Educational Philosophy Essay

Human nature is the product of one’s environment. Change the environment to change the behavior. Reinforce good behavior, punish bad behavior Conservation of cultural heritage preserves the wisdom of the achievements of humankind. Behavior evolves within the conditioning influence of the institutional system, tradition is the repository of a collective social intelligence. Constructivism is an educational methodology which asserts that learners should be taught in a way that allows them to construct their own understandings about a subject. The purpose of the teacher is not to cover material but to help the child â€Å"uncover† the facts and ideas in a subject area. Essentialists believe that children should learn traditional basic subjects. (Reading, Writing, Literature, Foreign Languages, History, Math, Science, Art, and Music. ) Generally teaches children progressively, from less complex skills to more complex. Schools should transmit the traditional moral values and intellectual knowledge that students need to become model citizens. Focus is on basic skills. Existentialism rejects the existence of any source of objective, authoritative truth about metaphysics, epistemology, and ethics. Do not accept any predetermined creed or philosophical system and from that try to define who we are. Aim for the progressing of humanity. Use independent thinking. It engages the student in central questions of defiming life and who we are. Answers imposed from the outside may not be real answers. The only real answers are the ones that come from inside each person, that are authentically his or her own. For the existentialist, there exists no universal form of human nature; each of us has the free will to develop as we see fit. â€Å"Stimulate learners to achieve a more vital and fuller identification with the Absolute Mind or the Macrocosm†¦ Students come into a gradually expanding mental awareness that leads to self-definition based on a comprehensive understanding or perspective of the universe. † (Gutek, p21) Liberalism focuses on the individual. Ideas come from experience. Sensation and reflection create learning. Behavior Modification Conserve/preserve heritage. Constructivism Essentialism Willaim C. Bagley Arthur Bestor Existentialism Idealism Plato Liberalism John Locke Marxism Karl Marx Marxism promotes socialism, as opposed to capitalism where one class oppresses another. Education is use d to change society. Naturalism Rousseau The child should develop in the natural way s/he is designed, guiding the process Perennialism Perennialism Robert M. Hutchins Perennialists believe that one should teach the things of everlasting importance to all people everywhere. They believe that the most important topics develop a person. Philosophy is improtant to study. Studens should learn principles, not facts, teach scientific reasoning, not facts. Teach first about humans, not machines or techniques.. Perennialism focuses first on personal development. Prepared for ED828 Educational Philosophies and Change Jean Marrapodi †¢ Capella University †¢ September 2003 Construct new ideas Back to the Basics What is real? Striving for the ideal Blank slate of individual experience All for all Natural development of the child Like perennial flowers, great principles repeat Educational Philosophies. Philosophy Pragmatism Philosophers Beliefs Key Thought John Dewey Scientific problem solving, experiential learning Progressivism William Kilpatrick Realism Aristotle â€Å"Ideas were to be judged by their consequences when acted on; truth was a warranted assertion, a tentative statement based on the application of hypotheses to solving problems; logic, following the scientific method was experimental; values were experienced within the context of ethical and aesthetic problems and issues charged by the unique features of particular situations. † Gutek, p 77. Progressivists believe that education must be based on the fact that humans are social animals who learn best in real-life activities with other people. Teachers provide not just reading and drill, but also real-world experiences and activities that center around the real life of the students. Discovery follows the scientific method: 1. Become aware of the problem. 2. Define the problem. 3. Propose hypotheses to solve it. 4. Test the consequences of the hypotheses from one’s past experience. 5. Test the most likely solution. â€Å"Cultivate human rationality, the human’s highest power, through the study of organized bodies of knowledge†¦encourage human beings to define themselves by framing their choices rationally, to realize themselves by exercising their potentiality for excellence to the fullest, and to integrate themselves by ordering the various roles and claims of life according to a rational an hierarchical order. † Gutek, p 41 Education should examine, define the problems and change the social structure of society. Rebuilding Society George S. Counts Social Reconstructionism. â€Å"Learn by Doing! † Rationally real Theistic Realism Thomas Aquinas Similar to realism, but God is central God in the core Totalitarianism Adolph Hitler Totalitarianism is a political system in which a citizen is totally subject to state authority in all aspects of day-to-day life. Government controls education. Total dependence on government Utopianism Robert Owen A perfect society can be achieved through the education of the young. Perfect society through education Prepared for ED828 Educational Philosophies and Change Jean Marrapodi †¢ Capella University †¢ September 2003.

Power in of Mice and Men Essay

The theme of power is prevalent throughout the novel Of Mice and Men. Steinbeck uses various methods and techniques to establish the dynamics of power on the ranch. In the first extract, George and Lennie are in the brush and we get a strong sense of George’s parental control over Lennie, but it also shows how Lennie’s physical stature gives him a degree of power over George. In extract two we meet Curley for the first time, and his authority over the ranch workers is clearly asserted through the various ways in which Steinbeck describes him. And finally, in extract three, we see the first fight of the novel. The fight is very diverse in how it portrays power. At different stages in the fight some people have more authority over others and we see how the workers feel more powerful together as opposed to individually. In this extract the ‘hierarchy’ of power on the ranch is very shaken up. Extract one focuses on George and Lennie’s relationship. Even from the onset words such as ‘’timidly’’, ‘’softly’’, and ‘’gently’’ help to establish the dynamics of their relationship. These words portray Lennie as a weak, almost fragile character in contrast to words such as ‘’jerked’’, ‘’scowled’’, and ‘’bastard’’ which portray George as impatient and annoyed, almost like an exasperated parent. Steinbeck uses a multitude of exclamation marks to emphasise George’s frustration. Ellipses are also used throughout the extract to show how Lennie hesitates and stutters though his sentences. This clearly shows that he is unable to recall information and is, at times, very nervous. This reiterates the fact that George holds the reins of power in the relationship. It is significant, maybe, that Steinbeck describes George as a ‘’little man’’. It points out that physical stature does not equate power in this relationship. If this was not true the tables would be turned as Lennie towers over George, which is why it is strange that he is so reliant on George. This really shows how Lennie is less powerful. Lennie’s metal disability makes him vulnerable because he is unable to retain information. This is shown through Lennie’s very simple language. â€Å"..But it didn’t do no good† Steinbeck also uses many question marks to show how Lennie is constantly asking questions and therefore constantly seeking guidance from George, and again, that’s what gives George the edge over Lennie. When discussion moves to the bus tickets and work cards Lennie realises that he doesn’t have his. â€Å"He looked down at the ground in despair† which shows that he is ashamed and perhaps a little frightened of George’s reaction, but Steinbeck then goes on to say that George took responsibility for both of the work cards, knowing that Lennie could not be trusted. This, again, demonstrates the balance of power and shows that both George and Lennie are aware of how much power the other possesses. After looking for his work card in his pocket, Lennie take out a mouse to which George replies sharply. â€Å"What’d you take outta that pocket?† George’s tone is accusatory which shows that he is astute. He then continues to bombard Lennie with questions, which gives Lennie the chance to demonstrate another type of power – his cunning. He attempts to deceive George. â€Å"Ain’t a thing in my pocket† Although childlike, this sentence shows that Lennie’s mind is able to think of plans. How would he keep the mouse? By attempting to deceive George. Eventually, George’s patience wears thin and he exclaims â€Å"Give it here!† shouting at Lennie like a parent. Throughout the extract George issues a multitude of orders to Lennie. â€Å"You ain’t gonna say a word†, â€Å"We’re gonna work†, â€Å"You jus’ stand there†. These commands show just how pliable Lennie is and how George uses his power to make Lennie comply. George also uses idle threats to manipulate Lennie. â€Å"†¦if I didn’t have you on my tail†. This, again, shows George’s parental control over Lennie and goes hand in hand with his use of the dream to make Lennie work. Just as a child would get no presents at Christmas, Lennie would not be allowed to tend the rabbits if he steps out of line. But, as much as George chastises Lennie, he does give him appropriate encouragement. â€Å"Good boy. That’s swell.† Extract two focuses on Curley. When he enters the bunkhouse his authority over the ranch workers becomes very apparent. Steinbeck says that â€Å"he wore a work glove† and â€Å"he wore high-heeled boots†. The simple fact that Curley has to wear certain items of clothing suggests that his authority is somewhat artificial as opposed to Slim, whose power comes naturally. It is important to note how Curley’s body language changes when he notices the new men. He â€Å"glanced coldly†, â€Å"his hands closed into fists† and â€Å"his glance was at once calculating and pugnacious†. This kind of body language is very aggressive and he uses it to dominate the men. â€Å"Lennie squirmed under the look and shifted nervously on his feet† which shows that Curley’s power is very obvious and he continues to assert his power by invading Lennie’s personal space and speaking to him with a very brusque tone. Curley is quick to confront Len nie, as he feels like Lennie will be a threat dure to his size. â€Å"Let the big guy talk.† Lennie is unsure of how to respond to this and â€Å"twisted with embarrassment† which shows just how debilitated he is. As usual, George stands up for him and challenges Curley’s power. George has a very monosyllabic tone of voice when speaking to Curley which shows that he does not feel the need to elaborate and is perhaps being defiant. â€Å"Yeah, it’s that way.† Lennie looks helplessly to George for instruction when given the chance to talk which again demonstrates George’s power over him. Eventually, when Lennie does speak, he speaks â€Å"softly† which suggests a lack of power and perhaps a degree of uncertainty. Curley starts to get aggressive with Lennie, but the anger is totally unprovoked. Even Candy is wary of Curley’s power and â€Å"looked cautiously at the door to make sure no one was listening† before telling George that Curley is the boss’s son and that he is â€Å"pretty handy†. In this role, authority is implicit and Curley evidently has a lot of physical power if he is being described as â€Å"handy† by the other ranch workers. This is important to note in extract three when Lennie and Curley have a fight. At the beginning of extract three, Curley feels his power is being threatened by Carlson. He uses very authorial body language to regain this power but it is in vein as the ra nch workers feel comfortable standing up for themselves when they are together. Carlson lectures Curley on how he isn’t as powerful as he likes to think. Candy â€Å"joined [Carlson’s attack] with joy† and this is far from how Candy was acting at the end of extract two. Again, the ranch workers feel safer in large groups. Perhaps Curley decides to fight Lennie because he wants to demonstrate his strength and feels that Lennie is the weakest of the workers, therefore, the easiest to fight. Curley â€Å"stepped over to Lennie like a terrier†. Here Steinbeck, yet again, uses a simile to describe the invasion of Lennie’s personal space. â€Å"Then Curley’s rage exploded† and he uses a lot of expletives to provoke Lennie. This can be compared to George’s language and how he curses at Lennie calling him a â€Å"big bastard†. Perhaps Curley’s reaction is so vicious because he is afraid of being humiliated in front of the workers. â€Å"Lennie looked helplessly at George† which shows that he is weak, but more so vulnerable. Yet again, he looks to George for direction. At first, Lennie doesn’t fight back because he knows that if he gets himself into trouble he won’t be allowed to tend the rabbits, although when Curley starts getting very violent George encourages Lennie to fight back. â€Å"Get him, Lennie. Don’t let him do it.† The fact that Lennie has to be told by George to protect himself shows just how much leadership George has when it comes to Lennie. The line â€Å"I said get him† also emphasises George’s control. Lennie, however, redeems himself and crushes Curley’s hand. Lennie is so adamant to do what George has told him to do that he stills holds on to Curley’s fist even though George is slapping him and telling him to stop. â€Å"George slapped him in the face again and again, and still Lennie held on to the closed fist.† In conclusion, I think it is difficult to define the most powerful man on the ranch as Steinbeck presents so many different types of power; innate, physical, implicit, parental etc. Throughout all three of the extracts the balance of power shifts frequently, but authority is always evident. Steinbeck shows it very cleverly and subtly, almost manipulating the reader to anticipate certain reactions from certain characters which is why I find these extracts so engaging to read.

The Impact of Keynesianism on Macroeconomic Policies of a State Essay

The Impact of Keynesianism on Macroeconomic Policies of a State - Essay Example This paper offers comprehensive review of the successful applications of Keynesianism concepts in the macroeconomic policies of different countries. Also fundamental changes in the macroeconomic methodology, introduced by Keynes is under consideration It is clear that to try and characterize a Keynesian policy regime is very difficult. Most authors concur in seeing the policies pursued in early postwar Britain as deserving that name, with however much qualification. Perhaps the best term is simple or hydraulic Keynesianism Simple Keynesianism is a term employed by Alan Booth to describe how the very broad agenda of 1930s Keynesianism was narrowed, by going through the Whitehall machine in the later years of the war, so that by the late 1940s the Keynesian program focused primarily on the simple manipulation of aggregate demand. This program did not have much impact on policy in the early postwar years because of the government's emphasis on controls and planning, but after 1947 it became more important as fiscal policy displaced physical controls. In broader perspective, the impact of this regime in creating the concurrent period of full employment has been much debated. An early postwar generation tended to see a direct line from Keynesian theory to Keynesian policy to full employment. A one-sentence summary of the existing literature on the Keynesian revolution in economic policy with regard to Britain in the 1951-64 period would suggest that "much ado about nothing" would be a considerable exaggeration; but the positive benefits to the economy of this regime have to be set clearly in the context of international boom that characterized this period, a boom in which countries with variant policy regimes participated.

Developing Professional Practice Assignment Example | Topics and Well Written Essays - 2500 words

Developing Professional Practice - Assignment Example From this paper it is clear that   there is a need to focus on the financial position of an individual. The two options have varying costs. Therefore, the financial position will be vital in making a decision. There is a need to focus on the time taken for each option. For instance, a course that will take long before completion may have dire effect on career development. Similarly, there is a need to focus on the time schedule. For instance, some curses offer evening and distance learning. This may be a prudent course. Taking a diploma in human resource is a prudent approach especially when in the human resource department. This will increase chances of getting a promotion. On the other hand, the course may be expensive when compared to the certificate in human resource management. Two aspects of group dynamics are group ideology and group cohesion. Research these two and briefly discuss them in around 100 words each in the space provided. Remember to reference your work. How does an understanding of group dynamics, including Tuckman’s model allow HR professionals to be able to perform efficiently as part of a working group? Illustrate your answer with work examples in no more than 150 words in the space provided.  

Critical theories of bodies, sexualities and identities Research Paper

Critical theories of bodies, sexualities and identities - Research Paper Example The new identity created a new binary heterosexual-homosexual relation and as result communities over the world polarized. The new homosexual identity thus developed has become an international standard now. Today becoming gay is to adapt a particular set of life style, standard, and behavior. The Western gay identity has become almost a de facto identity of this post modern world (Fortier). Judith Butler on the regulatory system of sex/gender: â€Å"The construction of coherence conceals the gender discontinuities that run rampant within heterosexual, bisexual and gay and lesbian contexts in which gender does not necessarily follow from sex, and desire, or sexuality generally, does not seem to follow from gender – indeed, where none of these dimensions of significant corporeality express or reflect one another. When the disorganization and disaggregation of the field of bodies disrupt the regulatory fiction of heterosexual coherence, it seems that the expressive model loses its descriptive force† (Butler 131). The highlight here is that, Homosexuality is not a social menace, it is an identity as well an indispensible part of our society. Sexuality theory The recent decades have encountered proliferation of scholarship on sexuality which has given development of the sexuality theory. Apart from these researchers also stresses focus on the aspects that often permeate our culture and living, seeking answers the things which will come under the classification of sexuality and which do not come under the purview of sexuality. The sexuality theories also help to have a clear view on the ways in which it is understood as a concept, an identity, and as attraction and behavior (Sexuality theory).Sexuality as a concept was not introduced into language until the 19th century. The identification of the word was coined by Health especially in relation with sex as a reproductive function in both plants and animals. In 1889, it was first publicly used by a surg eon who used this term in reference to the surgical removal of a woman’s ovaries. Since then, the term has appeared both in the medical and the other settings and its meaning has become highly complex. Soon newly emerging sciences of psychology and sexology have designed to classify the human sexual behavior in order to describe and quantify it. The cataloguing of sexuality resulted in a shift away from sexual relations being seen only to the people’s behavior and to their identities and the object of desire started to define the individual’s sexuality. The study of sexuality adapted the sexual behavior with a system of heterosexual marriage as the standard any deviation from the heterosexual behavior or attraction outside was regarded and seen as deviant. This deviant conjecture was explored by the sexologists of the nineteenth century with the evolution of the concept of homosexuality which is an age old human sexual behavior. The concept of sexual orientation emerged as a concept describing the human beings emotional, romantic or the sexual attraction towards each other. Sexual orientation is different from the sexual behavior because it signifies that a person may or may not behave according to their sexual orientation. A common notion of the sexual orientation is that a person’s sexual orientation is either heterosexual or homosexual. However the sexual orientation is much more complex and unpredictable phenomena which several

Power in Organizations Assignment Example | Topics and Well Written Essays - 750 words

Power in Organizations - Assignment Example    However, this perspective is limited by the limits of human abilities with regard to both individual ability to rationalize and overall cost of adopting a rational strategy in terms of personal, social and organizational costs. The exploitative perception, on the other hand, focuses on Marxist theory of exploitation. It speaks about the exploitation of different groups of persons in society by other classes of people. Such exploitation of segments of the population is a distinct feature of capitalistic, free markets where capital is the dominant factor. Capital is viewed as a social resource rather than a physical economic resource used to extract value of labor. This management approach considers workers as mere exploitable productive labor, and the value of workers’ wages is unequal to the value of products they make. Through this system, management always ensures surplus values that are enjoyed by the capitalists. Marxist theorists define exploitation as the labor theory of value, which affirms that the market price of a commodity is a function of quantity of labor time socially required to create the product. Therefore, because the organization makes profits on account of its workers, then the wo rkers are deemed to be exploited. The limitation of this approach is that the nature of work remains boring and mechanical, and the relationship between employers and employees remains hostile because labor is forced and workers are antagonized by their employers leading to low morale (Thomas, 2003).

Developmental Assets Essay Example | Topics and Well Written Essays - 750 words

Developmental Assets - Essay Example Thus, cognitive engagement and behavior engagement encompasses the assets of school engagement and school boundaries in terms of the students’ involvement in learning activities and their adherence to school rules respectively. Similarly, emotional engagement covers the development asset of school climate adequately. The caring school climate involves an atmosphere of respect for each other as purported by progressivism. Ackerman (2003) insists that demonstrating respect for the student would foster a reciprocation of respect for the teacher thereby promoting an atmosphere of care and respect. The school personnel such as the teachers, the administrative staff and other such personnel would encourage the student to do the best that they can do at all times. The idea of showing favor to one student over the other would therefore be non existent. The second asset of school engagement incorporates the idea of a student being actively involved in learning. At no time is the student seen as a passive observer but the student is constantly involved in every dimension of the learning environment. The third assset which promotes the school as the primary promoter entails school boundaries. School boundaries emphasizes the fact that each school should have clear rules and consequences for breaking these rules. One risk factor that a student may experience without the strengthening of the caring school climate is the risk of cultural isolation or intolerance.This intolerance could lead to a rapid deterioration of the student’s self identity and self esteem. Such a decline in self worth may result in a number of inappropriate behaviors such as absenteeism, school drop out and delinquency. However, given a caring environment the students would understand the need to tolerate differences in each other whether it is colour, religion, or way of