An Explication of Do Not Go Gentle into That Good Night :: Do Not Go Gentle into That Good Night

Introductory Paragraph Dylan Thomas’s villanelle â€Å"Do Not Go Gentle into That Good Night† is addressed to his aged father. The poem is remarkable in a number of ways, most notably in that contrary to most common poetic treatments of the inevitability of death, which argue for serenity or celebrate the peace that death provides, this poem urges resistance and rage in the face of death. It justifies that unusual attitude by describing the rage and resistance to death of four kinds of men, all of whom can summon up the image of a complete and satisfying life that is denied to them by death. First body paragraph   Ã‚  Ã‚  Ã‚   The first tercet of the intricately rhymed villanelle opens with an arresting line. The adjective gentle appears where we would expect the adverb gently. The strange diction suggests that gentle may describe both the going (i.e., gently dying) and the person (i.e., gentleman) who confronts death. Further, the speaker characterizes â€Å"night,† here clearly a figure for death, as â€Å"good.† Yet in the next line, the speaker urge that the aged should violently resist death, characterized as the â€Å"close of day† and â€Å"the dying of the light.† In effect, the first three lines argue that however good death may be, the aged should refuse to die gently, should passionately rave and rage against death.   The second body paragraph describes the second tercet.   The third body paragraph: the â€Å"good men†   The fourth body paragraph: the â€Å"wild men†   The fifth body paragraph: the â€Å"grave men† Concluding paragraph   Ã‚  Ã‚  Ã‚   The speaker then calls upon his aged father to join these men raging against death. Only in this final stanza do we discover that the entire poem is addressed to the speaker’s father and that, despite the generalized statements about old age and the focus upon types of men, the poem is a personal lyric. The edge of death becomes a â€Å"sad height,† the summit of wisdom and experience old age attains includes the sad knowledge of life’s failure to satisfy the vision we all pursue. The depth and complexity of the speaker’s sadness is startlingly given the second line when he calls upon his father to both curse nd bless him. These opposites richly suggest several related possibilities.

Education and Philosophy Essay

Introduction Critical to an advancing society is the need for teachers to recognize and utilize best teaching practices. Teaching requires knowledge of the subject matter and the skills to effectively engage learners. The best educators conceptualize teaching as anything that might promote student learning. Therefore, the teacher is the engineer of the learning environment (Bain, 2004). Many educators believe that learning is the purpose of all education, however educators differ substantially in how they engineer the learning environment through their classroom teaching styles and educational philosophies. Some educators consider the role of the teacher that of transmitting knowledge through a teacher-centered approach, while others consider the role of the teacher that of leading the student to construct knowledge through a learner-centered approach (McCarthy & Anderson, 2000). The teacher’s role in the learning process is often defined by educational philosophy. The manner in which they view their role in the classroom, how they view the student-teacher relationship and the method of instruction, all reflect their philosophy and beliefs about education (Petress, 2003; Youngs, 1979). Educational Philosophy At the most basic level, philosophy is a quest for wisdom and understanding (Ozmon & Carver, 2007). It â€Å"†¦raises questions about what we do and why we do it† (Elias & Merrium, 1995, p. 5). A philosophy of education is â€Å"†¦a set of ideas and beliefs that guides teachers’ 1 actions and provides a framework for thinking about educational issues† (Kauchak & Eggen, 2011, p. 197). Educational philosophy is the basis that shapes the structure and goals of the relationship between the faculty and the student. â€Å"When considering the inter-relationship of philosophy and activity it is clear that philosophy inspires one’s activities and gives direction to practice† (Elias & Merrium, 1995, p. 5). Faculty beliefs about the purpose of education, expectations in the student-teacher relationship, the teaching-learning process and what methods of instruction to use, are all guided by their educational philosophy (Kauchak & Eggen, 2005; Petress, 2003). A clear understanding of philosophy provides a solid foundation for effective analysis of educational practices and professional growth (Conti, 2007; Elias & Merrium, 1995). The five traditional western philosophies, which form the structure of most educational practices, are idealism, realism, pragmatism, existentialism, and reconstructionism. These western philosophies serve as a foundation and perspective for analysis of educational practices (Ozmon & Craver, 2007). There are five educational philosophies which were identified as having roots in traditional schools of western philosophy which form the structure of most educational practices. The five educational philosophies are: liberal, behaviorist, progressive, humanistic, and radical (Zinn, 2004). Professional educators are likely to be influenced in their actions by one or more of these five philosophies. Regardless of teachers’ awareness of their educational philosophy, their beliefs are reflected in their behavior (Youngs, 1979). â€Å"True professionals know not only what they are to do, but are also aware of the principles and reasons for so acting† (Elias & Merriam, 1995, p. 9). What teachers believe and practice in the classroom is related to educational philosophy and to teaching style. 2 Teaching Style The five educational philosophies have each been categorized as influencing either teacher-centered or learner-centered teaching styles (Conti, 2007; Johnson, Musial, Hall & Gollnick, 2011; Zinn, 2001). Conti (1998) describes teaching style as the qualities and behaviors displayed by a teacher which are consistent from situation to situation regardless of curriculum content. Teacher-centered teaching styles are consistent with traditional philosophies of idealism and realism, and the educational philosophies of liberal and behavioralism (Conti, 2007; Zinn, 2004). Learner-centered styles are consistent with traditional philosophies of pragmatism, existentialism and reconstructionism, and the educational philosophies of progressivism, humanism and realism (Conti, 2007; Zinn, 2004). Teacher-centered style is defined as a formal, controlled, and autocratic instructional style which assumes the learners are passive (Conti, 2004). Learner-centered style is defined as a pattern of instruction that is responsive, problemcentered, democratic and employs a collaborative learning environment (Dupin-Bryant, 2004). Regardless of an educators’ teaching styles, their beliefs should be evident in their teaching (Heimlich & Norland, 1994). Teaching style is the application of an educator’s philosophy demonstrated in classroom practices. Teaching style includes the â€Å"implementation of philosophy; it contains evidence of beliefs about, values related to, and attitudes toward all the elements of the teaching-learner exchange† (Heimlich & Norland, 1994, p.40). College of Education Teacher Education Program Teacher education programs are expected to refer to the mission and goals of their colleges in defining excellence in teaching for their own program, course development and teaching styles (National Council for Accreditation of Teacher Education, 2008). This study investigated a comprehensive university in the Midwestern part of the United States of America. 3 For the purposes of this study the university was given the fictitious name of Newton State Univeristy (NSU). The long history of the teacher education programs at NSU was reflected in the growth of the size and scope of its educational programs and the number of its graduates. The influence of professional national and state accrediting bodies, such as the National Council for Accreditation of Teacher Education (NCATE) and Oklahoma Commission for Teacher Preparation (OCTP), was evidenced by the university’s College of Education (COE) having a well-defined conceptual framework and educational philosophy. The Philosophy of the Unit statement, the COE Conceptual Framework, and other documents, informed the field of educational ideology for the college. Through an inspection of the language and expressed expectations contained in these documents, it was apparent to the researcher that the COE advocated an educational philosophy and a teaching style preference consistent with learner-centered teaching style and humanistic and progressive educational philosophy. Problem Statement Although the College of Education advocated a learner-centered approach, the teacher education faculty may be like many other higher education faculty and may not believe in such classroom practices and philosophies (Labaree, 2005). This potential dichotomy of beliefs between the teacher education faculty and the COE could be a possible source of conflict. What was not known was whether this was typical of the teacher education faculty at this Midwestern state university. For those colleges with clearly defined mission statement, like that of the COE, it is necessary that any fissure between the faculty and college be made apparent. Based on the COE mission statement, Philosophy of the Unit statement, the Conceptual Framework and the rubric criteria, it was implied that the teacher education faculty use 4  compatible teaching approaches to instruct their teacher candidates. However, it was unknown whether the teacher education faculty themselves preferred to conduct their classrooms utilizing learner-centered approaches. Through an assessment of the faculty beliefs, their teaching style preferences may be made apparent. Such a discovery would ascertain whether the philosophy and teaching style preferences of the teacher education faculty were congruent with the ideology of the COE. The mission statement of a university provides the vision and foundation for its employees and stake holders (Velcoff & Ferrari, 2006). If there is tension or conflict between the beliefs and values of COE and the teacher education faculty the foundation of the university could become ambiguous and unstable (Andreescu, L. 2009). There was no information about the educational philosophy and teaching style preferences of the teacher education faculty at this Midwestern state university. A survey of the teacher education faculty would ascertain the degree of alignment between the philosophy and teaching style preferences held by the teacher education faculty and those professed by the College of Education. Purpose The purpose of the study was to describe the educational philosophies and teaching style preferences the teacher education faculty members at this Midwestern state university and to determine the extent to which these matched with the university’s College of Education educational philosophy and preferred teaching style. Research Questions 1. What are the education philosophies and teaching styles of the teacher education faculty? 2. What are the relationships of the education philosophies and the demographic variables of the teacher education faculty? 5 3. What are the relationships of teaching styles and the demographic variables of teacher education faculty? 4. What are the relationships between the education philosophies and teaching styles of the teacher education faculty? 5. To what degree are the education philosophy and teaching styles of the teacher education faculty similar to the stated education philosophy and preferred teaching style of the College of Education? Theoretical Framework The theoretical framework constructed for this study was underpinned by two theoretical constructs: philosophy and teaching styles. There were five educational philosophies; liberal, behavioral, progressivism, humanism and radical. These five educational philosophies were adapted by Zinn (2004) from the writings of Ellias and Merriam (1995). The educational philosophies each have a basis in five traditional western philosophies (Ellias and Merriam ,1995). The concepts of teaching styles include teacher-centered and learner-centered teaching (Conti, 1989; Kauchak & Eggen, 2008). The theoretical constructs of andragogy is influential in this study due to the nature of the relationship of the teacher education faculty and their adult learners who are pre-service teacher candidates (Muirhead, 2007). One of the central objectives of the teacher educators and the COE in this study is to teach pedagogical concepts to the preservice teacher candidates. For these reasons, andragogy and pedagogy are conceptually relevant to this study and are a part of the theoretical framework; however they are beyond the scope of the study’s research questions. The theoretical constructs and the theoretical framework will be addressed further in chapter two. 6 Methodology The participants responded to an e-mail which provided a link to an on-line survey. All full-time and part-time graduate and undergraduate teacher education faculty were asked to participate in the study; however all did not choose to participate. The on-line survey contained the Philosophy of Adult Education Inventory (PAEI), the Principles of Adult Learning Scale (PALS) and a demographic questionnaire. The concept of educational philosophy was measured with PAEI. The concept of teaching style was measured with PALS. Descriptive statistical methods were used to establish the profiles for each instrument and demographic variables. Frequency distributions were used to construct the educational philosophy and teaching style profiles for the participants. Analysis of variance was used to examine the relationship among the demographic variables and the educational philosophies and among the demographics and the teaching styles. Chi Square analysis was used to examine the relationship between educational philosophies and teaching styles. Frequency distributions were used to describe the degree to which the teacher education faculty and the COE were congruent in educational philosophy and teaching style preferences. Table 1 lists the data analysis techniques related to the research questions of this study. Table 1 Summary of Research Questions, Data Sources and Procedures Question Data Source Procedure 1. Education PAEI Frequency distributions philosophies profile Teaching styles profile PALS Frequency distributions 2. Education philosophies and demographic variables 3. Teaching styles and demographic variables 4. Relationship between PAEI & demographics PALS & Demographics PAEI & PALS 7 ANOVA ANOVA Chi-Square Education Philosophy & Teaching Styles 5. Teacher education faculty Philosophy & teaching Style and COE PAEI & PALS Frequency distributions Significance of the Study This research has the potential to benefit both teacher educator faculty and teacher education programs by helping them understand the importance of relationship of educational philosophy and teaching style. This study focuses on previously unknown information about the NSU teacher education faculty and the previously unidentified level of congruence between the educational philosophy and teaching styles of the COE and the NSU teacher education faculty. Therefore, this study’s significance lies in the findings, conclusion and recommendations of the research that will help improve professional development and practice of the teacher education faculty and the COE at this university. A strengthening of awareness of how congruence of beliefs and behaviors relate to teaching and learning is central to the study’s significance. Resolution of the dissonance between the teaching style preferences of COE and teacher education faculty has potential to enhance the NSU teacher education program and provide professional growth. Key Terms Philosophy: Belief about reality, the nature of knowledge epistemology, what is good and valuable in the world and the logic of reasoning. The five western philosophies (a. k. a. traditional philosophies) are idealism, realism, pragmatism, existentialism, and reconstructionism. Educational Philosophy: Ideas and beliefs that guide teachers’ actions and provides a framework for thinking about educational issues (Kauchak & Eggen, 2005). The educational 8 philosophies are based on five western philosophies. The five educational philosophies: liberal, behaviorist, progressive, humanistic, and radical. Teaching Style: Distinct overt application of teacher beliefs that is persistent from situation to situation regardless of the content (Conti, 1998). Learner-Centered: An interactive learning process in which the learners are actively engaged in experiences and role of the teacher is to serve as a facilitator who is focused on the students’ abilities and needs. Learner-centered style is consistent with the western philosophies of pragmatism, existentialism, reconstructionism, and the educational philosophies of progressivism, humanism and realism (Elias & Merriam, 1995; Conti, 2007). Teacher-Centered: A formal, controlled, and autocratic instructional style which assumes the learners are passive. Teacher-centered teaching styles are consistent with the western philosophies of idealism, realism, and the educational philosophies of liberal and behavioralism (Elias & Merriam, 1995; Conti, 2007). Newton State University (NSU): A fictitious name given to the Midwestern state university where the study was conducted. Andragogy: The art and science of teaching adult learners (Knowles, Holton, Swanson, 1998). Pedagogy: The art and science of teaching children (Ozuah, 2005). 9 CHAPTER II REVIEW OF THE LITERATURE Philosophy Rene Descartes’ famous declaration, â€Å"Cogito ergo sum,† â€Å"I think therefore I am,† (Yaldir, 2009, Tweyman, S. 2005) could be the way that some teachers describe their unmindful connection between their teaching and their philosophy of education. A philosophy provides a foundation for understanding and guiding professional practice (Kauchak & Eggen, 2002). All professions have philosophies which help guide actions and beliefs within their vocation. A common organizational practice is to have a philosophy statement that reflects the beliefs and philosophical priorities which guides the institutional leadership (Graham & Havlick, 2005). Philosophy can exert a powerful influence on professions, such as architecture, medicine and in education (Kauchak & Eggen, 2002). It is a professional practice for educators to develop and profess their philosophy statement (Kauchak & Eggen, 2002). Whether or not they are aware of their philosophy, a teacher’s beliefs and behavior are guided by their educational philosophy (Kauchak & Eggen, 2002; Petress, 2003). The teaching-learning process, expectations of the role of the student and what method of instruction to use, are examples of actions guided by a teacher’s educational philosophy (Conti, 1982; Elias & Merium, 1995; Kauchak & Eggen, 2002; Zinn, 1983, 2004). A philosophical orientation to education allows for comparison with beliefs versus practices. A clear understanding of philosophy provides a solid foundation for effective analysis of teaching and  10 institutional educational practices (Conti, 2007; Elias & Merrium, 1995; Graham & Havlick, 2005). Traditional Schools of Philosophy Philosophers have developed answers to questions about reality, the nature of knowledge epistemology, what is good and valuable in the world and the logic of reasoning (Kauchak & Eggen, 2005). These efforts have manifested in five philosophies, considered by many to be the traditional western philosophies which are the pillars for most educators (Conti, 2007; Kauchak & Eggen, 2005; Ozmon & Craver, 2007). The five traditional philosophies, which form the structure of most educational practices, are idealism, realism, pragmatism, existentialism, and reconstructionism. Idealism. Idealism is one of the oldest Western philosophical views. It was established in ancient Greece by Plato (Harwood, 2010). Idealists hold the view that the world does not exist independent of the human mind and that the true nature of reality is based upon ideas. The constant change that occurs in the physical world strengthens the idealists’ conviction that ideas are the only reliable form of reality (p. 34). Teachers using curriculum based on idealism focus on content which emphasizes teacher-led instruction on time-honored ideas and works of literature, history, art, and music (p. 211). It was established in ancient Greece by Plato, and was brought into modern history by idealists such as Kant and Hegel (Harwood, 2010). Mortimer Adler’s book (1988), Reforming Education: The Opening of the American Mind, advocated a curriculum based on these timehonored subjects. Adler placed more emphasis on the ultimate goal of developing intellectual skills which leads to higher order thinking and awareness, and less on promoting students’ understanding  of content. Teachers serve an essential role for idealists. â€Å"To idealists, ultimate 11 reality exists in the world of ideas, so they believe that teaching and learning should focus on ideas† (Kauchak & Eggen, 2005, p. 211). With this ultimate reality, which exists in the world of ideas, teachers lead their students to become rational, logical thinkers and to develop values through classic, enduring ideas (Ozmon & Craver, 2007). Realism. Realism is also a historic philosophy, having roots to Aristotle, Francis Bacon and John Locke (Ozmon & Carver, 2007). Realists center their beliefs on the constancy of the physical universe and argue that the â€Å"features of the universe exist whether or not a human being is there to perceive them† (Kauchak & Eggen, 2002, p. 211). Realists claim important ideas and facts can only be taught and learned through studying the material world. The universe and the essence of all things exist objectively and thus they are not an extension of the mind (Harwood, 2010). The learning environment includes emphasis on order, lecture, practice and high levels of time on task (Kauchak & Eggen, 2005). â€Å"Curriculum consistent with realism emphasizes essentials, such as math, science, reading and writing, because they are tools to help us understand our world† (Kauchak & Eggen, 2005, p. 211). Teachers who use educational practices based in realism set goals for their students to use observation, experimentation, and critical reasoning in order to learn and understand logical and natural laws. Realism is noted for the scientific method as the central idea of instruction (p. 211). Pragmatism. Pragmatism is considered a more modern philosophy. American educator, John Dewey, was one of its central proponents (Kauchak & Eggen, 2005). Pragmatism rejects the â€Å"†¦idea of absolute, unchanging truth, instead asserting that truth is what works† (p. 212). Pragmatists contend truth is relative to the experience of the individual. Because experiences change, the perception of truth changes and the methods for dealing with these also change. 12 Pragmatists accept the methods of science for understanding the human person and solving problems (Elias & Merriam, 1995). Pragmatism philosophy places an emphasis on collaborative learning and problemsolving skills in a self-regulated learning environment (Elias & Merriam, 1995; Kauchak & Eggen, 2005). The process involved in learning is as important as the content in a pragmatist’s classroom (Kauchak & Eggen, 2005). Teacher practices based upon pragmatist philosophy â€Å"doesn’t de-emphasize the importance of knowledge, but instead attempts to connect it to children’s interests† (p. 212). As a result, emphasis is placed on the tools of problem-based learning, subject integration, and direct hands-on experiences, which focus on individual accountability and development (p. 212). Existentialism. Existentialism holds a strong view concerning freedom of choice. Existentialists assert all people possess total freedom of choice and thus are personally responsible for all aspects of their lives and society (Elias & Merriam, 1995). â€Å"Existentialists stress awareness, consciousness, perception and the total meaning-structure of the individual, his vision and death, his word choices and other aspects of his relating life† (p. 111). Influential existential writers such as Jean-Paul Sartre, Carl Rogers, and Abraham Maslow believed humans become a construct of ourselves, which requires total commitment to a self-determined destiny (Harwood, 2010; Kauchak & Eggen, 2005). Empathy and unconditional caring are more important to learning than student attainment of content objectives (Harwood, 2010; Kauchak & Eggen, 2005). The existential teacher views education as â€Å"an individual’s search for understanding† (Kauchak & Eggen, 2005, p. 214). Reconstructionists. In the philosophy of reconstructionism, the societal function of education is a central premise (Ozmon & Craver, 2007). There are two major principles of this 13 philosophy. The first is society is in constant need of reconstruction or change. The second principle is that social change involves both reconstruction of education as well as the use of education in reconstructing society (Ozmon & Craver, 2007). Reconstructionists declare that schools and teachers should serve as agents to both address social inequities and to enact the ideals of democracy (Kauchak & Eggen, 2005). An American educator, Theodore Brameld and Brazilian educator, Paulo Freire, were both influential social reconstructionists who strongly promoted that teachers and schools should serve as agents for marginalized people and advocates for a more just and equitable society. Teachers encourage students to become an actively involved force for social change. Teachers influenced by reconstructionist philosophy place emphasis on teaching students to expose hidden bias and on inspiring students to influence the world today as well as in the future (Kauchak & Eggen, 2011, 2005). Philosophies of Education From Aristotle and Plato to Dewey, Rogers and Freire, the traditional schools of philosophy have served as a foundation to educational schools of thought. Although they have useful implications for the field of education, the traditional philosophies were not developed as philosophies of education. â€Å"A philosophy of education is a conceptual framework embodying certain values and principles that renders the educational process meaningful (Merriam & Brockett, 2007, p. 28). † An educational philosophy typically includes, â€Å"terms, aims and objectives, and curricula, methods and the teaching-learning transaction, the role of society, and the roles of student and teacher (p. 28). † Zinn (2004) adapted Elias and Merriam six educational philosophies liberal, behavioral, progressive, humanistic, and radical, which were identified as having roots in traditional schools of philosophy (Elias and Merriam, 1995; Zinn, 2004). The 14 differences in these philosophies centers upon the concept of knowledge, the role of the learner and the role of the teacher and the purpose of the curriculum (Conti, 2007). Liberal Education. Like Aristotle, Socrates and Plato, the liberal education philosophy emphasizes the development of intellectual power (Zinn, 2004). This philosophy is not associated with liberal political views; liberal education philosophy stresses traditional, classical humanism based on the liberal. It is supported by more contemporary educators such as Houle, Adler, and Piaget (Zinn, 2004) and has its roots in idealism and realism traditional schools of philosophy (Kauchak & Eggen, 2005). Emphasis is placed on general, liberal humanities education to shape a rational mind. The task of education is to impart knowledge of eternal truth and preparation for life through great works of literature, philosophy, history and science (Kauchak & Eggen, 2005). Teachers with the liberal education philosophy might be referred to as the expert ‘sage on the stage’ transmitting knowledge with an authoritative approach to a rigorous intellectual curriculum (Zinn, 2004; Kauchak & Eggen, 2005). Teaching methods based in this philosophy often include lecture, critical reading and discussion, which direct the student in the broadest sense â€Å"intellectually, morally, spiritually and aesthetically† (Zinn, 2004, 72). From a practice standpoint, liberal education is oriented toward conceptual and theoretical understanding and not just absorbing and using facts (Elias and Merriam, 1995). Behavioral Education. Behavioral education is a contemporary philosophy with its foundation in the early 1900’s from psychologists Watson, Pavlov, Thorndike and Skinner. Behaviorists believed psychology should be about the science of behavior and not about science of the subjective mind (Slavin, 2000). Behaviorism is consistent with the traditional philosophy of realism which utilizes absolute law and scientific method to stress knowledge and skills useful 15 in today’s world (Conti, 2007). It professes the purpose of education is to promote skill development and behavioral change (Zinn, 2004). Emphasis is placed on compliance with standards and societal expectations. The teacher’s role is of manager and controller of the learning environment through prediction and direction of learning outcomes. Some teaching methods used by behaviorists include programmed instruction, skill training, competency-based and criterion-referenced assessments, mastery learning, and feedback and reinforcement. The learner is expected to take an active role in learning and expected to practice new behavior and respond to feedback and reinforcement (Zinn, 2004). Behaviorism is associated with a learnercentered teaching style(Conti, 2007). Generally the process of learning involves the educator diagnosing specific learning needs and evaluating progress towards meeting those needs. Accountability for learning is placed on the shoulders of the learner using competency-based behavioral objectives for evaluation (OBrian, 2001). Several models of behaviorist adult education exist. Special education programs, computer based training, adult basic education programs, vocational training and military training are often based on behavioral educational philosophy (OBrian, 2001; Zinn, 2004). Progressive Education. The educational focus of progressivism is the notion that the child is an experiencing organism capable of learning by doing; education should be life itself, not preparation for living. Progressive education is aligned with the traditional philosophy of pragmatism (Kauchak & Eggen, 2005). Prominent educators include Spencer, Dewey, Bergevin and Lindeman (Zinn, 2004). John Dewey’s ideas about education reform in the early part of the 20th’century created both excitement and criticism (Kauchak & Eggen, 2005). His emphasis on â€Å"seeing learners actively involved in real-world problems† was considered a stimulating concept in the traditional  16 educational system (p. 200). Critics of Dewey’s reform principles believed â€Å"progressive education seemed to de-emphasize content and cater to student whims† (p. 200). Progressive schools encourage cooperation rather than competition; the free interplay of ideas enhance individual effectiveness in society through practical knowledge and problem solving skills (Kauchak & Eggen, 2005; Zinn, 2004). School is viewed as a microcosm of society with emphasis on learning through application of experience and problem solving (Kauchak & Eggen, 2005). Classrooms are designed for experiential learning and spaces to learn from each other through active learning and cooperative group learning experiences. The teacher is a guide and organizer for experiential learning through use of scientific method, integrated curriculum, project method and problem based learning (Zinn, 2004). Constructivist teaching, a progressive based teaching method in which knowledge is actively constructed by the pupils, is consistent with the traditional pragmatism philosophy (Kauchak & Eggen, 2005; Ozman & Craver, 2007). All three, pragmatism, progressivism, and constructivism, â€Å"emphasize concrete experiences, real-world tasks, and the central role of the individual in determining reality and promoting learning† (Kauchak &Eggen, 2005, p. 220). Humanistic Education. In the classroom, humanistic philosophy, also known as humanism, places emphasis on a nondirective approach to education which focuses on individual choice rather than on academic subjects or timeless ideas (Conti, 2007). Humanism, which is closely associated with the philosophy of existentialism, is influenced by Abraham Maslow and Carl Rogers, who were primary contributors from the field of psychology (Elias & Merriam, 1995). Carl Rogers stressed person centered and unconditional regard. Maslow is most well known for his hierarchy of motivation which evaluates needs based on growth and being needs, 17 culminating in self-actualization (Slavin, 2000). Several adult educators have contributed to this theory, however Malcolm Knowles may be the most well known in the field of adult education. He spawned the concept of adragogy as a specific teaching strategy for adults (Elias & Merriam, 1995). The function of school from the humanistic educational philosophy is to enhance personal growth and development and to facilitate self-actualization (Zinn, 2004). Teachers are facilitators and partners in students’ growth; however they do not direct the learning. Through the use of self-directed learning, discovery, and experiential learning, the learners assume the responsibility for their education. Cooperation, group tasks and communication are valued as a part of the process of growth (Zinn, 2004). Specific education programs which are based on humanistic educational philosophy are limited. Examples include self-actualization workshops, self-esteem building programs, and the Esalen Institute in Big Sur, California (OBrian, 2001). Some educators consider progressivism to be controversial because too much emphasis is placed on â€Å"children’s interests and self-esteem and that knowledge and understanding has been sacrificed † (Kauchak & Eggen , 2005, p. 218). Radical Education. In the radical education, the political power of the individual is viewed as a responsibility to create and change history and culture through reflective action (Zinn, 2004). Education’s purpose is to bring about, through education, fundamental social, political and economic changes in society. The educational focus is recognition that society needs to be reconstructed and that education must take the lead in that reconstruction (Kauchak & Eggen, 2005). The exploration of the political nature of education, including social control and power in schooling and a rejection of the politics of exclu.

The Society of Egypt Essay - 1234 Words

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The Ancient Egyptian civilization spanned several thousand years and is one of the few societies of the time that came into being independently. â€Å"Egyptian civilization coalesced around 3150 B.C. with the unification of upper and lower Egypt under the first Pharaoh†Read MoreAncient Egypt And The Egyptian Society967 Words   |  4 PagesAncient Egypt Ancient Egypt was a captivating and intricate civilization. Over the years, historians have found it easier to study this civilization, rather than other historical civilizations, because the Egyptians went through great lengths to record their history. Besides being decent record keepers, they were very religious, and â€Å"ahead of their time,† due to their technological and economic breakthroughs. Because of the aspects of this culture, it has to be one of the greatest civilizations ofRead MoreReligion and Society of Ancient Egypt536 Words   |  2 PagesReligion and Society of Ancient Egypt The Old Kingdom is sometimes described as the â€Å"golden age† of Egypt, and as an ideal that the Middle Kingdom tried to emulate, while New Kingdom pharaohs looked to both earlier dynastic eras for inspiration. Menes The Old Kingdom, these are the roots of today’s Egypt. When Menes united upper and Lower Egypt, he became the first Pharaoh. The very first Dynasty had been created with Menes great success. Now, it is a known fact that it wasn’t known as theRead MoreAncient Egypts Effect on Modern Society975 Words   |  4 Pagespublic and Ancient Egypt. The museum is already a place of history and mystery and Ancient Egypt is one of the most mysterious ancient cultures. With so little known about these ancient people it only makes sense that the museum would be a good place to strengthen that feeling of mystery. Ever since the modern discovery of Ancient Egypt the public have been fascinated by the mystery left behind by these ancient people. The modern public is always interested in learning about Egypt. Weather that beRead MoreMesopotamian Society : Ancient Egypt And Greece1207 Words   |  5 Pages Civilizations like Egypt and Greece have received their due acknowledgment by society, it is however Mesopotamia that often does not get there just recognition for their contributions to civilization as we know it. In this paper, we will reflect on Mesopotamian society in hopes to illuminate its significance to the constructs of western society. In order to fully appreciate what Mesopotamia has contributed, it should be understood how exactly it was formed. Years before any dynasty, peopleRead MoreAncient Egypt And Ancient Egyptian Society2262 Words   |  10 Pageswell-known civilization. The country of Egypt is located along the Nile River Valley in the Northern part of Africa (Civilization: Ancient Egypt). From 3100 B.C. to 332 B.C., this ancient civilization was dominant in the Mediterranean world (History.com, 2009). Whether a person learned about the Egyptians in their Bible or read about them in their history class, there is no doubt that these people were the great nation of their time. â€Å"The people of ancient Egypt valued family life highly† (Okasha, 2012Read MoreEssay about Mamluk Society and Rule in Egypt and Syria1316 Words   |  6 Pagesestablished in Cairo in 1250 with the defeat of the Ayyubid dynasty and solidifying control of Egypt and Syria. The Mamluks were Turkic slave soldiers and had e xisted as regimental groups throughout the Ayyubid dynastic area, and were purchased as servants to the state and the overthrow of the Ayyubids by the Mamluks marks the supremacy of the the military slave state in the Islamic world. Mamluk society and rule was largely non-hereditary and presumably implemented to reduce factionalism but in actualityRead MoreThis week’s readings investigate the rise of Islamic opposition and civic society groups in Egypt,1000 Words   |  4 Pagesof Islamic opposition and civic society groups in Egypt, Turkey, and Algeria. In an overarching perspective, the readings contend that the failure of the post-colonial states in providing the public goods and services they were responsible for, as well as their use of Islamist groups in order to crush the leftist opposition, provided political structures of opportunity that the Islamic groups were able to exploit. In addition, the state hostility to civic society Islamic opposition groups, gave riseRe ad MoreCompare and COntarst1518 Words   |  7 Pages Egypt and Mesopotamia have both similarities and differences, throughout both of these civilizations from back to 3,500 B.C. The political and social structures in these civilizations were different and the same in their own way. The political differences between Egypt and Mesopotamia included hierarchy power, land control, and centralized government. The similarities between both civilizations are social class, male patriarchy, and kings. Egypt and Mesopotamia both had differences of their politicalRead MoreCharacteristics Of Ancient Egypt931 Words   |  4 PagesAncient egypt was a complex society/religion. It was a complex religion because it had all of the 7 indicators. Of course, a complex religion (like egypt) has to have important indicators such as well paying jobs, well organized government, social classes, and also trade to be complex. If it didn’t, it is not a complex religion. Every complex society needs a well organized government. In Egypt there are many important people. The person with the most power in egypt was the Pharaoh. The leader of

The Story of Semele as Told by Nemesis

Semele was a daughter of Poseidons grandson, Cadmus, the King of Thebes, and Harmonia. Through Harmonia, Semele was a granddaughter of Ares and the cousin of Aphrodite, and therefore, great-granddaughter of Zeus. Do you remember the genealogy of Achilles? Zeus was his great-great-great-grandfather once and great-great-great-great-grandfather twice on Achilles fathers mothers side. Lusty Zeus even wanted to mate with Thetis, Achilles mother but was scared off when he heard that her son would eclipse his father in fame. Considering the number of times Zeus insinuated himself into the genealogies of the heroes, and the founders of the great cities, youd think he was trying single-handedly to populate Greece. Despite the fact that Zeus was (old enough to be) Semeles great-granddad, Semele, and Zeus became lovers. Hera, jealous as usual — and, as usual, with a cause — disguised herself as a mortal nurse. Working in this capacity at the Theban court of King Cadmus, Hera as nurse Beroe gained the confidence of Princess Semele. When Semele became pregnant, Hera-Beroe put an idea into her mind. You might be more familiar with another variation on the same theme: The most beautiful woman in the world, Psyche, was given as a bride to a mysterious creature (whom she did not know was the son of Aphrodite -- Cupid) as a punishment for detracting from the worship of the goddess Aphrodite. Life was grand even though Psyche was only allowed to visit with her husband in the cover of darkness. Psyches two jealous sisters did what they could to spoil Psyches nighttime fun. They told Psyche her husband was probably a hideous monster and that was why he didnt want her to see him. Persuaded that they might be right, Psyche disobeyed the rule set down by her divine husband. To get a clear look at him, she shone a lamp on his face, saw the most beautiful being she could have imagined, and dropped a bit of lamp oil upon him. Burned, he instantly awoke. Seeing that Psyche had distrusted and therefore disobeyed him (actually, his mother Aphrodite), he flew away. For Psyche to regain her gorgeous husband Cupid, she had to placate Aphrodite. This included making a return trip to the Underworld. Like Psyches jealous sister, the goddess who is a past-mistress of jealousy, Hera, sowed seeds of doubt and jealousy in Semele. Hera persuaded Semele that she wouldnt know if the man who was presenting himself to her as Zeus was a god unless he revealed himself to Semele in godlike form. Furthermore, Semele wouldnt know if Zeus loved her unless he made love to her in the same way he made love to his wife, Hera. Semele was young, and pregnancy can do odd things, so Semele, who probably should have known better, prevailed upon Zeus to grant her (or rather Hera-Beroes) request. Why did Zeus oblige? Was he vain enough to want to impress the young woman? Was he foolish enough to think it wouldnt hurt? Did he know he could convince anyone that he was under an obligation of honor to do as Semele requested? Did he want to be both mother and father to the unborn child? Ill let you decide. Zeus, revealing himself in his full thunder-bolting glory, killed the frail human Semele. Before her body was cold, Zeus had snatched from it the six-month unborn child and sewed it into his thigh. When the thigh-sewn child was born, he was named Dionysus. Among the Thebans, rumors — planted by Hera — persisted that Zeus had not been his father. Instead, Dionysus was the entirely mortal son of Semele and a mortal man. Dionysus dispensed with any mortal who cast aspersions on his mothers reputation by doubting that her sexual liaison had been divine — although why mating with the philandering Zeus confers honor in mortal circles is beyond me. Whats more, with the permission of Zeus, the dutiful Dionysus went to the Underworld and raised his mother Semele from the dead so that, like Psyche, she could live -- along with her child, among the gods.

Unmanned Aerial Vehicles - 1499 Words

There are many people in this universe that wonder if the United States using drones is a good idea, what many do not know is that well drones are really called UAVs or more commonly said unmanned aerial vehicles. There are many types of drones, but another well-known drone is called UCAVs, unmanned combat aerial vehicles (Matthews). The UCAVs are used for the military to spy on the activities of other countries. The Washington Post says â€Å"These UAVs are just planes that operate through controlled on land or control stations. MQ-1 Predator, most famous UCAV, first seen in 1955. The effects of drones may be costly but it may also save many lives, while in combat or on the battle field.† With those types of equipment while we are fighting, not much would happen. That would be because those drones would be in the sky protecting those who serve us and fight strongly and bravely for the world. It may also prevent terrorism acts towards the United States. If we continue to have drones, less soldiers would have to go to war, and those who are disabled, may have a way of getting to their destination. Before some of the first piloted aircrafts, drones were used as a way of to keep an eye on other countries, during wars and to spy. During 1910, the United States tried a test flight with the first UAV, as this test was so unstable, it gave the United States a reason for combat. About 10 years after the war, drones had a shard decline, when they were able use UAVs as a combat trainingShow MoreRelatedUnmanned Aerial Vehicles736 Words   |  3 PagesUnmanned Aerial Vehicles (UAVs) also known as Remotely Piloted Vehicle (RPV) which can operate without human operator, plays important role in both civilian and military purposes. [3][8]Weather reconnaissance, search and rescue assisting operations in sea and mountains, aerial photographing and mapping, fire detection and traffic control are examples of usage fields. [1] Path Planning, crucial phase for navigation process, is about to determining optimal or near optimal path between destinationsRead MoreUnmanned Aerial Vehicles649 Words   |  3 PagesBrothers, the main spotlight now has been given to Unmanned Aerial Vehicle (best known for its acronym UAV). This is where the drones and robotics story comes together in much more advance collaboration. UAV is a type of aircraft designed for no-onboard pilot or passenger. It can be flown by a pilot at a ground control station or can be flown autonomoously based on pre-programmed flight. The earliest recorded use of an unmanned aerial vehicle for warfighting occurred on August 22, 1849, when theRead MoreUnmanned Aerial Vehicle950 Words   |  4 PagesSection 1 Presentation To encourage missions in dangerous situations, flying stages that are little, spry and can take of vertically are of investment. A stage that satisfies these necessities is a UAV (Unmanned Aerial Vehicle) as a multicopter joined with a great control framework. A multicopter is a rotorcraft that has more than two rotors, in light of the fact that a rotorcraft with two rotors is called helicopter (bicopter). Multicopters have altered cutting edges with a pitch that are notRead MoreUnmanned Aerial Vehicles : Observation1262 Words   |  6 Pages 1st DISEC Unmanned Aerial Vehicles Grenada POSITION PAPER ON UNMANNED AERIAL VEHICLES I. Background Years before the first manned airplane flight on December 17, 1903, technology that is used in UAVs today, was being used for combat and surveillance. During World War I, the first UAVs took flight in the United States. Although the success of UAVs in test flights was irregular and different, the military recognized their potential. For more than ten years after World War I, the development of unmannedRead MoreEssay on Unmanned Aerial Vehicles2572 Words   |  11 Pagesaviation-required tasks with two feet firmly on the ground. As impossible as it may seem, aeronautics and aviation are doing something almost unfathomable: letting airplanes fly without a pilot. This amazing feat is being done through the use of Unmanned Aerial Vehicles (UAVs). These spectacular aircrafts are revolutionizing the aviation industry by using incredible technology and the brightest minds from all around the globe. Many prestigious aviation companies such as Boeing, Northrop Grumman, andRead MoreUnmanned Aerial Vehicles ( Uav )985 Words   |  4 Pages Introduction – History Drones are considered to be pilotless flying devices, also known as unmanned aerial vehicles (UAV). They come in all different sizes and shapes. Some are visible in the skies, while others are so small that they cannot be seen. According to (Henriques, 2014), there are different types of drones. To name a few, they include quadcopters, microdrones, killer drones, and radio control airplanes. Quadcopters usually have between 4 to 8 blades. Microdrones are as tiny as an insectRead MoreEssay on Drones: Unmanned Aerial Vehicles3207 Words   |  13 Pages Like much of today’s technology, Unmanned Aerial Vehicles attribute their creation to the military. The idea of using unmanned aircraft has long been a dream for the military -- scouting planes without any casualties to report should something go wrong, air strikes with only time and money to lose, and the ability to wage war without losing a single life. Well the third one may perhaps not be realistic – as Afghanistan has shown, lack of ground troops leaves certain entities unchecked.1 HoweverRead MoreUnmanned Aerial Vehicles ( Uav )2099 Words   |  9 PagesDrones, also known as unmanned aerial vehicles (UAV), are pilotless and non-crewed aircraft that are capable of flight either by remote control or through the use of on-board computers. Other names for these types of aircraft are remotely piloted vehicle (RPV), remotely piloted aircraft (RPA), and remotely operated aircraft (ROA). Drones are commonly used by the military, but are also being implemented in search and rescue operations and being utilized in other civil applications, such as policingRead MoreUse Of Unmanned Aerial Vehicle ( Uav )1563 Words   |  7 PagesOutcomes 3 3.1.2 Capable and engaged people 4 3.1.3 A strong collaborative approach 4 3.2 Safety, Security and Privacy 4 3.4 Airspace Interference 6 4.0 Conclusion 6 5.0 References 8 â€Æ' 1.0 Introduction For the past few years, the use of unmanned aerial vehicle (UAV), commonly known as drone, has grown quickly. Originally, drones were developed for military applications and now it is significantly important in the technology field and society. There are certain proposals and public interest in usingRead MoreDrone Warfare : Unmanned Aerial Vehicles1669 Words   |  7 Pagesin the United States on September eleventh. During the time of Operation Enduring Freedom and Operation Iraqi Freedom, drones had a usage time of approximately 100,000 flight hours when performing tasks in these operations. Also known as unmanned aerial vehicles, the primary use of drones today is for surveillance. However, during recent years, drones have had other uses, such as airstrikes. With these airstrikes, there have been a large amount of civilian casualties due to the drones targeting highly

Justice free essay sample

This paper looks at the conduct of war over the centuries and the restrictions placed on its conduct. This paper examines the notion of war and justice. It looks at the just war convention and the concept of honor that has existed for centuries. The author looks at the just war tradition, which are a set of commonly agreed rules of combat that often develop between two parallel enemies and examines how they have evolved over time. The author also looks into the writings of some early Christian thinkers on war and compares their theories to the modern conduct of war. The author then uses the example of U.S. involvement in the War in Nicaragua and the rules of the conduct of war. The just war convention is as old as warfare itself. Early records of communal fighting point out that warriors used some ethical issues. They may have occupied consideration of women and children or the treatment of prisoners. We will write a custom essay sample on Justice or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Commonly they referred to considerations of honor: some acts in war have always been considered disgraceful, at the same time as others have been deemed honorable. Whilst the details of what is honorable vary with time and place, the very fact of one moral virtue has been sufficient to infuse warfare with moral concerns.

Schizophrenia in A Beautiful Mind an Example of the Topic Film Essays by

Schizophrenia in A Beautiful Mind The movie A Beautiful Mind (Howard, 2001) tells the story of John Nash, a mathematical genius who suffered from schizophrenia. The movie begins when Nash is working on his PhD at Princeton in the 1950s. Treatment for schizophrenia was different in the 1950s than it is now. This paper, which addresses the treatment of Nash, will be written as if Nash was being diagnosed and treated today and not 50 years ago. The movie was based on the book by Sylvia Nasar. Need essay sample on "Schizophrenia in A Beautiful Mind" topic? We will write a custom essay sample specifically for you Proceed University Students Usually Tell EssayLab specialists: Who wants to write essay for me? Essay writers propose: Get Academic Writing At Reasonable Price With Us Nasar's depiction of Nash's life is less sanitized and much more detailed than the story that is told in the Ron Howard film, which seems like a "feel good" story of schizophrenia and avoids any mention of his bisexuality and facts of Nash's life.. There are other differences as well. For example, in the movie, Nash has visual hallucinations. According to the book, Nash hears voices that tell him what to do, but he does not have visual hallucinations. Since this paper is based on the movie, this paper will use the visual hallucinations as a symptom of Nash's illness. Does the character meet the DSM diagnosis for the specified disorder? Schizophrenia is characterized by hallucinations, delusions, disorganized speech, and grossly disorganized or catatonic behavior (American Psychiatric Association, 2000, section 295). John Nash displayed all of these symptoms. His closest friend, Charles, exists only in Nash's mind and is not a real person. Nash also displays disorganized behavior, although in his mind, it is organized.. For example, as Nash's illness progresses and he becomes more involved in his hallucination that he is breaking codes for the CIA, the walls of his office become covered in newspaper clippings and pages from magazines. To any one else, this would look like a disorganized mess. To Nash, this was a system of organization. The delusional behavior is less obvious, at least at first. Nash was a true genius. Ordinarily, making statements like "Einstein was wrong" or that "Adam Smith (the 18th century economist whose theories are the cornerstone of capitalism) was wrong" would be considered a sign of a delusion of grandeur. However, Nash won a Nobel Prize for developing a theory which showed that Adam Smith was not necessarily correct. Thinking that he was smarter than Einstein and Smith, or, for that matter, his instructors at Princeton, was not necessarily delusional behavior for John Nash. Nash was clearly deluded, however, about the nature of his work, which was described by his assistants as relatively routine, nothing special. He was not selected for a highly secretive project that would save the United States from attack. The fate of the world did not rest on his shoulders. Other symptoms of schizophrenia include a flat affect (little or no emotional expression), alogia (loss of speech), and avolition (loss of goals or motivation) (APA, section 295). As portrayed by Russell Crowe, Nash showed all of these symptoms. His avolition, like his disorganization, was a matter of perspective. To those around him, Nash had lost his motivation to complete his dissertation and, later, to be a teacher. In reality, Nash was preoccupied with his delusions. There was an apparent loss of motivation that would be more accurately described as a misplaced motivation. Finally, the DSM also specifies that "For a significant portion of the time since the onset of the disturbance, one or more major areas of functioning such as work, interpersonal relations, or self-care are markedly below the level achieved prior to the onset" (APA, section 295). This criteria describes Nash's ragged personal appearance, his work history, and the problems in his marriage. DSM-IV also requires that these symptoms must be present for at least 6 months. For John Nash, these symptoms lasted from at least when he was in graduate school, if not before, and continued for the rest of his life. Possible origins of the disorder It is unclear exactly what causes schizophrenia, although it appears that a combination of genetic and environmental factors are involved (National Institute of Mental Health [NIMH], 2005). The movie does not go into great detail about Nash's early life. There is no mention of schizophrenic behavior in Nash's parents or in any relatives, and genetic science in the 1950s was not as developed as it is today. There is also an apparent relationship between psychosocial stressors and schizophrenic relapse (Jibson & Tandon, 2002). As a student in a highly competitive field, Nash would have been under a great deal of psychological stress. This stress seemed to subside with treatment. However, later in the movie, the stress of trying to live a normal life led to another break through, and Nash begins to hallucinate again. Expected prognosis The movie paints a somewhat optimistic picture of Nash's life with schizophrenia. He eventually is allowed to return to Princeton in a limited capacity and eventually wins the Nobel Prize. Obviously, not all schizophrenics can look forward to such a positive prognosis. The movie also leaves the impression that the patient can somehow overcome schizophrenia by willpower. In the movie, Nash compares it to being on a diet and choosing not to indulge in his fantasies. This is, in my opinion, an inaccurate and potentially dangerous depiction. In fact, one of the problems with schizophrenia is that the patient believes that he or she has overcome the disease and no longer needs to take medication or seek treatment. When the patient stops treatment, the symptoms reoccur, as they did for Nash. Perhaps a genius mind would be able to overcome this cycle and choose not to follow the hallucinations and delusions. The average person probably could not. The prognosis would be much worse if the patient stopped treatment. Nash explained the he stopped taking his medication because he couldn't have sex with his wife. Sexual problems are a known side effect of Risperidone, one of the medications used to treat schizophrenia, although this medication would not have been available in the 1950s. Other side effects of this medication are anxiety, feeling tired during the day, dizziness, constipation, nausea, dyspepsia, rhinitis, rash, an accelerated heart rate, reduced salivation, weight gain, and other complications (Risperdal package insert). With these side effects, it is understandable why a person might discontinue treatment, especially if he or she did not think treatment was still necessary. Nash received electroshock therapy, an even more dramatic form of treatment. In addition to the physical and mental aspects of schizophrenia, this disease also has a significant impact on the person's social life. In the movie, Nash is allowed to return to Princeton, where he can enjoy the company of students and other people. He is accepted by the students and faculty who seem to be very understanding of his illness. In real life, people are much more wary of inpiduals who hear voices, have delusions, or who have a noticeable mental illness. This stigma usually leads to isolation and loneliness. The inability to keep a job because of these behaviors would also lead to poverty. Nash's life is an example of how schizophrenics can overcome and be successful. It is realistic because it is based on actual events. It is not, however, a realistic portrayal for the typical schizophrenic. References American Psychiatric Association (2000). DSM-IV-TR. Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington DC: Author. Jibson, M. and Tandon, R. (2002). Treatment of acute psychotic episodes. From Schizophrenia: A New Guide for Clinicians. Ed. John G. Csernansky. New York: Marcel Dekker. Retrieved March 31, 2008, from www.Questia.com Howard, R. (2001). A Beautiful Mind. Movie. Universal Studios. National Institute of Mental Health (2005). Schizophrenia. Retrieved March 31, 2008, from http://www.nimh.nih.gov/publicat/schizoph.cfm Risperdal package insert. Online. Retrieved March 31, 2008, from http://home.intekom.com/pharm/janssen/risperdt.html