My Educational Philosophy Essay -- Philosophy of Education

Socrates warned his students over 2000 years ago that the unexamined life is not worth living. (Kreis) This statement, though made so many years ago, mirrors my own beliefs about learning and knowledge acquisition in today’s society. In my own personal philosophy of education, I believe that individuals must continually examine their surroundings and learn from the things they find. I do not believe that just knowing random facts or bits of information is true education. Just as the ancient Greeks believe, I think that education should teach a child to think and learn independently. The underlying purpose of an education should be to teach a child to think for himself. According to the Socratic Method, educators must pull knowledge that already exists in a child from that child through a series of questions and answers. (Kreis) I also believe that the skillful use of questioning is extremely beneficial to students. Educators can use various questioning techniques to teach students â€Å"how† to think. One of the chief reasons we should educate our children and continue to learn ourselves as teachers is made clear in the following quote found at http://www.spaceandmotion.com/Philosophy-Education.htm#deMontaigne.Philosophy.Education and attributed to Einstein, . ...knowledge must continually be renewed by ceaseless effort, if it is not to be lost. It resembles a statue of marble which stands in the desert and is continually threatened with burial by the shifting sand. The hands of service must ever be at work, in order that the marble continue to lastingly shine in the sun. To these serving hands mine shall also belong. Einstein believed that education had to be a continual process. We teach our children the history ... ... students. Granted, it is not possible to teach every child at an individual pace in the set-up of the current educational system, but ideally each child would follow their own education plan. Instruction would indeed be individualized for every student, not just students with learning deficiencies. There would no longer be a need for IEPs or special education programs. Works Cited Gutek, Gerald L. A History of the Western Educational Experience Second Edition. Waveland Press. Prospect Heights. 1995. Kreis, Steven. (2004). The History Guide – Educational Philosophy. Retrieved July 31, 2005 from http://www.historyguide.org/teach.html Haselhurst, Geoff, and Howie, Karene. (2005). Philosophy of Education: Educational Philosophy / Teaching Philosophy. Retreived July 31, 2005 from http://www.spaceandmotion.com/Philosophy-Education.htm

Causes and Consequences of World War 1

The causes of World War I, which began in central Europe in July 1914, included many intertwined factors, such as the conflicts and hostility of the four decades leading up to the war. Militarism, alliances, imperialism, and nationalism played major roles in the conflict as well. However, the immediate origins of the war lay in the decisions taken by statesmen and generals during the July Crisis of 1914, casus belli for which was the assassination of Archduke Franz Ferdinand of Austria and his wife by Gavrilo Princip, an irredentist Serb. The crisis came after a long and difficult series of diplomatic clashes between the Great Powers (Italy, France, Germany, Great Britain, Austria-Hungarian Empire and Russia) over European and colonial issues in the decade before 1914 that had left tensions high. In turn these diplomatic clashes can be traced to changes in the balance of power in Europe since 1867. [2] The more immediate cause for the war was tensions over territory in the Balkans. Austria-Hungary competed with Serbia and Russia for territory and influence in the region and they pulled the rest of the Great Powers into the conflict through their various alliances and treaties. The topic of the causes of World War I is one of the most studied in all of world history. Scholars have differed significantly in their interpretations of the event. Consequences of the War During and in the aftermath of the war the political, cultural, and social order was drastically changed in Europe, Asia and Africa, even outside the areas directly involved in the war. New countries were formed, old ones were abolished, international organizations were established, and many new and old ideologies took a firm hold in people's minds. There were some general consequences from the creation of a large number of new small states in eastern Europe as a result of the dissolution of the German, Russian, Austro-Hungarian and Ottoman empires, and the regional disturbance of the Russian Civil War. Internally these new states tended to have substantial ethnic minorities, which wished to unite with neighboring states where their ethnicity dominated. One consequence of the massive redrawing of borders and the political changes in the aftermath of war was the large number of European refugees. Economic and military cooperation amongst these small states was minimal ensuring that the defeated powers of Germany and the Soviet Union retained a latent capacity to dominate the region. In the immediate aftermath of the war, defeat drove cooperation between Germany and the Soviet Union but ultimately these two powers would compete to dominate Eastern Europe. Perhaps the single most important event precipitated by the privations of World War I was the Russian Revolution of 1917. A socialist and often explicitly Communist revolutionary wave occurred in many other European countries from 1917 onwards, notably in Germany and Hungary.

Industrialization took place during the 1877-1920’s. It...

Industrialization took place during the 1877-1920’s. It transformed a group of people from a society that depended on agriculture to an industrial society. Two characteristics were the increase of the automobile industry and factory based jobs, which became more popular. The progressive Era was from the 1890’ s-1920. It was a time of political reform and social activism in the United States. Two of its characteristics were modernization for the world and social political effects of Plessy vs. Ferguson and Jim Crow. Spreading of cultures was influential to the U.S. during this time because it helped build business and increase the economy. In the case of Plessy vs. Ferguson, the effect was that segregation laws were constitutional†¦show more content†¦Assimilation brought new jobs and workers to the U.S. The immigrants worked hard and helped build subways skyscrapers, and eventually were able to open their own business. The immigrants were essential to t he American economy. Nativisim was a negative influence and it was a way for the Americans to keep jobs for themselves and away from the immigrants. The Nativist said that the new immigrants would not assimilate of languages, customs being different. Nativist thought that immigrants were violent and opposed all forms of government. Poverty was a socioeconomic issue because the jobs didn’t pat enough and families went hungry. Child labor was also a concern due to young children as young as give years old were working in factories for little pay and long working hours to assist in taking care of their families. They worked in what was known to me factory mills, coal mines, and sweat shops. Industrialization didn’t create labor, however, it aided in creating child labor reform policies. Living conditions were horrible. People lived in buildings called tenements, that up to ten people could live in. There was no indoor plumbing or heat, and families had to share a bathroom. Extended democracy- Mudrackers were the ones who reformed government by exploiting and uncovering the truth about big businesses. They revealed the injustices that were taking place in the workplace such as fi Prohibition-The women of the prohibitionShow MoreRelatedA SELECTION OF PAST AP U.S. FREE RESPONSE QUESTIONS:3529 Words   |  15 PagesFREE RESPONSE QUESTIONS: Part 1: Colonial Period to Civil War Colonial Times 1607 -1775 1. From 1600 -1763, several European nations vied for control of the North American continent. Why did England win the struggle? (73) 2. In the seventeenth century, New England Puritans tried to create a model society. What were their aspirations, and to what extent were those aspirations fulfilled during the seventeenth century? (83) 3. In the two decades before the outbreak of the American RevolutionaryRead MoreEconomics of the Late Victorian Era Essay2165 Words   |  9 Pagesday-labor divided and subdivided and specialized, so that a working man is but a mere cog in the great industrial modern plant; his individuality lost, alienated from the tools of labor; with concentration of wealth, concentration of industry, I wonder whether any of us can imagine what would be the actual condition of the working people of our country to-day without their organizations to protect them. What would be the condition of the workingmen in our country in our day by acting as individualsRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pageslittle significance. But there is little agreement over when the twentieth century c.e. arrived, and there were several points both before the year 2000 (the collapse of the Soviet Union, the reunification of Germany, the surge of globalization from the mid-1990s) and afterward (9/11, or the global recession of 2008) when one could quite plausibly argue that a new era had begun. A compelling case can be made for viewing the decades of the global scramble for colonies after 1870 as a predictableRead MoreCorrectional Administration Reviewer18383 Words   |  74 Pagesa. Peno was derived from Greek word â€Å"piono† and from the Latin word â€Å"poena†, both terms mean punishment. b. Logy was from the Latin word â€Å"logos†, meaning science. c. Penology distinguish from Penitentiary Science- Penology deals with the various means of fighting crimes as regards to penalties and other measures of security, while Penitentiary Science is limited only to the study of penalties dealing with deprivation of liberty. ï  ½ The Golden Age of Penology - the period from 1870 to 1880 was considered