Topics of Discussion in Educational Studies :: essays research papers

Topics of Discussion in Educational Studies I read the article â€Å"Another Look at what young Children Should Be learning† because the title interested me, how do we decide what to teach and when? Who controls the standards for a school? Is it up to the teacher or is it something that the teachers were told to teach? In many cases I understand that it is a mixture of both the teachers influence and what the teacher is required to do. This makes me think back to my own experiences in school, being taught different thing and now I think, why was I taught that? This article came up with some very interesting points about education.   Ã‚  Ã‚  Ã‚  Ã‚  Some of these things that I read in the article I can directly relate to my own experience. In my high school and junior high we always had learning goals. They would come up with acronyms to help us remember them and make us do project involving them. In high school they were called the ESLERS, what it stood for escapes me now. I guess the school thought it was a good idea to make sure that every classroom had these learning goals posted on the wall. I thought that was always a little silly, but I can’t think of a better way of using them. It never really helped me personally but I could see how it could help others. Learning though interaction at a young age was also mentioned in the article, I have memories of this in use as well. In my elementary school we would always have these weird things that would be secretly teaching us something. Like our first grade teacher introduced us to algebra in a way. He drew this machine on the board, and then he said that he is putting a number in one side. Then he showed us what came out the other side, and we had to figure out what the machine did. He let us put in different numbers, and it was fun. If I become a teacher I hope that I could be that creative when it comes to teaching.   Ã‚  Ã‚  Ã‚  Ã‚  In the article they talk about how some methods of teaching could be good in the short run test scores, but not in the long run education of the student. They say that the amount of drills and practice in reading is a good way to teach reading, but could undermine the students’ disposition toward reading.

King of Hearts

The film â€Å"King of Hearts† directed by Philippe De Broca, is a quirky and humorous comment on the futility of war and a reflection on who is more insane, the inmates of an insane asylum or the sane people of the outside world where men kill men for seemingly no reason.This film is an anti-war allegory, set towards the end of World War I that depicts the madness of war. It clearly illustrates the futility of war through the use of humor. Charles Plumpick is a Scottish soldier who is sent to a French village to diffuse any active bombs that may have been planted by the retreating Germans. He finds the village populated by quirky villagers who are actually the inmates of a mental asylum.They crown him the â€Å"King of Hearts† and present him with a bride and readily accept him into their midst. War is raging outside the walls of the village where death and conflict abound. The pointlessness of the war outside is made more poignant by the fantasy world inside the villa ge walls. If insane people from a mental asylum can live harmoniously then the world at large definitely has no use for war.The viewer is left wondering as to who is more insane, the inmates of the asylum or the warring people of the world. In this story of the madness of war, the inmates of the asylum seem more rational. The film uses a lot of symbolism to depict this strange world we live in. Even the heroine of the film with whom the hero falls in love with is a tight-rope walker, symbolizing the tight-rope that people straddle in trying to make sense out of this seemingly sane world. Quirky humor is tellingly used to drive home the point.The people are amiably mad but not crazy. Although they happily live out their cloistered lives, they are not unaware of the grim reality of the outside world. At one point Plumpick does try to ride outside on horseback to look for help but the people call him back. Towards the end of the film the people, weary of the game they were playing in t rying to populate the village, discard the costumes they had donned and walk back into the asylum. This is a serious quiet scene where the asylum inmates reject the madness of the sane world. A chastened Plumpick also joins them, symbolically divesting himself of all paraphernalia and clothes that bind him to the sane world.The world outside is a world without reason where men killed men. The senseless killing of wartime is illustrated when the two warring sides kill off each other in the streets of the village. The opposing forces symbolically wipe out themselves. The fantasy world inside the walls of the village with its child-like innocence and wonder further drives home the unreasonableness of the outside world where hostile warring forces are unleashing terror. The many philosophical moments in the film force the viewer to think deeply of the possibility of a world where harmony and peace reigns.This story of the madness of war would hold true in all times and societies where i t may be based. The innocence and startling wisdom of the insane also make a viewer reflect on the pressing need for a saner and more peaceful world. The film is ultimately a profound film where gentle humor is effectively used to drive home the futility of war.References :The Internet Movie Database. Roi De Coeur, Le (1966). Retrieved on Aug 14, 2008, from http://www.imdb.com/title/tt0060908/

Nietzsche s Philosophy On Personal Life And Education

Friedrich Nietzsche was a German, writer, poet, thinker and philopher. He was renowned for his ideas on the end of religion, existentialism and the concept of good and evil. Nietzsche focused essentially on the end of religion. He once declared that â€Å"God is dead†, a statement that decidedly defied Christianity as well as morality. According to the Stanford Encyclopedia of Philosophy, he was rapt in the development of â€Å"individual and cultural health, and believed in life, creativity, power, and down-to-earth realities, rather than those situated in a world beyond†. Nietzsche’s work inspired the likes of famed psychologist such as Sigmund Freud as well as other philosophers. Although most of his ideas opposed what other philosophers such as Plato, Immanuel Kant and John Stuart Mills have taught us, his theories on metaphysics, ethics, and politics may very well have independently shape society has it is today. Personal Life and Education Friedrich Wilhelm Nietzsche was born on October 15, 1844 in Rà ¶cken Germany. He was raised as a Lutheran where his father served as a pastor. However, in later years, Nietzsche developed a certain disregard for the church and abandon Christianity all together, thus proclaiming â€Å"God is dead.† The death of his father and younger brother proved rather â€Å"distressing† for young Nietzsche who was the only male in a household filled with women. He attended prestigious boarding school where he proved his capabilities in the classics, literature andShow MoreRelatedThe Idle No More Movement1478 Words   |  6 Pages Friedrich Nietzsche is a German philosopher that has a great influence on Western philosophy. One of his works called On the Genealogy of Morals discusses an overlying theme of superiority and power as well as â€Å"good and bad†. This book discusses the difference that the power that superior people have compared the the weak and poor. Nietzsche exemplifies how the powerful seem to â€Å"forget† about issues that do not pertain to themselves where as the weak fight for the issues (Nietzsche, 2007, pp 14)Read MoreWagner, The Art Of Life1998 Words   |  8 PagesMark Duley Instructor Jones Music 150 12 November 2015 Wagner, the Art of Life May 22, 1813, Leipzig, Modern-Day Germany; a boy is born to a baker’s daughter and clerk. Unbeknownst to them, this boy would go on to challenge the very idea of musical, its relation to life, and its role as an art. Wagner will come into his age and our modern age defined as many things; racist, genius, poet, philosopher, politician, and musician. So what is Wagner, why should we care and how can someone who died beforeRead More Transcending Herbert Marcuse on Alienation, Art and the Humanities4411 Words   |  18 PagesHumanities (1) ABSTRACT: This paper discusses how higher education can help us in accomplishing our humanization. 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Speaking of this Divine Spark, the Qur’an notes that when Allah (SWT) created the first human being, He breathed His own spirit into this new creation (Al-HijrRead MoreBranches of Philosophy8343 Words   |  34 PagesBranches of philosophy The following branches are the main areas of study: †¢ Metaphysics investigates the nature of being and the world. Traditional branches are cosmology and ontology. †¢ Epistemology is concerned with the nature and scope of knowledge, and whether knowledge is possible. 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