The difference portrayed between concepts achieved through reflection and concepts obtained by inference seems to be misleading whereas the groupings of understanding state experience and so facilitates the unity of consciousness which is necessary to all reflection. The purpose of the Ideas is to systematise experience in its entirety and the function of the classes is to provide possible the sense-perceptions essential aspect of its content. The former is unconditioned and it characterises a type of knowledge to which is not adequate to any actual experience. So the transcendental ideas are the concepts of pure reason which correspond to concepts of understanding categories. In a general sense, Kant uses the word 'Idea ' in Platonic usage.
He divided the power of reason into theoretical and practical aspects. In either aspects reason is a very active faculty (The blackwill guide to kant 's ethics). In its theoretical use reason supplies us with principles that guides us with the understanding of the task of organizing our sense impressions into coherent and understanding patterns. Theoretical reasons provides us with principles that makes coherent perception and empirical scientific investigation possible (The blackwill guide to kant 's ethics).While in its practical use reason does more than seek the best means to whatever contingent desires we passively find ourselves processing, practical reasoning has to do with the exercise of
Immanuel Kant’s The Groundwork of the Metaphysics of Morals is his first crucial attempt to provide moral philosophy, and his work has endures a standout among the most powerful philosophers. Kant’s analysis can be perceived as a foundation for imminent studies by clarifying the major ideas and rules of moral rationale and demonstrating that they are subordinated to rational factors. He seeks to prove that the discovery of the principle of morality is achievable. What is more, he grants a revolutionary assertion the rightness of a choice is controlled by the nature of the principle an individual decides to follow. Therefore, Kant’s moral sense theories often are depicted as strikingly unconventional.
Aristotle’s Nicomachean Ethics, Book ll, is about his idea of how people should live a virtuous life. Throughout this book, he explains that humans learn virtue from instructions and we learn virtue from practice too. Virtue is something that is very important because it is a moral habit that results in keeping our moral values. Aristotle believed that nobody is born with virtue, everyone has to work at it daily. After reading Nicomachean ethics, Book ll, my main conclusion of it is that us as humans are better off being virtuous than simply doing what we feel like doing at any moment in time.
It focuses on the body or object that can be observed. Education is the process of developing rational powers to their fullest so that a good life can be obtained. Aristotle a student of Plato believed that to understand an object we must understand its true, unchanged form. A person who is a realist is an empty vessel for knowledge, knowledge which can only come from outside of the self, through observation and experimentation. The teacher therefore needs to present material in a systematic and organised manner.
Rather, knowledge is something that we develop in order to live our lives, to solve the problems that we face, and to make sense of the world in which we live. This school of thought became known as instrumentalism, and became the basis on which Dewey built his theories of education (Dewey, 1938). In this context, it is senseless to break down knowledge into different categories and to educate people accordingly. If knowledge is something that arises out of our natural drive to problem solve in order to navigate our world and lives, then it should not be treated as a commodity that can be divvied out and applied as a way of
Summary Plato's Ethics: An Overview Human being is the highest aim of moral thought and conduct, and the virtues are the requisite skills and dispositions needed to attain it. In Plato’s early works his approach on happiness is largely negative. He treats happiness as a state of perfection that is hard to comprehend because it is based on metaphysical presuppositions that seem both hazy and out of the realm of ordinary understanding. In crucial texts Plato’s moral ideals appear both austere and self-abnegating: the soul is to remain aloof from the pleasure of the body. Moral values presuppose an appropriate political order that can be maintained only by leaders with a rigorous philosophical training.
Aristotle defined a virtue as a good habit formed by rationally shaping one’s desires in order to reach a mean between overreaction and under reaction (Prof. Skerker). Virtues are only acquired through the habituation of doing the right things voluntarily. Aristotle also believed that a person doing the right thing and reaching the mean of a virtue should be brought pleasure by their actions. In a class discussion we defined character as the sum of all of our virtues, combined with how we use those virtues to influence our decisions and actions. The virtues I found most applicable in this case study are: integrity, humility, and loyalty.
Hunt (2014) study showed that mentors need to be confident, competent and have knowledge to understand something instinctively without the need for conscious reasoning from factual student’s concerns in order to provide coherent assessment evidence. Assessment can be done in two forms which are formative and summative. Formative assessment is a stage where a mentor gives advice to the student’s performance and identify the learning needs (Kinnell and Hughes 2010). During the formative assessment with my student I was able to discuss the areas of needs, and how to improve them and also his strengths. Formative assessment helped my student to acknowledge his achievements and his strength and weakness.
c) Handle his difficulties in a rational way and strengthen his attributes. d) Makes his own decisions and plans on the basis of self understanding, accept responsibility for his decisions and take action on the plans developed. VII. The Placement Service: This is an important service in the guidance programme and is intended to help the student in situating himself in the right scholastic track, suitable place in the post-school environment, selection of suitable co-curricular activities and job oriented courses.