Education philosophy rationale essays

Philosophy: Art / Truth - The Philosophy of Art and the Art of Philosophy. The greatest Art is founded on profound Truths. Art Pictures and Quotations from Botticelli, Da Vinci, Michelangelo, Titian, Caravaggio, Reubens, Velazquez, Rembrandt, Goya, Renoir, Van Gogh, Mattise, Picasso, Warhol . On the rise and fall of great Art - On the new Metaphysical foundations of Art as representation of Absolute Truth.
Philosophy: Free Online IQ Test, Tests - What is a Genius? Cultivating the Mind with Philosophy, Truth and Reality, Chess, Classical Music, Reading - Test your IQ Score Online .
Aristotle - On Philosopher Aristotle's Metaphysics and Physics (Motion). (Aristotle was one of the greatest of the famous philosophers and should be read by all people interested in philosophy and wisdom.)
Fowles, John - Many years ago my Father gave me Fowles 'The Aristos' (The Best) which motivated me on the path of Philosophy (a lovely gift from a beautiful Father).
Plato - On Plato's Republic - Plato appreciated that all Truth comes from Reality and this Truth was profoundly important to the future of Humanity. 'Till Philosophers are Kings, or Kings are Philosophers there is no Hope for Humanity'
Rousseau, Jean Jacques - I have fond memories of Rousseau's Confessions (my first philosophy book). Famous Quotes from a highly Intelligent Philosopher. 'The curses of rogues are the just man's glory'.
Socrates - 'Know Thyself' - Condemned to death for educating the youth to Philosophy and arguing that people are ignorant of the Truth. Information, Biography - On the Life and Death of Socrates (The Last Days of Socrates by Plato ).

The philosophical foundation of the Waldorf approach, anthroposophy , underpins its primary pedagogical goals: to provide an education that enables children to become free human beings, and to help children to incarnate their "unfolding spiritual identity", carried from the preceding spiritual existence, as beings of body, soul, and spirit in this lifetime. [70] Educational researcher Martin Ashley suggests that the latter role would be problematic for secular teachers and parents in state schools, [57] and the commitment to a spiritual background both of the child and the education has been problematic for some committed to a secular perspective. [22] [57] [71]

Families are equally valued at The Young School SM . We believe parents are our partners. We strive to inspire our families to be involved in their child’s learning by providing opportunities to volunteer and/or participate in program activities. Each spring, we invite parents to meet with their child’s teacher for a family conference. During this time teachers and parents have the opportunity to showcase the developmental strides each child has made. We view The Young School SM environment as a child’s home away from home, therefore, we work hard to make parents feel comfortable leaving their children in our care.

Dewey once said that since education is the process of forming fundamental dispositions toward nature and our fellow human beings, philosophy may even be defined as the most general theory of education. Here Dewey was thinking that philosophy is the most general normative theory of education, and what he said is true if it means that philosophy, understood in its widest sense as including theology and poetry as well as philosophy proper, is what tells us what to believe and how to feel about humanity and the universe. It is, however, not necessarily true if it refers to philosophy in the narrower sense or means that all philosophy is philosophy of education in the sense of having the guidance of education as its end. This is not the whole end of classical philosophy or even of philosophy as reconstructed by Dewey; the former aimed at the truth rather than at the guidance of practice, and the latter has other practical ends besides that of guiding the educational enterprise. Certainly, analytical philosophy has other ends. However, although Dewey did not have analytical philosophy in mind, there is nevertheless a sense in which analytical philosophy can also be said to be the most general theory of education. Although it does not seek to tell us what dispositions we should form, it does analyze and criticize the concepts, arguments, and methods employed in any study of or reflection upon education. Again it does not follow that this is all analytical philosophy is concerned with doing. Even if the other things it does–for example, the philosophy of mind or of science–are useful to educators and normative theorists of education, as, it is hoped, is the case, they are not all developed with this use in mind.

Education philosophy rationale essays

education philosophy rationale essays

Dewey once said that since education is the process of forming fundamental dispositions toward nature and our fellow human beings, philosophy may even be defined as the most general theory of education. Here Dewey was thinking that philosophy is the most general normative theory of education, and what he said is true if it means that philosophy, understood in its widest sense as including theology and poetry as well as philosophy proper, is what tells us what to believe and how to feel about humanity and the universe. It is, however, not necessarily true if it refers to philosophy in the narrower sense or means that all philosophy is philosophy of education in the sense of having the guidance of education as its end. This is not the whole end of classical philosophy or even of philosophy as reconstructed by Dewey; the former aimed at the truth rather than at the guidance of practice, and the latter has other practical ends besides that of guiding the educational enterprise. Certainly, analytical philosophy has other ends. However, although Dewey did not have analytical philosophy in mind, there is nevertheless a sense in which analytical philosophy can also be said to be the most general theory of education. Although it does not seek to tell us what dispositions we should form, it does analyze and criticize the concepts, arguments, and methods employed in any study of or reflection upon education. Again it does not follow that this is all analytical philosophy is concerned with doing. Even if the other things it does–for example, the philosophy of mind or of science–are useful to educators and normative theorists of education, as, it is hoped, is the case, they are not all developed with this use in mind.

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