In this paper, I explore whether there ought to be a rule that prohibits the use of CEDs in education. I first argue that a rule prohibiting the use of CEDs ought to exist because using CEDs thwarts the attainment of an internal good of the educational practice. One of the aims of education is to learn responsibility, thus responsibility is an internal good of education. The use of cognitive enhancements will then block students from attaining from learning this. I then object to the claim that there ought to be a rule against taking CEDs. I show that in fact, cognitive enhancement drugs do not thwart the learning of responsibility and hence that the original argument is unsound.
First, I will show why there ought to be rules prohibiting behaviors that thwart the attainment of an internal good of any practice. Imagine that all the people who play Words with Friends download the game because they find that playing the game gets their creative juices flowing and that they also find it intriguing how they can create words from the random letters. So, playing Words with Friends can be categorized as an internal good because by just playing the game you are . Now with all the technology there is today say people use websites such as http://www.wordswithfriendscheat.net/ that give people an unfair advantage by going on that website, and using their resource to generate words from the rack of letters. Now not only does this website give you a huge variety of words ranging from longest words to most valuable but the website also offers advice, tips and strategies on how to improve ones vocabulary and overall points totals. Now using this website will not only give that person an unfair advantage but it will also thwar...
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...on time. With that said, taking CED’s will thwart the ability for students to learn responsibility because they will become irresponsible by taking a CED so that they can cram at the last minute. CED’s will then falsify responsibility in which, it will cause students to be irresponsible preventing them from growing up as responsible students as the educational practice aimed for.
I began by stating how internal goods should be protected against anything that can remotely challenge the reason behind the good. I then showed how responsibility is an internal good by establishing that the aim of education is to be successful and the way to success is by being responsible for ones actions. Finally I explained how exactly CED’s thwart the attainment of responsibility as an internal good of education. Therefore, there ought to be a rule that prohibits the use of CED’s.
“The means would be our own failure…to make allowances for shoddy work, plagiarism, missed deadlines, chronic absence, and other academic sins…”(Culpepper 331), for teaching is an art, and every teacher should lecture with
There has been an increase in the Misuse and Abuse of prescription drugs to treat Attention Deficit Hyperactivity Disorder (ADHD). the number of children on medication for ADHD has grown from 600,000 in 1990 to 3.5 million in 2013 according to the Centers for Disease Control and Prevention. But although there is an over-medication of ADHD drugs, there is actually and under-medication since not all the right people are getting medicated. Many individuals lack insurance or are insured with health plans that do not cover the outpatient prescription drugs they need and cannot afford.10 Therefore, Individuals covered by various health plans and programs, and those who have no prescription drug coverage, pay significantly different prices for the same medications. As the demand for ADHD drugs grows, higher prescribing rates and increasing drug prices result, which creates problems for these number of Americans who cannot afford the treatment they require.
education by the students learning how to look beyond instructions and the students are free to
ADHD is a condition which affects multiple areas of functioning. Because of the widespread diagnosis this disease keeps doctors, pharmaceutical businesses, and teachers employed. According to Diller (2008), the use of drugs like Ritalin is at rates never seen before in this country or anywhere else. Diller also states that “we medicate our children with psychiatric drugs ten or twenty times more than countries of Western Europe (pg50).” Many children are said to be made unhappy, often alienating themselves from parents and others. They are also much more unmotivated which is directly related to the use of ADHD medication. Parents lean on medication as an excuse to control their children; when most children do not even need that drastic of a measure- and simply need some attention. According to Briggen (1995), the symptoms of ADHD often disappear when the children have something interesting to do or when they are given a minimal amount of adult attention. Researchers also note that ADHD symptoms tend to disappear during summer vacation when children are usually engaging in acts they want to participate in and receiving attention (Breggin, 1995). It makes some children behave in a zombie-like manner; not eating, not socializing, and lethargic and is often used by parents as an “escape pill” because they know that if their child becomes problematic, they can give him or her a pill and the child will become more docile (Breggin, 1995). In reality, statistics show that most children who have ADHD have borderline to mild ADHD symptoms; so do our children really have ADHD or is this just an excuse for parents to control their child(ren)? (Diller, 2008). The focus needs to be more targeted on a child’s strengths rath...
In an article written by Antonanzas, Rive, Badenas, Gomez- Lus and Guilhaume (2006), the different style of treatment of Alzheimer’s Disease (AD) was found to have implications on research. In the United States and many other developed countries, AD patients are often institutionalized at a certain point of the disease when they are said to cause a burden on their caregivers. In Spain, AD is rarely a disease that institutionalizes a person; they are regularly taken care of by a caregiver in the community till the end. Researchers in Spain found that due to their different views on AD care, much of the research available could not be applied to their country and adaptions to research had to be made. Researchers had their sights set on finding out whether drugs that lowered care costs in countries that institutionalized AD patients would have the same effect in a country that mainly does not (p. 137).
Credentialing has replaced education, in a way that negatively impacts society, due to the effect it has on the purpose of learning in relation to job status and overall authenticity of a person. Education and credentialing have very different meanings, although they both rely on each other to provide purpose. An education is the accumulation of information, resulting in an overall knowledge of a certain topic, where critical analysis and thought have taken place. Hence, material has not been purely memorized to pass a test, but actually absorbed into the person through a clear process of understanding. However, credentialing is a process that requires education, but the effort to acquire it is minimalized, as it is more viewed as a phase to
As we age, many people notice that their mind seems a bit foggy. They have trouble remembering things. Certainly, many people have experienced misplacing their house keys or forgetting where they parked their car at the mall. Is it really due to old age or something else. What if there was a way for people to enhance their brain and improve their memory with brain enhancing supplements. Perhaps, a real limitless pill. There is a product called Adderin that is though to improve brain functioning, clarity, energy, and the ability of the mind to focus. The product is not a dangerous drug. Therefore, it does not have side effects like many drugs. This is a purely natural NZT pill that is not addictive.
Mr. Russell’s A History of Western Philosophy enlightened my deep thinking about truth. Then I read Mr. Rousseau 's of the Social Contract, or Principles of Political Right, and became a believer of social contract theory; I also self-studied some of Weber’s, Marx’s and Durkheim’s sociology thoughts, but the two-year preparation for Master study put an abeyance on my reading plan. Regarding to the educational philosophy, I self-studied the thoughts as ancient as Quintilian’s and Comenius’s, and as modern as Horace Mann’s, Dewey’s and Dr. Weis’ educational thoughts. Moreover, my teaching and administrating experience in both private for-profit education organization and in public schools in China plus the study of the real-life problems and contemporary researches in UB, generate a deep feeling that education studies should become an independent, open and scientific field of study. Furthermore, during my master study, I encountered numerous materials about social injustice, cultural prejudice, racial discrimination and political corruption which are all jeopardizing education practices, but most of our debates in the classroom were difficult to generate constructive suggestion. It is always good to have different opinions, but our discussions rely too heavily on individual’s life experience and it is no doubt that when the empiricism prevails, science dims. This observation motivates me to explore the education studies in a more scientific way. I hope my future effort will enable people to discuss and solve education problems on a scientific track, so that the education system in human society will be the secure for educating the “ideal human
There are three basic types of treatment: education and adherence, medication, and psychosocial intervention. Most adolescents usually need some combination of these three. Education is important so that adolescents and their families understand the disorder and learn ways to help themselves and control their symptoms. Clinicians use motivational interview techniques to encourage adolescents to take control of their therapy and comply with their daily regimen of medication.
Education cannot be defined as having only one purpose. The purpose of education is to provide academic instruction as well as develop well-rounded students so that they can take with them into the world what they have learned. Oftentimes, educational learning can be established through personal experiences that one is presented with. However, sometimes, educational learning can be established through training and conditioning. Either way, education can be used for the rest of one’s life.
Subocz has been using operant conditioning coupled with positive reinforcement with some success to help Melissa make sure she completes her homework. Ms. Subocz uses operant conditioning be creating a situation where Melissa completes her homework due to favorable consequences (Feldman, 2015, p. 176). Melissa receives a sticker for every homework assignment she completes and turns in as positive reinforcement (Feldman, 2015, p. 178). Now that Ms. Subocz is noticing some success with this reward program she should introduce aforementioned goal-setting theory to bridge Melissa into cognitive learning. Cognitive learning has the opportunity to train Melissa’s brain to want to understand the “thought processes that underlie learning” (Feldman, 2015, p. 189), thereby sparking her mental processes to see the joy in learning rather than doing it to receive a
Again, grading causing discouragement and a lack of learning and the curriculum causing students to waste time in unnecessary courses are a few of the negative unintended consequences of today’s educational system. Ultimately, leaning should not just be taking required courses, passing with “A’s” with no information sticking. It should be about actually learning, there doesn’t have to be a reason behind learning. “Education should be only life itself. We don’t need to create motives” (124).
But, it is also the misconceived ideology: “Education is increasingly the good of individual rather than for the good of society” (203) that prevails in our society, “Therefore, the student pays” (204). I refute this idea and believe the opposite. If a person educates him or herself, and then he/she is a value added to society. For example, if somebody studies to become a doctor, then he/she will serve the community, making sure that everyone is hale and hearty; so, if the services of the doctor are shared in the community, then why not the cost of making one? We can infer that, education not only benefits the individual, but also benefits the
The aim of education is to prepare students as contributing members in a productive society. The essential core values of knowledge, skills, critical thinking capability, and citizenship help students grow into adults who contribute positively to the community. I believe that education’s focus on teaching content matter leads to the development of well-rounded knowledge and skills in reading, writing, speaking, computing, thinking, science, and the social world in which we live. Specific content knowledge in these disciplines contributes to equity in education. Such knowledge becomes an internal asset for an individual and is priceless. Studen...
Goodlad, J. I., Sirotnik, K. A., & Soder, R. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass, Inc. Gushee, M. (1984). The Species of the World Student discipline policies, p. 12. 5.