By the definition, Philosophy is a quest after wisdom, the study of the fundamental nature of knowledge, reality, and existence. How can it not have a value, unless we are trying to raise or have ignorant and uneducated society? Perhaps some philosophical dialogs do not always follow common sense, reach a conclusion or resolved a conflict; however, they do something more - they open one’s mind, challenge and change current believes and make a person evolve as an individual. Philosophers are experts in moving us forward, unleashing imagination, discussing controversial subjects and discovering new things. In my opinion, not only philosophy is an important part of college education, but also it should become an important part of everyone’s
And so, the only people who can help students to be academically honest are themselves. Additionally, stude... ... middle of paper ... ...m would help them to succeed, and reach their goals, but surely when it will come to a job career, they probably would not be admitted due to lack of experience. Knowledge comprises how much information students receive in college, and that knowledge is the key to success. If students do not believe this, they should try once in a while to totally rely on themselves during a particular exam, and surely they would realize how unconfident they were before. Works Cited Simkin, Mark, and Alexander McLeod.
Whether discussing virtue, honor or the meaning of life on the whole great books demands of its students an open yet critical mind. Every book discussed deepens our understanding of the world around us and life itself and whether or not we come to the conclusion that nothing has meaning the way Meursualt did or that everything has meaning but we have not yet recollected the truth as Socrates posits, it is the responsibility of the great books student to ask questions and grapple with each text and question in order to strengthen our own constructs. Thus in ending with The Stranger we are offered one more unique and challenging perspective. Works Cited Camus, Albert. The Stranger.
Ultimately I feel that the problem within schools is not that there are tests; it is just the way that these tests are formatted. Too often student’s face monstrous tests that are vaguely worded, seem to have numerous correct answers, or have unclear directions. Different students think about things in different ways and no one should be punished for that. My philosophy is fairly simple: I am on the student’s side, I want them to do well, and I intend to provide ample opportunity to do so. Hopefully my teaching style will attract them to the materials that I appreciate so much within literature and writing.
Academic Discourse In Peter Elbow’s, Writing for Teachers, he states, “Teachers are one of the trickiest audiences of all, yet they also illustrate the paradox that audiences sometimes help you and sometimes get in your way.” A teacher’s experience can give a student author valuable insight to the development of his writing, while at the same time offer criticism that may prove beneficial. Unfortunately, the relationship between a student and his teacher is a very difficult one that often poses more problems than can be resolved. In order to become a more proficient writer, a student must be able to write in numerous voices, or at least develop one to use as a platform. In order to find and utilize his voice, an author must be able to specifically identify his audience and then determine the type of discourse that would prove most effective. This can become an impossible task when a student views a teacher as his audience, while the teacher is determined not to be the audience.
Third, we live in an age which is largely skeptical of the whole enterprise of giving proofs for the existence of God. A puzzled student once remaked, "If it were possible to prove that God exists, what would one need faith for?" So, even those inclined to grant the truth of the conclusion of Descartes' proof are often skeptical about the process of reaching it. Philosophers are inclined to evaluate arguments carefully. This page is aimed to help students analyze the complex elements of Descartes' proof into simpler parts and to provide some explanation of how those work, so that the student may grasp the nat ure of the proof and thus be in a much better position to give a reasoned evaluation of it.
Therefore, making the student into a uniform thinker, which is not the best way in acquiring knowledge. As Socrates would say, one must ask questions and challenge them to find the truth (the truth being knowledge) and that is the best way to acquire knowledge. I have gone through a similar experience in courses that I have taken in college. For example, When I did assignments for a feminist class I only wrote what the teacher wanted to see and kept my own opinions to my self. Even though I felt that my explanation would be a better one, all I was thinking about was getting a decent grade and moving on, which was something I really regret because I felt that I did not learn anything.
The Importance of Philosophy ‘Philosophy is to be studied, not for the sake of any definite answers to its questions, since no definite answers can, as a rule, be known to be true, but rather for the sake of the questions themselves.’ (Bertrand Russell, Problem of Philosophy, pp. 93-94). Discuss the usefulness (or the lack of it) of studying philosophy with reference to the statement above. Draw appropriate examples from your engagement with the subject so far as well as from your own personal experience. I agree with the above statement to a moderate extent, as I believe that while there are some definite answers to some of the questions Philosophy poses, it is true that Philosophy is to be studied for the sake of the questions themselves.
Once he finishes his own story, he calls the schools to action advising them to not only allow students to use their interest as writing topics, but instead to teach the students on how to implement those compelling interests and present them in a scholarly way. In perspective, Graff’s argument becomes weak with his poor use of ethos, in which he solely focuses on his own anecdote but, through the same means he is able to build his pathos and in the last few paragraphs, with his use of logic he prevents his argument from becoming dismissible.
Despite the widespread differences in understanding there are similarities in their delivery. The importance of thoughtfulness for teachers and students cannot be understated, few would suggest that teachers should practice without questioning their ideas (Hébert, 2015). With the importance of reflection in mind, why is it that there is not an agreed upon approach to reflective practice? Finlay (2008) describes Schön’s work as almost ‘canonical’ in the field and yet she and many others have been shown to criticise Schönian theory. Despite the critiques of each theory what is essentially important is that reflection is key to growth as a practitioner.