Education - Teacher Essay Example for Free

Education Teacher Essay Discussion of aim of education is a function of the philosophy of education or educational theory. The aim of education in the fullest and deepest sense of the word is in keeping with the nature of the human personality or human nature. Human nature is defined in terms of the cultivation and development of perceptive intelligence based on experience i. e. creative intelligence. Creative intelligence or intuition combines reason of understanding with wisdom of compassion depends on human awakening or enlightenment. aim of education is to cultivate creative intelligence required for adaptation to changes in the social environment i. e. adaptability. Life is very complex and complicated. But an aim in life can make the complex life simple and purposeful. Aims give us direction to work and without aim, destination, or objective life becomes incomplete and haphazard. Individual has different interests, attitudes and needs. Every individual wants to achieve certain goals in life. But a clear-cut aim makes the road of life easy. Educational aims are varied. They have their different role in different fields. Some specific aims are listed below: (i) Knowledge Aim: The aim of education is the acquisition of knowledge, skills and attitudes. It helps to adjust properly in one’s own environment. Knowledge helps the man to overcome the nature and satisfy human wants. It links the teacher and taught with social situation. It helps with certain skills to live in a society as human being and civilized one. Philosophers and educationists of the world believe in knowledge. It is the valuable asset of life, which helps the individual to overcome misery and problems of life. (ii) Vocational Aim: Knowledge aim of education is narrow by nature. The theoretical knowledge will never meet our basic needs of life. We need bread and butter to fill up our belly. We can get it if education is vocationalised. Gandhiji realized it in 1937 when he introduced Basic Education. Vocational aim develops the social efficiency of the individual. It reduces mental tension after completion of education. Those who are lower, intelligence in vocational education or training are a blessing for them. Realizing this aspect. Indian Education Commission (1964-66) introduces work-experience in the curriculum. (iii) Character Building Aim: The Indian concept of education believes in self-realization. Self-realization is possible through moral education. So the individual should cultivate moral virtues or values which constitute character. Swami Vivekananda said, â€Å"We want that education by which character is formed, strength of mind is increased, the intellect is expanded and by which one can stand on one’s own feet. † (iv) Complete-Living Aim: The individual has various aspects to be developed. Every aspect of the personality is reflected in various activities to be performed. Education should help the individual to fulfill the various needs and necessities of life like self-preservation, fulfilling necessities of life, rearing and bearing of children, performing civic responsibilities and utilizing his leisure time properly. Firstly, the individual must know the art of self-preservation. Secondly, education should enable to him to earn his living. Thirdly, he should know how to take care of his own children. Lastly, he must have the idea how to utilize the leisure hours properly in a profiting manner. (v) Harmonious: Development of the personality aim- Gandhiji said, â€Å"By education, I mean an all-round drawing out of the best in the child and man-body, mind and spirit. † The meaning itself indicates to develop all-round aspects of individual-physical, intellectual, social and spiritual. All these aspects of the individual should be harmoniously developed. True education is development of 3H’s instead of 3R’s. The development of Head, Heart and hand of an individual makes him happy. (vi) Democratic Aim of Education: One of the important aims and objective of education suggested by Secondary Education Commission (1952-54) is to develop the democratic citizenship. India is a democratic country. Even citizen must have to realize the duties and responsibilities carefully. So the aim of education is to train carefully the future citizens. Training should be provided to develop the following qualities of the individual. (i) Capacity for clear thinking (ii) Receptivity of new idea (iii) Clarity in speech and writing (iv) True patriotism Further the democratic aim of education develop vocational efficiency, personality and leadership quality. Indian Education Commission (1964-66) under the chairmanship of Dr. D. S. Kothari suggested the following as the aims of education in a democratic set-up. (i) Increasing productivity (ii) Developing social and national integrity (iii) Making education modernized and (iv) Cultivating of social, moral and spiritual values. Each individual teacher has an opinion about what the aim of education should be, not only in their own classroom but also in school in general. Many issues occur when differing opinions about the purpose of education collide. It is important to recognize that other people, including many of your coworkers, administrators, and your students parents might have a different point of view concerning what education should be all about. Following is a list of different aims of education that individuals might espouse. 1. Knowledge to Get By. This old school belief holds that school is important in providing students with the knowledge they need to get by in their day-to-day lives. They need to know how to read, write, and do arithmetic. Even though these core topics form the foundation of a students education, most educators today would probably not agree that this should be the extent of a students school career. 2. Knowledge of Subject Matter Being Taught The purpose of education to some teachers is to impart knowledge about the subject matter they are teaching without much thought to other classes. When taken to the extreme, these teachers focus on their own subject matter as being more important than what students are learning in other classes. For example, teachers who are unwilling to compromise their own subject matter for the good of the students can cause problems for the school at large. When the school I taught at tried to implement senior projects, we got push back from a couple of teachers who were not willing to change their lessons to include cross curricular activities. 3. Desire to Create Thoughtful Citizens. This might be considered another old school belief. However, this is held by many individuals, especially within the larger community. Students will some day be a part of a community and need the skills and mores to exist within that society as thoughtful citizens. For example, they will need to be able to vote in presidential elections. 4. To Gain Self Esteem and Confidence While the self esteem movement often gets ridiculed, we do want our students to feel confident about their learning abilities. The problem comes in with inflated self esteem not based on reality. However, this is often cited as an aim of the educational system. 5. To Learn How to Learn Learning how to learn is one of the key elements of education. Schools need to teach students how to find information they will need once they leave school. Therefore, the specific subject matter being taught is not as important for future personal success as is the ability for students to understand how to find answers for any questions and problems that might arise. 6. Lifelong Habits for Work. Many of the lessons that schools teach are necessary for success in their students future lives. As adults, they will need to be able to get to work on time, dress and behave appropriately, and get their work done in a timely manner. These lessons are reinforced on a daily basis in schools around the nation. Some individuals see this as one of the main reasons for sending students to school. 7. To Teach Students How to Live Finally, some individuals look at school in a more holistic manner. They see it as the means towards right living for the rest of their lives. Not only do students learn information in their individual subjects, but they also learn life lessons in and out of class. As previously explained, proper work etiquette is reinforced in the classroom. Further, students have to learn how to deal with others in a cooperative manner. Finally, they learn about how to learn information they might need in the future. In fact, one of the things that many business leaders cite as being necessary for future workers is the ability to work as part of a team and problem solve.

International Free Trade and World Peace Essay -- Politics Political S

International Free Trade and World Peace When analyzing trade’s effect on state behavior, it is not the mere existence of trade between countries that should be central, rather, the nature of trade that is crucial. This distinction will be explored by studying the arguments of key economic and political thinkers of both the 18th and 20th centuries. The general nature of trade, the role of national government regarding trade and security, trade's capacity to befriend belligerent nations, and finally, the influence of international economic institutions will be explored. In an attempt to present a fairly broad range of sources, this study features the ideas of four influential authors from two time periods and continents: from the 18th Century, Adam Smith and Alexander Hamilton, and from the 20th Century, John Maynard Keynes and Secretary of State Cordell Hull. My thesis is that the four authors examined actually agreed with one another on the connection between free trade and peace, despite the discordant resonance of their arguments. Due to the nature of trade in Hamilton and Smith's time, their assertions that trade had ambiguous, if not adverse effects on state behavior is equivalent to Hull's statement that trade under the auspices of international organizations ensured peace. Almost all trade, up until the foundation of post-W.W.II international economic bodies, was practiced in an opaque, unfair, and mercantilist manner. Both Keynes and Hull, who argue that trade is pacific, lived in a rapidly liberalizing environment where international organizations were gaining legitimacy and influence. Thus, the conclusion of all four authors can be modified to state that trade is pacific only when it is conducted in an open, fre... ...The Memoirs of Cordell Hull. New York: Macmillan. Keynes, John Maynard. 1919. The Economic Consequences of the Peace. London: Macmillan. ________. 1922. A Revision of the Treaty. New York: Harcourt, Brace and Company. ______. In: Moggridge, Donald. ed. 1980. The Collected Writings of John Maynard Keynes: Activities 1941-1946. London: Macmillan. Kramnick, Isaac. ed. 1987. The Federalist Papers. London: Penguin Books. [1788] Moggridge, Donald. ed. 1980. The Collected Writings of John Maynard Keynes: Activities 1941-1946. London: Macmillan. Raphael, D.D. 1985. Adam Smith. London: Oxford University Press. Smith, Adam. 1766. "Lectures on Jurisprudence." Cited in: An Inquiry into the Nature and Causes of the Wealth of Nations. ________. 1981. An Inquiry into the Nature and Causes of the Wealth of Nations. Indianapolis: Liberty Fund. [1776]

Macbeth and Integrity Essay

There are seeds of self-destruction buried in all of us that will bare only misfortune if allowed to grow. Macbeth’s guilty path to his des Integrity is define as many things, value, honor, morality, and so on. These principles are the gears that run society. Integrity is one’s identity and to maintain it one must not violate it. Those who are guided solely by their individual ambition will ultimately become a victim of fate leading to the imminent corruption of value, honor, and principles of society. In the words of Henry Thoreau â€Å"There is no value in life except what you choose to place upon it and no happiness in any place except what you bring to it yourself. † Macbeth’s value of his own life is evident in his thoughts â€Å"Life’s but a walking shadow, a poor player. † His strife for power guided the events that determined the downfall of his life. His values in life were no longer present and his integrity had collapsed beyond repair, so he vowed to continue with his strife for power knowing that the end of his life was inevitable. Some would question why Macbeth would continue on with his careless strife for power, but when someone has hit â€Å"rock-bottom† they do not think logically. No person was ever honored for what they received. Honor is rewarded for what a person gives. Macbeth was honored by many in the beginning of the story, but this honor was superficial. History has proven that you cannot simply cheat your way to being honored, you must earn it. When you cheat, you lose sight of what is important in your life and Macbeth was a cheater of extreme proportions. When Macbeth heard that his wife had passed he did not care for her, instead he worried more about upcoming threats involving his power â€Å"She should have died hereafter. There would have been a time for such a word. † Ultimately karma prevailed and Macbeth’s inventible downfall was nearing. The foundation of leadership is undoubtedly integrity. Without it, success is not possible. One that gains power or leads without integrity is bound to collapse. Macbeth is a prime example of this. Macbeth uses murder to cheat his way to power. Murder is like potato chips you cannot stop eating after one chip, you continue to eat due to impulse. After several murders Macbeth realizes that his collapse is inevitable, but in his mind he has gone too far to retreat. His life is now nothing more than a slow burning fire waiting to be put out. Creeps in this petty pace from day to day to the last syllable of recorded time, and all our yesterdays have lighted fools the way to dusty death. Out, out, brief candle! † Integrity is one’s identity; inner image. Integrity is not conditional is does not simply change like weather. Macbeth never reached true greatness this is because true greatness is never achieved by cheating you must earn it. To be successful one must be an embodiment of integrity and all its components.

The Theories And Theories Of Crime - 1625 Words

Introduction It is largely accepted that a comprehensive theory of sexual offending is likely to be multifactorial in nature and not one single origin or cause. The theory should take into account how developmental experiences, social and cultural learning, and biological mechanisms combine to create offending vulnerabilities. Causal factors such as: deviant sexual preferences, empathy deficits, intimacy problems, emotional disregulation and distorted beliefs or values usually all contribute and should be taken into consideration when analysing the offender. This paper seeks to highlight two of the possible theories of crime relating to the aetiology in case of Alfred. The two theories of crime which this paper will critically analyse and†¦show more content†¦The errors can include: denial, claiming the right or entitlement to behaviour, blaming the victim and cognitive minimisation of harm done. These cognitive distortions are exemplified in the case of Alfred when he defended his behav iour saying that he â€Å"wanted to teach her about kissing and touching† and that she was â€Å"very mature† and that he wanted to â€Å"show her what it feels like when a guy really loves her†. It is suggested in the literature that its common for sex offenders to hold feelings of resentment and use these feelings to justify their behaviours, for example in Alfreds case he stated â€Å"she’s crazy like her mum, mate these girls always want to be drama queens†¦ these chicks always want to be the boss and then they try make everything your fault†. In this statement he shows resentment towards the victim and her mum and possibly to all women in general. It was discussed in Auburn Lea (2003) that sex offenders have a higher incidence of being self protective or self serving due to emotional discomfort, anxiety, low self esteem and poor relationships with others. Sex offenders often reframe the situation when challenged about their behaviour to maintain feelings of self worth. An example of this In the case of Alfred is as