Position Paper (Education) on Philosophy Essay

The word education is defined as the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life, it is also an art of teaching; pedagogics. Education signify the activity, process, or enterprise of educating or being educated and sometimes to signify the discipline or field of study taught in different schools of education that concerns itself with this activity, process and training. Education has many roots, and since the beginning of man, it has been started and knowledge developed and had been passed from one generation to another. Every generation, it is somehow passed on its stock of values, traditions, methods and skill. The passing on of culture is also known as enculturation and the learning of social values and behaviors is socialization. The history of the curricula of such education reflects history itself, the history of knowledge, beliefs, skills and cultures of man. It is somehow complex because it started with survival and then man paints his own ideas as he travels in life and explore what could be done. He then finds himself being curious and begins finding answers to his questions. One example are the findings of archaeologist who studied the past and came to know different kinds of human activities and cultures, in the caves, based on artifacts, they come to know that people start to draw, write symbols which later was translated and was believed that somehow, man came to learn by himself and knowledge is passed on, their practices somehow gave contribution in our life today, in reading, writing, speaking which is related to education. In pre-literate societies, education was carried out orally and through observation. The young first learned informally from their parents, extended family and grandparents as simple as first steps in reading and writing. At later stages they received instruction of a more structured and formal nature, like the school, imparted by people not necessarily related, in the context of initiation, religion or ritual. There are many forms of education, and it has only one goal: to develop knowledge. Let’s take Philosophical education; it is the process of education or the philosophy of the discipline of education. It is part of the discipline in the sense of being concerned with the articulation, desideratum, arrangement, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts of the discipline, it also aims to investigate the educational significance of philosophy. It all started with the birth of philosophy, in the place of Greece and was spread worldwide. All cultures in all forms; prehistoric, medieval, or modern; Eastern, Western, religious or secular have their own unique schools of philosophy, arrived through both inheritance and through independent discovery. Such theories have flourished from different premises and approaches, examples of which include rationalism (any view appealing to reason as a source of knowledge or justification), empiricism (theory of knowledge that asserts that knowledge comes only or primarily from sensory experience.) and even through leaps of faith, hope and inheritance. There may be different kinds of philosophical school, but the goal is to understand the development of philosophical ideas through time. Philosophy of education as such does not describe, compare, or explain any enterprises to systems of education, past or present; except it is concerned with the tracing of its own history, it leaves such delving to the history and sociology of education. Analytical philosophy of education is the logical positivist principle that there are no any specifically philosophical truths and that the basis of philosophy is the logical resolution of thoughts. This may be contrasted with the traditional foundationalism, which considers philosophy as a special, elite science that investigates the fundamental reasons and principles of everything. As an outcome, many analytic philosophers have considered their exploration as continuous with, or subordinate to, those of the natural sciences. It is meta to the discipline of education–to all the inquiries and thinking about education. It comprehends of its task as that of analysis: the definition of educational concepts like teaching, indoctri nation, trait, and ability, and including the concept of education itself. * BODY Philosophical education was traditionally developed by philosophers for example, Aristotle, Augustine, and John Locke Jean Jacques Rousseau, as part of their philosophical systems, in the context of their ethical theories. * Plato Plato’s allegory of the cave in his most important work, the Republic wherein he conceives the following vision: prisoners are chained in such a way that they face the dark and back part of the cave. They have been there for a long time and are like doomed and had nothing to do and has no perception in life. They can see nothing but themselves. They see only shadows of some certain stuff cast by a fire that burnt in a ledge above and behind them which they had no care about, between the fire and the prisoners is a wall line path alon g which people walk carrying vases alongside, they hear echoes of voices. Socrates then supposes that a prisoner is freed and permitted to stand up and explore the cave. Now, he is forced up the â€Å"steep and rugged ascent† (Plato’s allegory of education) and brought outside the sunlit exterior world. But the light blinds him. He must first look at the shadows of the trees, then at the mountains. Finally, he is able to see the sun itself. We are like the prisoners in the cave, still in the darkness not educated and are not yet philosophers. It’s like the cave is our confined world and we are still on our own selves and not merely had explored the outside bright world for our development, and inside the cave we see shadows, hear voices like there is a chaos going on we only implement fear, fear of exploring our own world and its vast approach to us. We are like prisoners in our own life which has no particular benefit to us, we can never attain real knowledge if we do not explore. The journey out the cave is said to be the philosophical education and the prisoner who was unchained is the kind of person who ought to be educated because he explored and find out what is behind the light, he has attained warmth and truth. Through this, one can conclude that most of the human beings would rather live a comfortable, happy and familiar life, than a life full of obstacles and pain, which would ultimately lead them to the â€Å"larger truths of life†. Man is contended with the â€Å"consensus reality†, i.e. the reality agreed by all, even if it is as imaginary and as unreal as the shadows on the walls of the cave man is also contended that they have the security of a family, of a society, of religion around them. However, according to Plato, there will come one questioner, one philosopher, from time to time, who will critically look at himself and the world around him, who will wonder why things are the way they are and then will make his own decisions regarding how things should be and that is being open-minded and being curious. * Jean Jacques Rousseau Jean Jacques Rousseau’s view on education differ to those with Plato, The focus of Émile is upon the individual tuition of a boy/young man in line with the principles of ‘natural education’. This focus tends to be what is taken up by later commentators, yet Rousseau’s concern with the in dividual is balanced in some of his other writing with the need for public or national education. Rousseau believed it was possible to preserve the original nature of the child by careful control of his education and environment based on an analysis of the different physical and psychological stages through which he passed from birth to maturity. He also believed we can make good citizens out of training. From the first moment of life, men ought to begin learning to deserve to live; he finds himself reasons why he is living. Jean-Jacques Rousseau (1762) Émile (1911 edn.), London: Dent, pp.6. Jean-Jacques Rousseau (1762) Émile (1911 edn.), London: Dent, pp.6. Now each of these factors in education is wholly beyond our control, things are only partly in our power; the education of men is the only one controlled by us; and even here our power is largely illusory, for who can hope to direct every word and deed of all with whom the child has to do. Viewed as an art, the success of education is almost impossible since the essential conditions of success are beyond our control. Our efforts may bring us within sight of the goal, but fortune must favor us if we are to reach it. What is this goal? As we have just shown, it is the goal of nature. Since all three modes of education must work together, the two that we can control must follow the lead of that which is beyond our control. * CONCLUSION Education is really vast. I can say that I agree with both philosophers, all of us should be educated for education is the grounds for gaining knowledge and wisdom. It is an important tool that can be used for the success of your future. The more you are educated while you are young, the better chance you’ll have at gaining a successful career. Being educated is being well-informed. Once you have made the decision to attain an education, certain virtues must be possessed. You must be motivated by something, whether it is money, power, or just the desire to learn. It is motivation that drives you to learn new things and to expand your horizons. You must prepare for an education. For everything that you want to know, there is something else you need to know first. It’s like before you can be proficient on a piano you must know music, and before you can be proficient on a computer you must learn to use a keyboard and a mouse before you can dance you should have training grounds. Education is the key to success. * BIBLIOGRAPHY * Phaedo, 82c; and The Republic, book VII, 518d, both in Plato, Complete Works, ed. JohnM.Cooper * Jean-Jacques Rousseau (1762) Émile (1911 edn.), London: Dent, pp.6.

Nutrition †Food Essay

In our today’s society, especially western countries, the issue of fast food seems to be at the top of every health related debate. As these debates become more controversial, the question of who bears the responsibility remains unanswered. In his essay, Don’t Blame the Eater, David Zinczenko attempts to answer this key question by placing the greater responsibility of America’s obesity and other fast food related health issues on the fast food industries. Contrary to Zinczenko’s argument, Raldy Balko, in his essay, What You Eat Is Your Business, states that, people should take ownership of their health and well-being, and are therefore responsible for what and how they eat. Although both Zinczenko and Balko address the issue of responsibility, though with contrast, but valid arguments, Zinczenko seems to present a more convincing argument due to the way in which he explains the politics of food, the way in which our lifestyles are altered by what we eat, and things we can do to change the way we see food and its role in our lives. Although Zinczenko hold consumers responsible to an extent, he blames the fast food industries for the rising rate of obesity and other health issues related to fast food due to their failure to provide labels for their products. Zinczenko convincingly supports his claim by noting statistical data that shows the rise in money spent to treat diabetes. â€Å"Before 1994, diabetes in children was generally caused by a genetic disorder only 5 percent of childhood cases were obesity related, or Type 2 diabetes. Today, according to the National Institutes of Health, Type 2 diabetes accounts for at least 30 percent of all new childhood cases of diabetes in this country†(Zinczenko 392). He argues that, if the fast food companies are regulated so that they are responsible for their food contents, by providing proper labels, than consumers will make informed food choices. Contrary to Zinczenko, Balko argues that what one eats should be a matter of personal responsibility. To Balko’s credit, I believe that people should take personal responsibility for their health by adding a sensible diet and exercise to their routines. Where I differ from Balko is when he says that government restrictions on food are a result of people making poor food choices. According to Balko, â€Å"a society where everyone is responsible for everyone else’s well-being is a society more apt to accept government restrictions† (397). I think Balko’s argument in this regard, is a selfish one, and is an attempt to exempt the rich from paying their fair share of taxes that would otherwise benefit the poor or some middle families who cannot afford the high cost of health insurance. Both Zinczenko and Balko seem to agree on the rising health costs that are somehow a result of fast food, these two authors seem to differ on reasons. Zinczenko argues that health care cost is on the rise because of diseases caused by fast food due to the failure of fast food companies to provide labels and that consumers should not be blame for it. However, Balko argues that it is so that, we allow the â€Å"government to come between us and our waistline† (396). Balko states that, the more the government continues to fund health issues that are direct attribute of poor food/health choices, the more people will continue to dine on fast food and engage not in an effective diet and exercise regimen. (398) The growth of the fast food industry and the rate at which fast food is consumed is so fast, and its accompanying risks of obesity and related cardiovascular diseases have become a societal epidemic. Zinczenko blames the fast food industries for the spring in the rate to which obesity have grown in the United States. Even though Zinczenko is right about the rising rate of obesity, and that the consumption of fast food forms part of its etiology, the thesis of his argument cannot be proven and therefore cannot form the basis for his claims against the fast food companies since there are other contributing factors regarding the cause, onset, and progression of obesity. Obesity is also biologically linked. These biological attributors include: genetics, hormones, enzymes, and vitamins and minerals. Some people have fat in their genes that, no matter what they do, they are just fat. Others have issues with hormonal imbalances and or inadequate enzymatic actions that would aid in the adequate digestion and absorption of certain foods. Fast food is just one of the many environmental attributes associated with obesity. So Zinczenko can accurately make his case against the fast food industries for providing labels so as to enable consumers make informed food choices and not a case of obesity. Sometimes, people are too fast to pass judgment on others, especially people that are obese. I am equally guilty of the accusation myself. I work as a nurse at a nursing home facility and, in most cases, when staff member comes to me complaining of headache, first thing I say to them is; let’s check your blood pressure and, God forbid, the blood pressure is elevated, or if that person just look fat to me, my next comment is, it is because of all the junk you eat. My judgment, though may be incorrect, is based on the fact that most of these staff members are single parents, live in inner cities, and have a total commute time of two hours to and from work. Not to mention, some of them have more than one job. However, these people are being made to feel guilty about something that is totally out their control. In most instances, their wages aren’t even enough to meet up with their rents and utilities bills. Fast food comes handy in such instance where one can spend ten dollars and get ten cheeseburgers to feed a family of three to five versus going to the grocery store where each healthy ingredient is almost equivalent to the price of the entire dinner comprising of fast food. People fall back on fast food because it is cheap. Zinczenko explains that his parents were split up and that he had to live with his mother who worked long hours just to make the monthly bills. â€Å"Lunch and dinner, for me, was a daily choice between McDonald’s, Taco Bell, Kentucky Fried Chicken or Pizza Hut. † (Zinczenko 391). In Zinczenko’s case, his lifestyle is altered because fast food is his only option since his family is dysfunctional. His single mother has to work very hard to pay bills and provide him a meal. It doesn’t matter the kind of meal. A meal is a meal, especially for someone who doesn’t have the time to prepare a home cooked meal. The people afflicted with fast food related obesity are not to blame for what they eat because they have very little or no options regarding what they eat due to all of the above reasons. However, to Balko’s point, while people may not have the option about what they eat, they have the option to control how they eat. Zinczenko states in his essay that fast food is â€Å"the only available options for an American kid to get an affordable meal†, and so, he urges his readers not to â€Å"blame the Eater† (392). But as with Zinczenko, we are well aware of the role fast food play in our lives. We understand that, though fast may be one, or the only available meal choice that we have, the way we eat can help us determine the role these foods play in our lives. Zinczenko supports his argument about the role food play in his life by giving information about his pre-college weight. â€Å"By age 15, I had packed 212 pounds of torpid tallow on my once lanky 5-foot-10 frame† (392). Even Zinczenko believes that, consumers are as equally responsible for the way they eat. However, he maintains his argument that the fast food companies bare the greater responsibility. In conclusion, both the eater and the producer are responsible for fast food related obesity, but I believe that the fast industries should bare the greater responsibility. Fast food companies must provide their consumers with proper food labels that enable them to make inform decision about what they eat. Label should not be falsified or misleading, like in the example giving by Zinczenko about the misleading label on the â€Å"chicken salad† (393). He refers to the salad as not healthy and that it is a caloric death- trap aimed at eaters who will not suspect it. Although Balko makes some really good points, his objectives seem to me as a means to an end. Zinczenko cautions that there are few or no alternatives to what we eat and that things have to change. Balko cautions that allowing food regulations for labels means letting the government between you and your waistline. In either case, we as a people have a responsibility to consider what and how we eat.

What role does diversity play in nonprofit management Research Paper

What role does diversity play in nonprofit management - Research Paper Example A simple meaning of this term as defined by Jeffries & Amsden (2012) is that a group of people belonging from different ethnic, cultural, religious and social backgrounds to come a common platform and work collectively for achieving a common objective. Several researches have highlighted that the growing impact of globalization in all government, private and non-profit sectors have necessitated the need of incorporating the practice of diversity in the organization and work setup (Jeffries & Amsden, 2012). It is because an organization will be able to develop and maintain better external communication with diverse people and enterprises if it is diverse from the inside also. This is how a healthy and pluralistic working environment is established, both internal and external to the organization. Nielsen & Huang (2009) underline the fact that diversity is not a method for accomplishment but an accomplishment in itself; where people of high aptitude think and construct together without any racial barriers or differences. The concept of diversity is more advocated by the non-profit organizations than other private and governmental bodies due to their nature of work, which is intended to help and flourish every individual without considering their racial attributes (Nielsen & Huang, 2009). Williams (2012) explains that objectives of non-profit organizations can be limited in its accomplishment if the top level managers and executives are all white colours. It is essential of CEOs and owners of such enterprises to understand the power and need of implementing diversity, from the very roots to the top of the organization in order to justify their intent and mission (Williams, 2012). The absence of diversity in an organization can limit it to achieve optimum performance from its employees and inculcate new dimension for crisis management (Philanthropy, 2007). This paper is aim to discus the role of diversity in non-profits management, and how it can be taken as a tool for ensuring prosperity of the organization. The paper will present a theoretical aspect of diversity and its implementation models to illustrate the proper methodology of adopting it within the non-profit organizations. Impact of Diversity: A Theoretical View There have a number of theories dealing with the concept of theory in different dimensions. The Agency theory given by Miller (2002) defines that there always a difference between how organization objectives are perceived by managers and employees. This difference can lead to misunderstanding between the two bodies; the leader or manager and the follower or employees. Miller (2002) further explains that if all top level managers and decision makers are white, then the difference in perception can be further augmented. Hence, in non-profit organizations focus will put on only those needy people who are of the same racial background as those on the power seats (Miller, 2002). The System Theory of Luhman links the concept of dive rsity with the communication within the organization. He explains that the effectiveness of any organization is greatly influence by the communication setup of the organization. If the internal communication is weak, then there are greater chances of employees and staff of developing a negative image of the organization (Luhmann & Gilgen, 2013). In a world where everyone is highly exposed to media, people have adopted the habit of comparing their organization with what is being shown on media and there is a higher probability of developing a negative image of their organization. When people see favouritism and racial bifurcation on the media, they

World War 1 Essay Example | Topics and Well Written Essays - 1000 words

World War 1 - Essay Example However, there are outright reasons, which have been acknowledged across the board as the major contributing factors. These are for example the existence of alliances among like minded nations. Before the start of the war, it had emerged that nations across Europe were organizing them selves into formidable groupings, which were primarily for the purpose of protecting each other in case one of them was attacked by an enemy. Such defense agreements existed between countries such as Russia and Serbia, Britain and Japan, France and Russia, Germany and Austria Hungary as well as between Britain, France and Belgium (Gilbert 41). This means for example that if Germany attacked Russia, then this would have forced Serbia and France to come in and assist Russia, forcing Austria Hungary to join forces with Russia thereby triggering a major conflict. These countries had also joined hands with other countries to form the triple alliance and the triple entente. The triple alliance consisted of Ge rmany, Italy and Austria Hungary while the triple entente had Britain, France, and Russia who were the major participants though Japan, Spain and the US later joined the entente. However, these forces applied diplomacy in most of the conflicts arising before 1914 but in the real sense, there was the lack of trust and a lot of suspicion such that there only required a triggering force for a war to explode (Gilbert 63). This is to imply that if these defensive groups had not been established before 1914, probably the First World War would never have occurred. Nevertheless, it is important to note that apart from the alliances, these countries had been scrambling for territories in Africa and Asia, in search of raw materials for their industries as well as procurement of slaves to provide labor to these industries. As such, the diplomatic relation among the European countries had been soured owing to the fact that some, such as Britain and France, had already encroached vast territorie s in these areas and Germany and other European powers wanted a share of the economic advantages. On the other hand, Britain and France had to maintain their territories and if possible, expand them even if it meant invading the few territories that Germany had (Gilbert 101). However, these provocations did not warrant a world war but in the long run, they created a circumstance whereby each and every country was searching for a reason to go into war with each other. In addition, the arms race had been going on for a long time with the superpowers trying to outdo each other either on the land or at sea. This increased military activity in Europe and as a result, it enhanced the level of threat by facilitating motivation to build weapons and equipment capable of sustaining heavy fighting. In deed, the arms race helped much to deteriorate the level of trust between the would be super powers as each felt threatened by the existence of a rival with a much more military power and technol ogy capable of suppressing opposition and gaining uncontrollable influence in the region. Britain for example invested heavily on the navy as the country is well surrounded by water and as a result, Germany went ahead to spend a lot of money to procure the Dreadnought war ships for fear of being overpowered in case Britain decided to attack from the ocean (Hough 36). Despite these factors, the assassination of the Archduke Franz Ferdinand of Austria Hungary by a Serbian nationalist i.e. Gavrilo Princip, acted as the major direct triggering factor towards the WW1. Apparently, it has been observed that the murder was supposed to act as a sign to show Germany and Austria Hungary that the Slavic people were willing to go to any extent

Social Networking Essay Example | Topics and Well Written Essays - 500 words

Social Networking - Essay Example This new dimension is called social networking and is built on friend-based web sites. In the opinion of Magsino 2009, p.29 â€Å"social networking tools enable individuals and groups to engage in social networking by monitoring and interacting within their networks. (1). In the last few years there has been a rapid expansion in the number of social networks. In 2010 there were more than 400 million people on the Facebook a social network. Though social networking is possible between all kinds of people with common interests, the usual norm is to find that in social networks people tend to remain within their own language groups and the social networks have become extremely popular with the younger generation including young adults. Social networking through friend-based websites has both merits and demerits. Merits and Demerits of Social Networking through Friend-Based Websites Social networking sites can be classified into sites that provide space to build a special niche for indi viduals with common interests and passions to share a single platform. Friendster and MySpace are two such friend-based websites. Other social networking websites like Twitter or LinkedIn have a more profession based orientation about them. Friend-based websites can be viewed as virtual meeting that allows individuals to chill out and meet friends.

Reflective Learning Log Essay Example | Topics and Well Written Essays - 1000 words

Reflective Learning Log - Essay Example Every new type of problem literally gives me a blackout and I need to rest my brain periodically. It is very tough to start work and I tend to procrastinate as much as possible. Only repetitive problems are enjoyable for me. Mental calculations are very difficult and I have to use calculator even for simple addition and subtraction unlike many of my classmates. Essay writing is relatively easy but here again the structured essays are difficult to master especially writing introduction, body and conclusion. I have yet to fully grasp reference style both in text citation and reference list at the end of the essay. The time after classes is spent in gossiping and lounging around with friends. On coming to the room, the computer games and internet beckon me and I spend most of the room immersed in the computer either playing games or surfing the net for entertainment. At the end of the day when I discover that assigned work needs to be completed, I usually work late and study half heartedly which makes it difficult to wake up on time for the next day. These logs have given me tremendous feedback. My attention and concentration in class was always good, yet I had never consolidated on my quick grasping ability. Now I have realized that despite having reasonably good IQ why I was not performing as well as I could have. I know now that just understanding the concepts is not sufficient to get good grades or master a subject. Following were the positive outcomes of my reflective learning: Focus-Once I started writing down the logs of my class studies and reviewing my study pattern, I realized that it was possible for me to change my habits to provide for more number of study hours during the daytime. I was able to eliminate the wasteful activities and start work much faster. I started spending time in the morning planning my day, writing down my plan and checking the achievements at the end of the day. It was difficult initially

Internationl student life at minnesota stat university Essay

Internationl student life at minnesota stat university - Essay Example The most common is the use of the English language. Although some may understand the language well, the problem is presented when one is required to express his/her own ideas. This is strongly defended by the first interviewee, Bdr, a friend from the Kingdom of Saudi Arabia. Bdr says that coping in a new environment is made more difficult because of the language barrier that exists between him and his professors and classmates. â€Å"Some Americans speak too fast, I cannot understand all that is being said and oftentimes, they use words that are not familiar with me†, Bdr said. He adds that this is a real problem to him because in school, class discussions are required. Since grades are highly important to him, he wants to be involved in class discussions but the fear of making no sense at all prevents him from talking. He also fears that his classmates might make fun of how he talks, how limited his vocabulary is and how he constructs his sentences. Although he has been a con fident student in his own country, his confidence failed him in a new world where he needs to speak a language not his own. Nevertheless, he still has to survive so despite the difficulties, he is trying to learn the language by talking to native speakers on a daily basis. Essa, a second year Aviation Management student who is also from KSA is not a stranger to such dilemma. Even on his second year with the school, he is still finding it difficult to fully adapt to the American education. He says that, â€Å"There are so many activities that really require participation like critical class discussions. Speaking is already a problem and trying to react critically in class makes the task even harder because one has to meditate on the meanings of what is being discussed. Moreover, a lot of reading is also needed because instructors encourage students to get diverse ideas from different authors and other sources. Then there are the written requirements like take home exams, reaction pa pers and essays. However, Essa does not consider this too much of a burden but looks to the brighter side saying the requirements are all necessary because they help students improve their vocabulary and use of the English language. Personally, the challenges I am facing as an international student are not at all different from the experiences of Bdr and Essa. I have difficulty expressing myself in English, too. I am not fluent in English which is the medium of instruction. My sentence constructions are faulty and my vocabulary is limited. In United Arab Emirates, most of the talking is done by the teachers so that participating in class discussions is really a challenge for me and if there were any interaction among students, we used our native tongue. Although we learned English in our country, it is undeniable that the experience is entirely different from what we have in America. Therefore, I strive hard to improve my oral communication skills by imitating native speakers and pr acticing at home. In addition, written communication presents similar problems. The many books required of us to read are already a great task and it even demands more time from me because oftentimes, I have to read slowly in order to understand the texts. Sometimes, I also have to read three or more times before I grasp the subject matter. Written requirements add to the difficulties. Although the activity spares me from expressing my thoughts extemporaneously, writing sentences with the use of a second language is still