Philosophy of Education Educational Philosophy / Teaching Philosophy Truth & Reality as the Foundations for Critical Thinking, Reason

and Education Quotes on Teaching Philosophy of Education from Famous Philosophers Albert Einstein, Jean Jacques Rousseau, Michel de Montaigne, Plato, Aristotle & Confucius It is the mark of an educated mind to be able to entertain a thought without accepting it. (Aristotle) Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it? .. But in truth I know nothing about the philosophy of education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them. (de Montaigne, On teaching Philosophy of Education) Plants are shaped by cultivation and men by education. .. We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgment. Everything we do not have at our birth and which we need when we are grown is given us by education. (Jean Jacques Rousseau, Emile, On Philosophy of Education) This crippling of individuals I consider the worst evil of capitalism. Our whole educational system suffers from this evil. An exaggerated competitive attitude is inculcated into the student, who is trained to worship acquisitive success as a preparation for his future career. I am convinced there is only one way to eliminate these grave evils, namely through the establishment of a socialist economy, accompanied by a educational system which would be oriented toward social goals. In such an economy, the means of production are owned by society itself and are utilised in a planned fashion. A planned economy, which adjusts production to the needs of the community, would distribute the work to be done among all those able to work and would guarantee a livelihood to every man, woman and child. The education of the individual, in addition to promoting his own innate abilities, would attempt to develop in him a sense of responsibility for his fellow-men in place of the glorification of power and success in our present society. (Albert Einstein, 1949, On Education) (Philosophy of Education / Educational Philosophy / Teaching Philosophy) My dear children: I rejoice to see you before me today, happy youth of a sunny and fortunate land. Bear in mind that the

wonderful things that you learn in your schools are the work of many generations, produced by enthusiastic effort and infinite labour in every country of the world. All this is put into your hands as your inheritance in order that you may receive it, honour it, and add to it, and one day faithfully hand it on to your children. Thus do we mortals achieve immortality in the permanent things which we create in common. If you always keep that in mind you will find meaning in life and work and acquire the right attitude towards other nations and ages. (Albert Einstein talking to a group of school children. 1934) This page on Educational Philosophy has some lovely intelligent philosopher's quotes on both the importance of education, and what is a good education. As a philosopher it is clear to me that teaching people how to think correctly and to use language carefully (to work out the truth for themselves) is a pretty good start for education (i.e. by teaching philosophy to students from a young age). However, I realise that this is an unfashionable view in our postmodern times of 'no absolute truths' - where all knowledge is incomplete, evolving, and relative to some cultural construction - thus teaching philosophy is seen as some abstract and largely useless exercise. If you browse around this website you will quickly realise that I do not support this current paradigm, which I see as being very destructive in both its affects on the individual and our collective society. There are clearly many problems with our current education / teaching system, an evolutionary philosophy of education has important contributions to make to improving things. Below you will find a short introduction and then an excellent collection of education quotes from many of the greatest minds in human history. And as Aristotle so astutely observed; "All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth." (Aristotle) Geoff Haselhurst, Email Philosopher of Science, Metaphysics, Theoretical Physics. PS - I am currently re-writing all the main philosophy / physics pages. For these education pages I hope to write a short treatise on how we can improve our educational system, founded on one simple principle. All things in the universe are interconnected and evolving (the dynamic unity of reality). The central thesis is that education should be founded on truth and reality, and in particular how this relates to the interconnection of Mind (cultural knowledge and truth), Matter (biological knowledge and how our bodies are interconnected with other matter around us) and Space (our environment,

society). These three things are clearly interconnected (in physical reality), so you could call this an evolutionary / ecological approach to education, founded on a metaphysics of Space / wave structure of matter. On Teaching, Educational Philosophy, What is a good education. To begin, it is useful to briefly summarise my upbringing as this further explains my interest in education. I believe I learnt more in 14 months of traveling through Europe in a van when I was ten years old, than in any other year at school. (I was most impressed by the Gothic Cathedrals of Europe, and the old ruined castles.) I was a rebellious but generally kind student. I failed first Year University Physics, largely due to non-attendance of lectures. I have a Bachelor of Education (majored in Physics, Chemistry and Mathematics). I taught Science for 4 years. Both my parents were teachers/lecturers. Probably the most important reason for taking education seriously though comes from my love of philosophy, which clearly realises that Education is the most important factor in the evolution of both the individual and society. I think there are some good things happening with the new Outcomes based curriculum that is currently being implemented in the West Australian state schools I was involved with this at Nyindamurra Family School. What this means is that rather than prescribing a curriculum based upon certain content that must be studied, instead we prescribe the outcomes that we want. (e.g. A child can add up numbers in their head, or appreciate the importance of Nature and the interconnected ecology of life.) Now the way to teach these skills is open. You could go down the beach and count seashells by the seashore if you wanted. And this is how I bring up my children every day I use daily things around us to educate them to all sorts of different knowledge. For example, we recently built a giant swing - and children can learn a lot by building and playing on swings (pendulums and pendulum clocks are interesting phenomena, a very great philosopher Christiaan Huygens first studied pendulums at the time of Newton and Leibniz in the late 1600s.). They have to be creative how do you get a rope over a branch ten meters off the ground? how do you build a tower using materials in the bush around you, such that you have a platform to jump onto your swing from (using gravity to push you!)? I should add that an outcomes based system also has numerous problems, as it is difficult to ensure a uniform quality of education. The real solution is to consider both the curriculum used, and the outcomes you hope to achieve - combined with intelligent use of the internet so that the best curriculums that show empirically that they work (produce desired outcomes) can

be shared / adapted by teachers from all over the world (we do not need to keep re-inventing the wheel). I certainly do not believe in just sitting in a classroom which is unnatural, unhealthy, and should be limited. It is obvious we did not evolve to learn by sitting in classrooms, in segregated age groups - but to be active, out and about doing things, talking, watching and learning from other people and other objects around us. (This is what I would call an evolutionary approach to teaching / philosophy of education - and getting kids more active at school would also greatly help to combat the obesity epidemic of the western world.) I particularly agree with Einstein, that education (and teaching students philosophy from a young age) has two central functions relating to the individual and their society. i) To educate the individual as a free individual To understand and use critical thinking skills for determining the Truth for themselves. ii) To educate the individual as a part of Society Virtually all our knowledge, our clothes, our food is produced by others in our society, thus we owe Society and have a responsibility to contribute back to Society (that everyone must give as well as take.) This is ultimately why I began to study Physics and Philosophy, and why I have now read most of the great philosophers, because I believe that Nature is being destroyed on this planet, and that the truth is that this is very foolish and dangerous to humanity. That we evolved from Nature, thus we depend upon Nature for survival. This is not just the obvious concern of global warming and climate change, but the very food we eat, the air we breath, the water we need, all these things are produced by Nature and are being forever changed. Of concern is the obvious fact that there are limits to our evolution as to how far we can change our environment before it starts to adversely affect us (we are well past that point now I think.) I also strongly agree with Einstein that education should be fun rather than forced that force and punishment play no part in a good education. Thus I detest the attitude of punishing children for not doing their homework! I think a lot of education problems could be solved by giving everyone 100 great books to read and discuss with their children from philosophers like Plato, Aristotle, de Montaigne, Leibniz, Spinoza, Hume, Tolstoy, Einstein etc. There are many great minds through human history, and I largely agree with Nietzsche that education is often corrupted by educators that we should seek the source of great knowledge, not the corrupted interpretations of it from lesser minds. (Read the original works!) I further agree with Friedrich Nietzsche that:

There is nothing more necessary than truth, and in comparison with it everything else has only secondary value. This absolute will to truth: what is it? Is it the will to not allow ourselves to be deceived? Is it the will not to deceive? One does not want to be deceived, under the supposition that it is injurious, dangerous, or fatal to be deceived. (Nietzsche, 1890) The fundamental principle of education is to understand the truth for oneself. The fundamental principle of philosophy is to realise that all truth comes from reality. Thus educational philosophy must be founded on the truth of what exists. Recent discoveries of the properties of Space and the Wave Structure of Matter shows that we can understand reality in a simple and sensible way. Albert Einstein on Knowledge & Philosophy of Education The only thing that interferes with my learning is my education. (Albert Einstein) Knowledge of the history and evolution of our ideas is absolutely vital for wise understanding. It is also important to read the original source (not a later interpretation which often leads to misrepresentation and error) and that these original quotes should give confidence to the truth of what we say. As Albert Einstein astutely remarks; Somebody who only reads newspapers and at best books of contemporary authors looks to me like an extremely near-sighted person who scorns eyeglasses. He is completely dependent on the prejudices and fashions of his times, since he never gets to see or hear anything else. And what a person thinks on his own without being stimulated by the thoughts and experiences of other people is even in the best case rather paltry and monotonous. There are only a few enlightened people with a lucid mind and style and with good taste within a century. What has been preserved of their work belongs among the most precious possessions of mankind. We owe it to a few writers of antiquity (Plato, Aristotle, etc.) that the people in the Middle Ages could slowly extricate themselves from the superstitions and ignorance that had darkened life for more than half a millennium. Nothing is more needed to overcome the modernist's snobbishness. (Einstein, 1954) As Philosophers, Scientists and Educators we have a responsibility to maintain great knowledge from the past, for as Einstein beautifully writes; ... 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, On Education, 1950) When, after several hours reading, I came to myself again, I asked myself what it was that had so fascinated me. The answer is simple. The results were not presented as ready-made, but scientific curiosity was first aroused by presenting contrasting possibilities of conceiving matter. Only then the attempt was made to clarify the issue by thorough argument. The intellectual honesty of the author makes us share the inner struggle in his mind. It is this which is the mark of the born teacher. Knowledge exists in two forms - lifeless, stored in books, and alive, in the consciousness of men. The second form of existence is after all the essential one; the first, indispensable as it may be, occupies only an inferior position. (Einstein, 1954) My dear children: I rejoice to see you before me today, happy youth of a sunny and fortunate land. Bear in mind that the wonderful things that you learn in your schools are the work of many generations, produced by enthusiastic effort and infinite labour in every country of the world. All this is put into your hands as your inheritance in order that you may receive it, honour it, and add to it, and one day faithfully hand it on to your children. Thus do we mortals achieve immortality in the permanent things which we create in common. If you always keep that in mind you will find meaning in life and work and acquire the right attitude towards other nations and ages. (Albert Einstein talking to a group of school children. 1934) I believe, indeed, that overemphasis on the purely intellectual attitude, often directed solely to the practical and factual, in our education, has led directly to the impairment of ethical values. I am not thinking so much of the dangers with which technical progress has directly confronted mankind, as of the stifling of mutual human considerations by a 'matter-of-fact' habit of thought which has come to lie like a killing frost upon human relations. Without 'ethical culture' there is no salvation for humanity. (Einstein, 1953) Albert Einstein On Academic Freedom Numerous are the academic chairs, but rare are wise and noble teachers. Numerous and large are the lecture halls, but far from numerous the young people who genuinely thirst for truth and justice. Numerous are the wares that nature produces by the dozen, but her choice products are few. We all know that, so why complain? Was it not always thus and will it not always thus remain? Certainly, and one must take what nature gives as one finds it. But there is also such a thing as a spirit of the times, an attitude of mind characteristic of a particular generation, which is passed on from individual to individual and gives its distinctive mark to a society. Each of us has

to his little bit toward transforming this spirit of the times. (Einstein, 1954) Albert Einstein On Freedom of Thought The development of science and of the creative activities of the spirit in general requires still another kind of freedom, which may be characterised as inward freedom. It is this freedom of spirit which consists in the independence of thought from the restrictions of authoritarian and social prejudices as well as from unphilosophical routinizing and habit in general. This inward freedom is an infrequent gift of nature and a worthy objective for the individual. ..schools may favor such freedom by encouraging independent thought. Only if outward and inner freedom are constantly and consciously pursued is there a possibility of spiritual development and perfection and thus of improving man's outward and inner life. (Einstein, 1954) Albert Einstein on Philosophy of Education in Schools The school has always been the most important means of transferring the wealth of tradition from one generation to the next. This applies today in an even higher degree than in former times, for through modern development of the economic life, the family as bearer of tradition and education has been weakened. The continuance and health of human society is therefore in a still higher degree dependent on the school than formerly. Sometimes one sees in the school simply the instrument for transferring a certain maximum quantity of knowledge to the growing generation. But that is not right. Knowledge is dead; the school however, serves the living. It should develop in the young individuals those qualities and capabilities which are of value for the welfare of the commonwealth. But that does not mean that individuality should be destroyed and the individual become a mere tool of the community, like a bee or an ant. For a community of standardised individuals without personal originality and personal aims would be a poor community without possibilities for development. On the contrary, the aim must be the training of independently acting and thinking individuals, who, however, see in the service of the community their highest life problem. To me the worst thing seems to be for a school principally to work with methods of fear, force and artificial authority. Such treatment destroys the sound sentiments, the sincerity, and the self-confidence of the pupil. It produces the submissive subject. it is no wonder that such schools are the rule in Germany and Russia. ..the desire for the approval of one's fellow-man certainly is one of the most important binding powers of society. In this complex of feelings, constructive and destructive forces lie closely together. Desire for approval and recognition is a healthy motive; but the desire to be acknowledged as better, stronger, or more

intelligent than a fellow being or scholar easily leads to an excessively egoistic psychological adjustment, which may become injurious for the individual and for the community. Therefore the school and the teacher must guard against employing the easy method of creating individual ambition, in order to induce the pupils to diligent work. (Einstein) It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little planet, aside from stimulation, stands mainly in need of freedom; without this it goes to wreck and ruin without fail. It is a grave mistake to think that the enjoyment of seeing and searching can be prompted by means of coercion and a sense of duty. On the contrary, I believe that it would be possible to rob even a healthy beast of prey of its voraciousness, if it were possible, with the aid of a whip, to force the beast to devour continuously, even when not hungry, especially if the food handed out under such coercion were to be selected accordingly. (Albert Einstein on Education) Plato, Quotations on Education

'The first thing our artist must do,' I replied, ' - and it's not easy - is to take human society and human habits and wipe them clean out, to give himself a clean canvas. For our philosophic artist differs from all others in being unwilling to start work on an individual or a city, or draw out laws, until he is given, or has made himself, a clean canvas.' 'Because a free man ought not to learn anything under duress. Compulsory physical exercise does no harm to the body, but compulsory learning never sticks to the mind.' 'True' 'Then don't use compulsion,' I said to him, ' but let your children's lessons take the form of play. You will learn more about their natural abilities that way.' (Plato)

Jean Jacques Rousseau, On the Philosophy of Education ..for the object of education is to teach us to love beauty. (Plato) 'And once we have given our community a good start,' I pointed out, ' the process will be cumulative. By maintaining a sound system of education you produce citizens of good character, and citizens of sound character, with the advantage of a good education, produce in turn children better than themselves and better able to produce still better children in their turn, as can be seen with animals.'(Plato) '... It is in education that bad discipline can most easily creep in unobserved,' he replied. 'Yes,' I agreed, ' because people don't treat it seriously there, and think no harm can come of it.' 'It only does harm,' he said, 'because it makes itself at home and gradually undermines morals and manners; from them it invades business dealings generally, and then spreads into the laws and constitution without any restraint, until it has made complete havoc of private and public life.' 'And when men who aren't fit to be educated get an education they don't deserve, are not the thoughts and opinions they produce fairly called sophistry, without a legitimate idea or any trace of true wisdom among them?' 'Certainly'. Plants are shaped by cultivation and men by education. .. We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgement. Everything we do not have at our birth and which we need when we are grown is given us by education. (Jean Jacques Rousseau, Emile) I will say little of the importance of a good education; nor will I stop to prove that the current one is bad. Countless others have done so before me, and I do not like to fill a book with things everybody knows. I will note that for the longest time there has been nothing but a cry against the established practice without anyone taking it upon himself to propose a better one. The literature and the learning of our age tend much more to destruction than to edification. (Jean Jacques Rousseau, Emile) Michel de Montaigne, Philosophy Quotes on Education I would like to suggest that our minds are swamped by too much study and by too much matter just as plants are swamped by too much water or lamps by too much oil; that our minds, held fast and encumbered by so many diverse preoccupations, may well lose the means of struggling free, remaining bowed and bent under the load; except that it is quite otherwise: the more our souls are filled, the more they expand; examples drawn from faroff times show, on the contrary, that great soldiers ad statesmen were also great scholars. (de Montaigne)

I think it better to say that the evil arises from their tackling the sciences in the wrong manner and that, from the way we have been taught, it is no wonder that neither master nor pupils become more able, even though they do know more. In truth the care and fees of our parents aim only at furnishing our heads with knowledge: nobody talks about judgement or virtue. When someone passes by, try exclaiming, Oh, what a learned man! Then, when another does, Oh, what a good man! Our people will not fail to turn their gaze respectfully towards the first. There ought to be a third man crying, Oh, what blockheads!' (de Montaigne) We readily inquire, Does he know Greek or Latin? Can he write poetry and prose? But what matters most is what we put last: Has he become better and wiser? We ought to find out not who understands most but who understands best. We work merely to fill the memory, leaving the understanding and the sense of right and wrong empty. Just as birds sometimes go in search of grain, carrying it in their beaks without tasting it to stuff it down the beaks of their young, so too do our schoolmasters go foraging for learning in their books and merely lodge it on the tip of their lips, only to spew it out and scatter it on the wind. (de Montaigne) Their pupils and their little charges are not nourished and fed by what they learn: the learning is passed from hand to hand with only one end in view: to show it off, to put into our accounts to entertain others with it, as though it were merely counters, useful for totting up and producing statements, but having no other use or currency. Apud alios loqui didicerunt, non ipsi secum [They have learned how to talk with others, not with themselves] (de Montaigne) Whenever I ask a certain acquaintance of mine to tell me what he knows about anything, he wants to show me a book: he would not venture to tell me that he has scabs on his arse without studying his lexicon to find out the meaning of scab and arse. All we do is to look after the opinions and learning of others: we ought to make them our own. We closely resemble a man who, needing a fire, goes next door to get a light, finds a great big blaze there and stays to warm himself, forgetting to take a brand back home. What use is it to us to have a belly full of meat if we do not digest it, if we do not transmute it into ourselves, if it does not make us grow in size and strength? (de Montaigne) If our souls do not move with a better motion and if we do not have a healthier judgement, then I would just as soon that our pupil should spend his time playing tennis: at least his body would become more agile. But just look at him after he has spent some fifteen or sixteen years studying: nothing could be more unsuited for employment. The only improvement you can see is that his Latin and Greek have made him more conceited and more arrogant than when he left home. He ought to have brought back

a fuller soul: he brings back a swollen one; instead of making it weightier he has merely blown wind into it. (de Montaigne) And I loathe people who find it harder to put up with a gown askew than with a soul askew and who judge a man by his bow, his bearing and his boots. (de Montaigne) Learning is a good medicine: but no medicine is powerful enough to preserve itself from taint and corruption independently of defects in the jar that it is kept in. One man sees clearly but does not see straight: consequently he sees what is good but fails to follow it; he sees knowledge and does not use it. (de Montaigne) .. since it was true that study, even when done properly, can only teach us what wisdom, right conduct and determination consist in, they wanted to put their children directly in touch with actual cases, teaching them not by hearsay but by actively assaying them, vigorously molding and forming them not merely by word and precept but chiefly by deeds and examples, so that wisdom should not be something which the soul knows but the souls very essence and temperament, not something acquired but a natural property. (de Montaigne) But in truth I know nothing about education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them. (de Montaigne) Socrates and then Archesilaus used to make their pupils speak first; they spoke afterwards. Obest plerumque iss discere volunt authoritas eorum qui docent. [For those who want to learn, the obstacle can often be the authority of those who teach] (de Montaigne) Those who follow our French practice and undertake to act as schoolmaster for several minds diverse in kind and capacity, using the same teaching and the same degree of guidance for them all, not surprisingly can scarcely find in a whole tribe of children more than one or two who bear fruit from their education. Let the tutor not merely require a verbal account of what the boy has been taught but the meaning and substance of it: let him judge how the boy has profited from it not from the evidence of his memory but from that of his life. Let him take what the boy has just learned and make him show him dozens of different aspects of it and then apply it to just as many different subjects, in order to find out whether he has really grasped it and made it part of himself, judging the boys progress by what Plato taught about education. Spewing food up exactly as you have swallows it is evidence of a failure to digest and assimilate it; the stomach has not done its job if, during concoction, it fails to change the substance and the form of what it is given. (de Montaigne)

The profit we possess after study is to have become better and wiser. (de Montaigne) Nor is it enough to toughen up his soul; you must also toughen up his muscles. (de Montaigne) Teach him a certain refinement in sorting out and selecting his arguments, with an affection for relevance and so for brevity. Above all let him be taught to throw down his arms and surrender to truth as soon as he perceives it, whether the truth is born at his rivals doing or within himself from some change in his ideas. (de Montaigne) As for our pupils talk, let his virtue and his sense of right and wrong shine through it and have no guide but reason. Make him understand that confessing an error which he discovers in his own argument even when he alone has noticed it is an act of justice and integrity, which are the main qualities he pursues; stubbornness and rancour are vulgar qualities, visible in common souls whereas to think again, to change ones mind and to give up a bad case on the heat of the argument are rare qualities showing strength and wisdom. (de Montaigne) In his commerce with men I mean him to include- and that principally- those who live only in the memory of books. By means of history he will frequent those great souls of former years. If you want it to be so, history can be a waste of time; it can also be, if you want it to be so, a study bearing fruit beyond price. (de Montaigne) The first lessons with which we should irrigate his mind should be those which teach him to know himself, and to know how to die and to live. (de Montaigne) Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it? (de Montaigne) Any time and any place can be used to study: his room, a garden, is table, his bed; when alone or in company; morning and evening. His chief study will be Philosophy, that Former of good judgement and character who is privileged to be concerned with everything. (de Montaigne) For among other things he had been counseled to bring me to love knowledge and duty by my own choice, without forcing my will, and to educate my soul entirely through gentleness and freedom. (de Montaigne) Learning must not only lodge with us: we must marry her. (de Montaigne)

Educational Quotes by Famous Philosophers Quotations from Confucius, Aristotle, Euripides, Seneca, Cicero, Horace, William James, Friedrich Nietzsche, Sigmund Freud, John Fowles, George Bernard Shaw Study the past if you would define the future. I am not one who was born in the possession of knowledge; I am one who is fond of antiquity, and earnest in seeking it there. Learning without thought is labor lost; thought without learning is perilous. (Confucius, Analects) Those who educate children well are more to be honored than parents, for these gave only life, those the art of living well. (Aristotle, In Education) The educated differ from the uneducated as much as the living from the dead. (Aristotle, In Education) All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth. (Aristotle) Learned we may be with another mans learning: we can only be wise with wisdom of our own: [I hate a sage who is not wise for himself] (Euripides) What use is knowledge if there is no understanding? (Stobaeus) non vitae sed scholae discimus. [We are taught for the schoolroom not for life] (Seneca) Now we are not merely to stick knowledge on to the soul: we must incorporate it into her; the soul should not be sprinkled with knowledge but steeped in it. (Seneca) And if knowledge does not change her and make her imperfect state better then it is preferable just to leave it alone. Knowledge is a dangerous sword; in a weak hand which does not know how to wield it it gets in its masters way and wounds him, ut fuerit melius non didicisse [so that it would have been better not to have studied at all] (de Montaigne quoting Cicero) She (philosophy) is equally helpful to the rich and poor: neglect her, and she equally harms the young and old. (Horace) As a man who knows how to make his education into a rule of life not a means of showing off; who can control himself and obey his own principles. The true mirror of our discourse is the course of our lives. (de Montaigne quoting Cicero)

THE TEACHER AS A NECESSARY EVIL. Let us have as few people as possible between the productive minds and the hungry and recipient minds! The middlemen almost unconsciously adulterate the food which they supply. It is because of teachers that so little is learned, and that so badly. (Nietzsche, 1880) What a distressing contrast there is between the radiant intelligence of the child and the feeble mentality of the average adult. (Sigmund Freud) To teach how to live without certainty, and yet without being paralysed by hesitation, is perhaps the chief thing that philosophy, in our age, can do for those who study it. (Bertrand Russell, The History of Western Philosophy) To begin with our knowledge grows in spots. ..What you first gain, ... is probably a small amount of new information, a few new definitions, or distinctions, or points of view. But while these special ideas are being added, the rest of your knowledge stands still, and only gradually will you line up your previous opinions with the novelties I am trying to instill, and to modify to some slight degree their mass. ..Your mind in such processes is strained, and sometimes painfully so, between its older beliefs and the novelties which experience brings along. (William James, Pragmatism) Chess permits freedom of permutations within a framework of set rules and prescribed movements. Because a chess player cannot move absolutely as he likes, either in terms of the rules or in terms of the exigencies of the particular game, has he no freedom of move? The separate games of chess I play with existence has different rules from your and every other game; the only similarity is that each of our games always has rules. The gifts, inherited and acquired, that are special to me are the rules of the game; and the situation I am in at any given moment is the situation of the game. My freedom is the choice of action and the power of enactment I have within the rules and situation of the game. (Fowles, 1964. The Aristos) Our present educational systems are all paramilitary. Their aim is to produce servants or soldiers who obey without question and who accepts their training as the best possible training. Those who are most successful in the state are those who have the most interest in prolonging the state as it is; they are also those who have the most say in the educational system, and in particular by ensuring that the educational product they want is the most highly rewarded. (Fowles, 1964. The Aristos) Every serious student of the subject knows that the stability of a civilisation depends finally on the wisdom with which it distributes its wealth and allots its burdens of labour, and on the veracity of the instruction it provides for its children. We do not distribute

the wealth at all: we throw it into the streets to be scrambled for by the strongest and the greediest who will stoop to such scrambling, after handing the lions share to the professional robbers politely called owners. We cram our children with lies, and punish anyone who tries to enlighten them. Our remedies for the consequences of our folly are tariffs, inflation, wars, vivisections and inoculations vengeance, violences, black magic. (George Bernard Shaw) Education Links / Educational Philosophy Philosophy: Art / Truth - The Philosophy of Art and the Art of Philosophy. The greatest Art is founded on profound Truths. Art Pictures and Quotations from Botticelli, Da Vinci, Michelangelo, Titian, Caravaggio, Reubens, Velazquez, Rembrandt, Goya, Renoir, Van Gogh, Mattise, Picasso, Warhol. On the rise and fall of great Art - On the new Metaphysical foundations of Art as representation of Absolute Truth. Philosophy: Free Online IQ Test, Tests - What is a Genius? Cultivating the Mind with Philosophy, Truth and Reality, Chess, Classical Music, Reading - Test your IQ Score Online. Aristotle - On Philosopher Aristotle's Metaphysics and Physics (Motion). (Aristotle was one of the greatest of the famous philosophers and should be read by all people interested in philosophy and wisdom.) Fowles, John - Many years ago my Father gave me Fowles 'The Aristos' (The Best) which motivated me on the path of Philosophy (a lovely gift from a beautiful Father). Plato - On Plato's Republic - Plato appreciated that all Truth comes from Reality and this Truth was profoundly important to the future of Humanity. 'Till Philosophers are Kings, or Kings are Philosophers there is no Hope for Humanity' Rousseau, Jean Jacques - I have fond memories of Rousseau's Confessions (my first philosophy book). Famous Quotes from a highly Intelligent Philosopher. 'The curses of rogues are the just man's glory'. Socrates - 'Know Thyself' - Condemned to death for educating the youth to Philosophy and arguing that people are ignorant of the Truth. Information, Biography - On the Life and Death of Socrates (The Last Days of Socrates by Plato).

Teaching is a noble profession. Teachers impart their knowledge and mold their students to become responsible and professional adults. Each teacher has his own educational philosophy. Students taking up education course are asked to write their educational philosophy before graduating and start teaching. This

will serve as their guide on their teaching career. Its where their teaching methods and decisions are based. If youre trying to come up with your own educational philosophy, there are some questions that you can ask yourself to create your philosophy. Here are the things that you can try answering.

consequences that maximizes learning and cooperation in your classroom. Tips on Handling Difficult Students Learn How to Combat Classroom Disruptions and Unwanted Behavior Teaching a lesson to your class can become quite a challenge when you have to deal with the constant disruption of a difficult student. It may seem like you have tried every behavior management tip known to man, along with trying to provide an organized routine to help the student manage their responsibilities. Inevitably, when everything you've tried fails, keep your head up and try again. Effective teachers choose discipline techniques that will encourage positive behavior, and motivate students to feel good about themselves and the decisions that they make. Use the following five tips to help you combat classroom disruptions, and deal with those difficult students: Define Expectations Specifically define your expectations and help students understand their are consequences for unwanted behavior. When students break the rules they need to be ready for the consequences. Clearly write out and define each expectation you have, and post them in a visible spot in the classroom. Common Student Expectations for the Classroom:

Communicate with Parents by:

Creating an open-door policy Email, text or instant message Weekly or monthly newsletter Progress report Parent conference

What is the ultimate purpose of educating children? What are your goals for your students? What are the qualities of a good teacher? What do you think is the best method to make learning easier for students? What is your responsibility to your students?

Once you find a way to communicate with the parents of the difficult child, next you must consider what words you will choose to say to the parents. Present the facts of the unwanted behavior, and be prepared to communicate with the parents how you plan to change the student's behavior. Knowing how you are going to deal with the parents, will help you address the needs of the child that is need of behavior modification. Model Expected Behavior Set a positive tone by modeling expected and appropriate behavior. When you are dealing with a difficult student, explain to them why you don't like the behavior they are displaying, and model for them the behavior you would like to see.(Example: "I did not like that you yelled out in class without raising you hand." "The appropriate way to talk in class, is to raise your hand and wait to be called upon.")

Analyze these questions and reflect on your answers. You can create your philosophy by putting up together your answers from the questions given. Teachers have their own personality and beliefs. This is why each has his own way of teaching and manner of dealing with students. This philosophy is also helpful for newly graduated teachers. Its usually asked during interviews so its best to be prepared and know how to explain it. It has a big impact on the employment opportunity as this is a factor that can be used by the school in the hiring process. Teachers must stick to their philosophy throughout their career. If they need to decide on things concerning education or their teaching job, the philosophy that they set can be their guide in making their decision. This can also be shared with the students as well as to their parents so theyll know what to expect from the teachers.

Maintain a Quiet Classroom Without Having to Say a Word When you get home from work, do you often feel hoarse from telling the kids to stop talking and exhausted from trying, in vain, to keep your kids on task? Do you fantasize about a quiet classroom in your private moments? Discipline and classroom management are, by far, the top battles that you must win in the classroom. Without focused and relatively quiet students, you might as well forget about hard work and significant academic achievement. Believe it or not, it is possible to quiet your students and keep them on task with simple nonverbal routines that save your voice and your sanity. The key here is to get creative and do not expect one routine to work forever. Many times, effectiveness wears off with time; so feel free to rotate through the various methods listed below. Here are some teacher-tested student discipline strategies that meet the objective of maintaining a quiet classroom with ease:

Stay seated during classroom activities and events Raise your hand before speaking Show respect for school property and students Wait to be dismissed Be prepared for class Be considerate and respectful

Educational philosophy defines the teacher. This serves as the mission and vision of the teacher on her teaching profession. Strategies for Effective Classroom Management As a teacher, you are more than just an instructor. You are also a leader who must inspire and encourage good student behavior. With proper planning and foresight, you can design and implement an effective system of rules, rewards, and

Student Expectations for Beginning Teachers Parent-Teacher Communication Get parents involved in their child's education. A lot of the time the students that are being disruptive, may not be getting the attention they need from home. By communicating your concerns with the parents, you may find their may be something going on in the household that is out of your control. Find a way to keep parents informed of their child's behavior at school.

The Music Box - Buy an inexpensive music box. (Rumor has it that you can find one at Target for approximately $12.99!) Each morning, wind the music box up completely. Tell the students that, whenever they are noisy or off task, you will open the music box and let the music play until they quiet down and get back to work. If, at the end of the day, there is any music left, the kids receive some type of reward. Maybe they can earn tickets for a weekly drawing or a few minutes towards end-of-the-week free play time. Be creative and find the perfect no-cost reward that your students will really want to quiet down for. Kids love this game and will quiet down immediately as you reach towards the music box. Special thanks to my colleague Michelle Nisly for passing on this soothing nonverbal trick! The Quiet Game - Somehow, when you just add the word "game" to your request, the kids will generally snap right into line. After my repeated demands for quiet were virtually ignored, I decided to have the kids play "The Quiet Game." Basically, they get 3 seconds to make as much noise as they want and then, at my signal, they become silent for as long as possible. Students who make noise receive dirty looks and peer pressure to quiet down again. Often, I set the timer and tell the kids that we are going to see how long they can stay quiet this time. So far, this has worked well without any rewards, consequences, losers, or winners. But, the effectiveness may wear off and I'll have to add some other components to the game. You might be surprised at how well this simple technique works! Eye the Clock - Each time your students get too loud, eye the clock or your watch. Let the students know that whatever time they waste by being noisy, you will subtract from their recess or other "free" time. This usually works really well because the kids don't want to miss recess time. Keep track of the time lost (down to the second!) and hold the class accountable. Otherwise your empty threats will soon be discovered and this trick won't work at all. But, once your kids see you mean what you say, a mere glance towards the clock will be enough to quiet them down. This is a great technique for substitute teachers to have in their back pockets! It's quick and easy and will work in any situation! Hands Up - Another nonverbal way to quiet your class is to simply raise your hand. When your students see that your hand is raised, they too will raise their hands. Hands up means stop talking and pay attention to the teacher. As each child notices the cue and quiets down, a wave of hand-raising will envelop the room and you will soon have the whole class' attention. A twist on this is to raise your hand and count one finger at a time. By the time you get to five, the class needs

to be quietly paying attention to you and your directions. You may want to quietly count to five along with the visual cue of your fingers. Your students will soon get used to this routine and it should be pretty quick and easy to quiet them down. The key to any successful classroom management plan is to think carefully about the goals you want to achieve and act confidently. You are the teacher. You are in charge. If you don't believe this underlying precept wholeheartedly, the kids will sense your hesitation and act on that feeling. Consciously design your discipline routines and teach them explicitly. Students love routines as much as we do. Make your hours in the classroom as productive and peaceful as possible. Both you and the kids will flourish under such circumstances! How to Increase Student Participation in Your Classroom Finding ways to motivate and engage student participation in class does not have to be like going to the dentist. As we saw in part 1 of the series, How to Increase Student Participation in Your Classroom, it can be as easy as changing up your routine, using visual aids to keep students focused and implementing the multiple intelligence theory into activities. In the second part of this series you will learn five more tips to get your students actively participating in classroom activities and discussions. 1. Use a Teaching Strategy There are a wide variety of teaching strategies out there that will help you capture your students attention and get them to participate in class more often. Research has shown that students have to be engaged in order for learning to take place. Using cooperative learning strategies such as the jigsaw, think-sharepair or round robin can have students actively participating in class discussions. Finding interactive activities will promote participation and give students the opportunity to have a voice in what they are learning. Ads Read Books Online Freewww.TheReadingRoom.comSample Chapters of Books to Read Teens, Romance, Crime. Join Now! Free English Grammarwww.alison.com/English-GrammarEnglish Grammar w Video/Audio &Cert Completely Free -Start Course Now !

Free Assignment Writingwww.HomeworkSimplified.comFind Homework Help & Resources Download Toolbar Now - Free! 2. Teach with Technology With all the new technology that is out there today, it would be a shame not to incorporate it into your everyday lessons. Kids are the ones that are the most up to date with the recent gadgets that are on the market today. Use there expertise to your advantage and incorporate lessons and activities that use the iPad, iPhone or whatever new devise that is out there. If you aren't that lucky to have any of these new gadgets, then simply use a computer, Smart-board or a gaming system to practice lessons. This will capture any child's attention and motivate them to participate in class. 3. Limit Your Words Have you ever noticed that when people tend to ramble on when they are talking your mind tends to drift off? This can happen a lot at school. Look around your classroom when you are teaching a lesson that lasts more than ten minutes long. You will notice a sea of faces gazing out the window or staring into never never land. Try to limit the amount of words you use in a lesson or activity. Short and to the point is the best way to go if you want to keep your students attention. Once you have them engaged, this is when you can get them to participate. 4. Keep it Fair In all classrooms you will find a few students that just do not feel comfortable talking in class. Instead of always calling on the same students, keep it fair and promote equal participation. For the shy students, try partner activities so they can have a chance to get their voice heard without feeling intimidated and uncomfortable. Once they are used to participating in partner activities, then try small groups, followed by whole class lessons. This will ease the shy students into feeling comfortable sharing their views, and allow all students to cooperate. 5. Be Polite Be kind and show your students appreciation for their hard work. When you ask for an answer, say please and when they answer a question, say thank you. Students that feel appreciated tend to participate in class discussions more. At least, that is what I have found.