Ray Wilber once stated, "The potential possibilities of any child are the most intriguing and stimulating in all creation." This simple quote is incredibly motivating to any educator, especially myself. To me, children bring a certain smile to my face whenever they enter a room and so to be a teacher is to know the greatest happiness. Beyond love, education is the greatest gift you can offer a child and teaching allows you to bring that incalculable knowledge to their growing minds.
From my personal and professional experiences with children, I have learned that their minds are like clay ready to be molded and sculpted with new experiences. As any constructivist, I highly believe that children actively construct their own knowledge by interacting with the external world. Their interaction with the world and others is the reason why they gather information so quickly and with much enthusiasm. Children should be given the opportunity to figure out problems through exploration, inquiry and application, rather than being...
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- Philosophy and Education: From Elitism to Democracy ABSTRACT: From its first appearance in western culture, philosophy has been considered able to build up reality, to educate people, and to disclose truth. Plato proposed philosophers as governors in life-long pursuit of philosophical learning. Socrates was the ideal paradigm of an educating philosopher: he tried to wake up human minds so that they could be aware of themselves and of the world, criticizing tradition and prejudices in a logically consistent perspective.... [tags: Philosophical Education Papers]
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- The importance of experience in education has always been the subject of philosophical debates. These debates between empiricists and rationalists have been going on for quite some time. Rationalists are of the view that knowledge acquired through senses is unreliable and learning can only be done through reasoning. On the other hand, empiricists believe knowledge is acquired through empirical impressions and concepts that cannot be learnt without being experienced (Evans, 1992, p. 35). This debate was however resolved by Kant who argues that both experience and rationality are necessary in learning.... [tags: philosophy of education]
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- Imagine for a second.The entire world does not exist, everything people know is not real, and humans are nothing but an electromagnetic pulse. In other words, we live in the mind of another superior, and practically do not exist. We are the figment of our own imagination. This branch of philosophy is known as metaphysics, the branch of philosophy that people ponder upon our very own existence. As obscure as it might seem, philosophy not only deals with existential queries, but it can also apply to everyday practical life.... [tags: philosophy, metaphysics]
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- Nussbaum’s main point is that philosophy should not only be used by elite philosophers, but should be made available to the general public. Philosophy has many more uses than just “intellectual/academic exercise” (Soccio). Philosophy is not just exercise, but a way of life where you can incorporate both reason and emotion. Nussbaum alludes to the fact that philosophy’s unique skills are meant to help us express our experiences, situations, or emotions in a way that releases some of the unhappiness we obtain from them thereby guiding us towards better lives (Soccio).... [tags: elite philosophy, emotion, reason]
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- Quest for Wisdom: Two Approaches Two approaches to the “Quest for Wisdom” that I enjoyed are Walden, by Henry David Thoreau and Man’s Search for Meaning, by Viktor E. Frankl. Both of the authors took similar approaches by using narration of a main segment of their lives to explain their philosophy and how they arrived at their conclusions. Though both conclusions represent individualism they are strikingly different. Thoreau values the doctrines of Transcendentalism, seeking ones inner self through Nature, while Frankl Existentialism values the interpretation of individual experiences and responsibility of ones actions.... [tags: essays research papers]
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