robit clovek lebo chce, a ked chce nieco zle, tak by to nemal nerobit zo zakazu, ale mal by si premysliet, ci to naozaj chce, a konat podla svojich najlepsich umyslov.. pravidla maju byt inspiracia, nie obmedzenim slobody, porusovanie pravidiel by malo byt bezne, pretoze jedine tak ludia zacnu konat podla dobrych pravidiel z vlastneho usudku..

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jaaj, s tymto sme sa mali hrat v skole, by som bol teraz totalny fyzik, lebo by som chcel strasne vediet jak to funguje..
my sme samozrejme riesili vacsinou nejake vzorce, ktore ma ani nezaujimali, tak a to odradilo, a fyzika je teraz predmet, ktory chapem zo vsetkych asi najmenej..

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Games are thus the most ancient and time-honored vehicle for education. They are the original educational technology, the natural one, having received the seal of approval of natural selection. We don’t see mother lions lecturing cubs at the chalkboard; we don’t see senior lions writing their memoirs for posterity. In light of this, the question, "Can games have educational value?" becomes absurd. It is not games but schools that are the newfangled notion, the untested fad, the violator of tradition. Game-playing is a vital educational function for any creature capable of learning.

[the art of game design, by chris crawford]

axone citaty, ktore ovplyvnili vas zivot