Existentialism and Human Nature Essay Example for Free

Existentialism and Human Nature Essay Absolute individuality and absolute freedom: the basis of all existentialist arguments. The existentialists conceptions arise from their held views that since we are all ultimately alone, we have absolute freedom over our nature. Existentialists emphasize the free and conscious self which opponents constantly attack, exclaiming that there is a higher power enabling our consciousness. But are humans so simple? Can things be explained solely on blaming ourselves or another being for our nature? The existentialist generally believes in a sole existence; meaning that we are alone in the world, and that we have no one but ourselves. They also believe in the human beings capacity to feel more than one kind of pain, and that there are three different levels to our pain, physical, psychological, and emotional. All of these types of pain can cause us to become irrational and anxious. But are we really anxious because of this pain, or is it because we ultimately feel alone? And if we are all individuals, can we really feel the same kind of pain as someone else? Existence precedes essence is also dominant in the mind and thoughts of the existentialist. That is, the idea that we are born into this world without a predetermined nature, and only later in life do we shape out nature through actions and choices. This opposes the traditional view that is that essence precedes existence, according to which we are seen as having a purpose, and values, all of which is determined before birth. (I personally think that the idea of essence preceding existence is rather obscure. There is no way that our values and purpose can be determined by genetic code. DNA is what we are, not who we are. ) Existentialists pose another question to the opposition: how can we be happy in a world devoid of significance and meaning? The loss of external values allows us to derive value from within ourselves. This value is greater than any imposed by outside forces, and thus cannot be taken away from said sources. Although many human beings live a life devoid of true happiness, it does not mean that we are incapable of attaining such a goal. If a person finds the meaning for their life, whether it be one meaning, or many, there is a large chance that they can achieve such a utopia without recognizing outside influences. People of different viewpoints follow different methods, as well as believe in different forces that shape our nature. It is in my opinion, as well as that of the existentialist, that we shape our own nature through decisions and actions made by our own free will; that we are ultimately free to act independently from the influences of outside forces. That we can ultimately ignore the views imposed on us, and achieve a sustainable level of happiness in the process. Human nature is a frail thing; people are just looking for someone else to blame for their actions and for who they are, even when there isnt any. Therefore, there is no one to blame for who we are, but ourselves.

My Philosophy of Education :: Philosophy on Teaching Statement

Philosophy of Education As I have grown up in rural West Virginia, I have seen good education but I think I could possibly make it better. I also believe that rural areas have some of the best teachers. To some people, education is one of those easy careers that men and women choose to pursue because of the long vacations, the daytime hours, and the opportunity to sit behind a desk. To me, education keeps the teachers young by having the opportunity to be a mentor, a nurse, a friend, a coach, and many other things. My philosophical views are very eclectic. I know I will not have one style of teaching because I do not agree with exactly one. Many examples from each describe my future teaching methods. I am partial to the euphoric feeling I get when the teachers know you by name and you anticipate having those well-known teachers. I hope that in the years to come, I will be one of those teachers. I have not always wanted to be a teacher. Like so many people, I have changed my mind numerous times before I realized that teaching was the profession for me. I wanted to be a nurse for the excitement, and then I wanted to be a doctor for the money, then a veterinarian because I love animals, but I soon realized that I could incorporate the studies of each of these professions in my teaching. I also realized the science classes that I enjoyed in high school could make a great subject to teach as a career. Science is one of those classes I have found through my observations that the older children get, the less interesting it could be. It is a required subject in West Virginia for high school students to graduate and at least one class is needed to graduate in college. Even though it is required, the seniors and juniors are beginning to take lower level classes instead of higher level or advanced placement classes because they are easier. In younger grades, students get to experiment with things like bottle rockets, making crystals, and dropping eggs out of two-story windows to see if they will break. Upper grades technically in-depth and involve more note taking than experiments. When I teach science there will be days for lab, but notes will still be taken.

ICT is a term that describes both computer Essay

Indeed, it is important that each student be equipped with the necessary technology if these students are expected to access, analyze and use data (Zardoya, 2001). Business researchers are similarly concerned with the question of whether or not the introduction of information technology leads to a better competitive advantage, better sense of judgment that leads to better decision making and a greater level of productivity (Al-Gahtani, 2003). ICT is a term that describes both computer software and hardware, access to the internet and information and communication technology resources as he World Wide Web and CD-ROMs (Clark et al. , 2005). That is, the issue should not be whether technology works as a replacement for old, rather, it should be how we can develop and choose visions that will utilize the immense power of technology for the support and creation of new forms of learning (p. 4). Overall, CACSR provides students with the requisite environment, which is interactive, intended to keep up their interest while teaching them the application of comprehension strategies as they read expository text passages (Kim et al. ,). Studies have shown that educational technology in which dictionary component is integrated has been successfully utilized in the promotion of literacy skills among elementary school students (Fry & Gosky, 2007). In analyzing the study, the researcher suggested that CD-ROM storybooks have a positive impact on reading comprehension. This is because they reduce decoding challenges while they allow students to obtain help as often as they need ed it without having to wait for the teacher (Fry & Gosky). QuickSmart is a computer-assisted program designed to improve the automaticity of the basic academic skills of students who have persistent learning difficulties in their middle years of schooling (Graham & Bellert, et al. , 2007,). Based on an information-processing view of cognitive operations QuickSmart was intended to be an strong intervention focused on basic academic skills that can equip students with the requisite skills to engage more successfully with classroom instruction (Graham & Bellert, et al. ,. Concept-mapping software, or webbing, allows students and teachers to construct concept maps using specific software programs (Marchinko, 2004,). Concept-mapping software has been used in middle school science classes to help students decipher both the similarities and differences between and animal and plant cell and in writing class to help students brainstorm and add to the concept network as ideas come from the students in the class (Marchinko,). Teachers also use concept-mapping software to provide their students with a visual roadmap of the direction which each lesson is going (Marchinko,). The KidTools computer programs are electronic performance support systems. They directly seek out behavior and academic performance support software for children with learning difficulties. (Miller & Fitzgerald, 2007, p. 13). A cognitive-behavioral modification program, KidTools is one of several programs which have become increasingly popular during the last two decades as researchers have documented their effectiveness (Miller & Fitzgerald). RockSim is a rocket design program for middle school science class, which takes students through the process of engineering their own rockets and performs flight simulations (Wilson, 2005,). Finally, BodyFun is a computer game can take the children through the rudiments of nutrition and other health information. (Geiger, et al. , 2002,). In a test of BodyFun in a middle school class the opinion of teachers is that the program is of very high quality and the materials of good quality. However, they were also of the opinion that the program is suitable for the school environment. (Geiger & Petri, et al. ,). Education is feeling pressure to respond to a mandate to improve the engagement-level of classrooms, due to surveys which repeatedly find middle school students especially characterize traditional classes as boring (Taylor & Duran, 2006, p. 11). Overall, most classrooms continue to implement instructional practices that focus on memorization of facts and the reading of textbooks and other course materials. (Taylor & Duran,). As a result, many researchers have called for the dire need to move from a didactic to a constructivist approach to teaching (Taylor & Duran, p. 11). In most classes, this entails increasing the students’ abilities of inquiry, and this can be enhanced by using appropriate technologies (Taylor & Duran, p . 11). One teacher reports that her middle school students have become experts at creating video projects and slide shows that showed what they’ve learned (Crawford, 2005, p. 2). InFocus projectors produced a difference that was unmistakably prominent and improved class presentation and involvement (Crawford, p. 1). Studies have shown that students who use computers to write reports had better grades in the same tests as those students that did not use computers for the same purpose at all (Taylor & Duran, 2006, p. 10). One study found that teachers who made regular use of PowerPoint presentations felt more confident in their ability to produce and help students develop skills in creating multimedia presentations and products that support engaged learning (Taylor & Duran, p. 13). Video streaming is another technology being used in some classrooms (Whitaker, 2003), while some K-12 classrooms are even experimenting with robotics activities to enhance student engagement in lessons (Williams & Ma, et al. , 2007, p. 201), although most reports on the usefulness of robotics is anecdotal in nature and evidence is still required to prove to educators that robotics activities have a positive impact on curricular goals (Williams et al. , p. 201). Now, many believe that the convergence of literacy instruction, for instance, the internet is remodeling the face of literacy instruction. This is because teachers now seek to prepare the children for their well deserved future (Witte, 2007, p. 93). A threaded discussion group is a is a series of postings on a single topicâ€Å" (Grisham & Wolsey, p. 651). The study found that through threaded discussion, student engagement was increased. This was because they were able to establish a community through which control of conversation is achievable. Also, there is also a degree of control over the meanings they jointly constructed and also the connections they wanted to mane to their own worlds. (Grisham & Wolsey, p. 649). Though acknowledging that one of the serious drawbacks to the Web is that students often become lost trying to navigate through a maze of hazy information (Trotter, 2004, p. 1). The MyAccess program is a web-based writing program that instantly scores essays and provides remedial instruction for students at a middle school in Georgia (Ullman, 2006, p. 76). The program was found to not only relieve teachers of much of their paper correcting burden, but also the instant feedback gave room for more quality which led to a significant increase in quality of writing (Ullman, p. 76). Another project reported on in the literature was the creation of a website which supported middle school teachers and students in making connections between literature and science in the context of the local environment (Howes & Hamilton, 2003, p. 454). WebQuest is another powerful tool for teachers to use in improving the engagement level of students in their class (Lipscomb, 2003, p. 154). Though relatively new, educators are already encouraging its impact (Lipscomb, 2003, p. 153). The important pedagogical purpose of a WebQuest is that it provides purposeful experience for students, both with the technology and in the subject matter being explored (Lipscomb, p. 154). More recently, other schools are experimenting with the use of blogs, or web logs, to enhance learning. Witte (2007) pushed for the use of a blog discussion tool on already present school computer networks in order to further engage students in learning (p. 95). Witte (2007) decided that blogs were an important go-between between class and students when he found out that, while some students showed minimal interest in our classroom activities and assignments, they were reported, by their parents, working on the computer, writing poems and essays away late into the night. (Witte, p. 92). A theory was devised as to why diffusion was so slow, with explanations centering on the way farmers gained information about the innovation and which channels were helpful in making them reach the decision to use the new idea (Rogers, p. 14). Diffusion theory can help educators understand why technology is and is not adopted in classrooms (Surry, 1997). Other researchers have adopted the diffusion model to counteract the fact that lack of utilization has been the bane of the utilization of new and innovative instructional products (Minishi-Majanja & Kiplang’at, p. 4). Indeed, Al-Gahtani’s (2003) literature review revealed 75 articles in which perceived attributes were measured, with the overall result being that compatibility and relative advantage scored high when implemented in companies while complexity was a disadvantage in its adoption process (p. 59). While determinists can be either utopian or dystopian (Marx, McCluhan and Toffler versus Ellul, Orwell or Luddites), all determinists see technology as an autonomous force. They describe it as being beyond the control of humans. They also see technology as a principal cause of social change (Surry, 1997, p. 6). In education, developer-based theory results in top-down technology-based reform initiatives such as Goals 2000, which seek to implement educational change by proposing systems that are better than previously existing one (Surry, p. 7). Overall, the instructional development process is of the basic assumption that technological superiority is enough a condition that directly leads to the adoption and diffusion of products and practices that are innovative (Surry, p. 7). Adopter-based theoreticians such as Ernest Burkman are prone to point out situations where a technologically superior innovation was rejected by users because of the strength of human, interpersonal and social factors which sometimes play a prominent role in adoption than technological superiority (Surry, p. 11). Another by-product of adopter-based theory is the study of revenge effects, which occur when this occurs when alien structures, organisms and devices interact with human beings in ways novel ways which they previously, did not forsee (Surry, p. 11). Indeed, a prominent component of the adopter-based diffusion theories is the need to predict and account for likely revenge effects (Surry, p. 11). Large scale market forces such as sector growth, volatility and concentration of markets effect the acceptance of a particular technology (Park et al. , p. 1480). Subjective norm is another strong construct developed along this line of research. Subjective norm is defined as an individual’s perception that people who are important to him are of the opinion that a certain action or behavior should not be performed by him and has been shown to strongly influence adoption of technology, especially if use is mandatory and not voluntary (Park & O’Brien, et al. , p. 1480). All of this feeds into instruction through the lens of constructivism, or the belief that learning happens especially agreeably in a situation where the learner is consciously engaged in constructing a public entity, be it a sand castle on the beach or the theory of the universe (Williams & Ma, et al. , 2007). In this context, technology is used in education to create a situation that enables ‘learning by making’ and ‘learning by design’ (Williams & Ma, et al. ,). Various programs along these lines include efforts to have children design computer games, and making learning easier with programmable bricks (Williams et al). Thus, from the constructivist point of view, the way computers are used is more important than the fact that they are present in a roomâ€Å" (Sheumaker & Slate,). Integration of computers is deemed successful only when students learn through computers and not about them (Sheumaker & Slate, et al. , p. 3). Finally, reinforcing this model is the ecological model of technology integration in education. According to this model, technologies are just like actors in social systems, embedded visibly or invisibly in the context of activities (Kupperman & Fishman, 2002,). Through the use of new tools we develop new literacies, and from use or non-use are active, inactive or even, semi-active members of class (Kupperman & Fishman,). Mention of the word â€Å"actor† enlists actor-network theory into these models as well. According to this model, the social world can be describes as materially heterogeneous. It consists of a tangled web of several human and nonhuman participants who participate and negotiate among themselves. They make rules for themselves based on shifting allegiances and interactions (Samarawickrema & Stacey, 2007). In order to have their way, these various actors may use calculation, negotiation, persuasion and even violence (Samarawickrema & Stacey,).

Kant s Theory Of Morality - 982 Words

Immanuel Kant is said by many to be one of the most influential â€Å"thinkers† in the history of Western philosophy (McCormick, n.d.), this being said, most of his theories continue to be taught and are highly respected by society. Kant was a firm believer that the morality of any action can be assessed by the motivation behind it (McCormick, n.d.). In other words, if an action is good but the intention behind the action is not good, the action itself would be considered immoral. Those who follow the utilitarian view would disagree, arguing that an action which benefits the most number of people would be considered moral regardless of the intentions behind it. Kant argues that the intention behind an action matters more than the number of people benefited. This theory of morality falls hand in hand with Kant s concept of good will, and through examples I hope to explain to readers, in a simple way, what Kant was trying to convey. Kant believed that the one unconditional good thing is good will (Fincke, 2009). In other words, any other candidate for good – such as courage or happiness – can be turned evil through immoral intentions. For example, it takes courage to stand up for someone getting bullied in the park, however, it also takes courage to bully someone in the park. As you can see, courage without good will, or good intentions, can be the downfall of another person. An argument that is well known to be made by Kant goes as follows; a shoe keeper might do what isShow MoreRelatedKant s Theory On Morality857 Words   |  4 Pagesgrounded in sympathy and experience. Immanuel Kant, however, is certain that morals should not be derived from experience but from pure reason. I for one believe that neither of these men are entirely correct. Both of their theories on morality are flawed in that one does not account for the human experience and the other takes the human experience too much into account. To begin with Kant’s theory is flawed in that it is founded in pure reason. Deriving morality from pure reason completely negates theRead MoreKant s Theory On Morality1608 Words   |  7 Pagesbe arguing Immanuel Kant’s theory that â€Å"a will is good because it is good in itself† (383). This argument, presented in his work Groundwork of the Metaphysics of Morals, is one of the key ideas brought up to support his theory on morality. I believe that Kant’s argument is essentially correct – however, with every argument comes a set of flaws, and this one is no exception. Section One starts off with a question – is anything good in itself, and if so, what is it? Kant offers to the reader severalRead MoreKant s Theory Of Morality2250 Words   |  9 Pagesphilosophical ideas of morality suggest that humans are rational beings whose actions are motivated by passions. They also suggest that reason is an essential tool in guiding the passions to realize an end goal. Philosopher Immanuel Kant suggests otherwise. He believes that humans are rational beings whose actions are motivated and caused by reason alone. Kant proposed three basic laws: laws of nature—physical facts, laws of logic—known through pure reason, and laws of morality—giving us freedom toRead MoreHobbes And Kant s Theory Of Morality1447 Words   |  6 PagesHobbes and Kant both give a different account of the foundations of morality. Drawing from Hobbes’ Leviathan and Kant’s Grounding for the Metaphysics of Morals, I will compare their understandin g of the foundations of morality. I will discuss the conflicting accounts of the role played by reason versus the role played by desire and inclination in the determination of what is good, evil, right or wrong. Hobbes claims that ordinary experiences establish human beings as self-interested and are drivenRead More Ethical and Philosophical Questions about Value and Obligation977 Words   |  4 Pagesof Mill, Kant, Aristotle, Nietzsche, and the ethics of care? III For Mill, the question is what is the relation between his (metaethical) empirical naturalism and his (normative) qualitatively hedonist value theory and his utilitarian moral theory? One place we can see Mill?s empiricism is his treatment, in Chapter III, of the question of why the principle of utility is ?binding?, how it can generate a moral obligation. Compare Mill?s treatment of this question with Kant?s treatmentRead MoreImmanuel Kant And Kant On Morality1097 Words   |  5 Pagesdefinition of morality is the rules for right action and prohibitions against wrong acts. Sometimes morality is the single set of absolute rules and prohibitions that are valid for all men at all times and all societies. More loosely, a morality can be any set of ultimate principles, and there may be any number of moralities in different societies. Examples would be don’t cheat, don’t steal, and treat others as you would want to be treated. When dealing with the philosophers take on morality, there areRead MoreKantian Ethics1459 Words   |  6 PagesIn society, morality is defined as the beliefs and ideas of what is right or wrong behaviour. (Can you cite a dictionary?) The teachings of morality also known as moral education is heavily dependent on individuals that have a major impact on one`s life. The teachings usually start from a young age through parents, care givers and educators in society. Due to their influence on young children`s lives it is their responsibility to make certain that young children will learn to make logical decisionsRead MoreEmmanuel Kant and Moral Theory1589 Words   |  6 Pagesgreatest contributions to moral theory is the concept of pure practical reason that, as an alternative to moral sense theory or teleological ethics, more positively views the capability of fallible individuals to act morally. Practical reason, the basis of Kantian metaphysics, was revolutionary because it challenged skepticism towards human moral capacities and insisted that the moral faculty is an implicit part of common human reason. Practical reason is an instrumental theory in Kants Metaphysics ofRead MoreThe Moral Value Of Ethics1261 Words   |  6 PagesDeontology Of the many theories non-consequentialism produces, one is called Deontology. This theory states the only way to complete a moral action is by doing ones duty. In Deontology, the end result is irrelevant meaning bad consequences have no affect on the morality of the action. The thesis I will prove is when deciding on the best course of action the principles of Deontology ethics and their emphasis on considerations of doing ones duty, offer effective framework for the moral value ofRead MoreKant And Kant s Categorical Imperative1241 Words   |  5 PagesImmanuel Kant, an 18th-century moral philosopher, had contended that the fundamental principle of morality is the Categorical Imperative, from here will be additionally labeled as (CI) or otherwise mentioned. He supported his view by suggesting a pure moral philosophy; a metaphysics of morals that is not solely for rational beings to explore different ¬ sources of basic moral principles that are found through their own observatio nal experience a priori, but additionally for the sake of morality as it