Introduction
There is an increasing need for future teachers in the international environment to foster and develop children capability for critical thinking and good ethical values. This group essay will include first-hand personal accounts of the actual experience when facilitating the five philosophical dialogues and reflection would be included to better strengthen the validity of the essay. Furthermore, there is a presentation of each approach strengths as well as limitations in relation to one another so as to give a better insight into how teachers can best handle this topic.
Socratic Dialogue - Minh
Socratic Dialogue, given its name, derived from the famous ancient Greek philosopher, Socrates (c. 470 BCE-c. 399 BCE). Plato (c. 428 BCE-c. 348 BCE), who was Socrates student, recorded many of Socrates rhetorical investigations with other
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Other contemporary authors such as Rossem (2006), Krohn (2004) and Heckmann (2004) have developed in-depth methodologies and suggestions in order to transform Socratic Dialogue into a cooperative learning activity discussing the topic of philosophy in the classroom.
I decided to facilitate Socratic Dialogue as part of the assignment for the nine other participants that were my fellow students of the same class. I chose the question: “What is justice?” as the focal question for the philosophical conversation. I first began the dialogue by writing clearly the chosen question on the whiteboard. Then I divided the participants into three groups, each consisting 3 people. I gave the first instruction for the groups to brainstorm an initial definition of the term “justice”. This mini groups discussion would last for about 6 minutes. Afterwards, I asked each group if they had come up with an agreeable answer in the form of one sentence to respond to the question. One member representing the group came in front of the board and wrote down the initial answer. I started the next step, which was to investigate the claims
She claimed that she worked with the HR department and regional counsel and conducted an investigation. She also stated that she had completed the inquiry and had taken corrective action.
First, teachers will explain and educate on the defining aspect of virtue and emphasize that it is more of an external action. Afterward, teachers will teach about righteousness and explain righteousness is more of an internal thought process. Finally, teachers will educate students on humanity and the act of loving and caring for family and peers. Students should be able to distinguish the differences between the three and recognize each characteristics in a scenario. Students, finally, should be able to understand how to act in each manner in their journey in The
In this short essay, Robert Coles (1995) reveals his pivotal encounter with a student whose personal story of discrimination and unwanted propositions from fellow classmates challenged his perspective on both his current teaching methods and Harvard’s educational mission. Seated in a liberal educational philosophy, he acknowledged he did little to address the importance of connecting thinking to action in his own practice. Starting the essay with a prophetic warning from Ralph Waldo Emerson, Coles (1995) foreshadows his point that although a liberal educational philosophy may nurture intellect, it does little to foster character development when the link between knowledge and action is ignored. Moreover, through the philosophy student’s observance
Let us take our minds back to focus on this essay. After reading the article “Locke and Rousseau on Early Education”, I realize that these two philosophers are unusual. They invested a lot of time, effort in childhood education. However, they have different views and methods on educating children on early childhood education (0-8 years of age). John Locke and Jean Rousseau were both well- known European philosophers who believe children love freedom and power.
The source of Socrates’ suspicion of democracy stems from the argument that the general public is ignorant and therefore lacks the knowledge or reason to make the best decision for government and electing officials. The foundation of democracy is based on majority rule, however because the majority is unaware of what truly is good for them, by virtue of their ignorance, the masses are not capable of electing a leaders fit to run the state or government. Socrates contends that due to the general public’s ignorance, the majority will vote in favor of what and who panders to their desires and wants rather than what is logical and better for their souls (459b). Because the general public is ignorant, those who have the knack of oratory pander to the desires of the masses and therefore the consequence of democracy is inherent corruption in the governing structure. Socrates contends that the art of
Socrates finishes this by soliciting an arrangement from inquiries which makes Crito think. Socrates answers a couple of the inquiries however leaves the fundamental inquiries for Crito to consider and respond in due order regarding himself. The Socratic technique starts by asking establishment addresses that are replied by a "yes" or "genuine" and afterward a point is made off of that premise. Thoreau initially asked his group of onlookers "Should the subject ever for a minute, or at all degree, leave his still, small voice to the lawmaker?" (Thoreau 668).
Socrates is quoted as stating, “An unexamined life is a life not worth living” (38 a). Socrates was a founding figure of western philosophy, and a stable for many ideas. He lived in Athens, Greece teaching his students, like Plato, questioning politics, ethical choices, and many other things in Greek society. In the Trial and death of Socrates: Four Dialogues by Plato, it explores the abstract questioning Socrates had towards many of the normal social properties, which led to his trial, resulting in his death. The most important aspects discussed in the dialogues is the questioning of what is pious and impious, what it means to be wise, and good life.
Allowing children to learn to think critically helps them to solve problems and have a logical argument about something they believe is true. Applying critical thinking into schools gives a child a chance to make a difference. Also, Elizabeth McKinstry agrees with Hummell in challenging the next generation to think for themselves. McKinstry writes about how Common Core education helps children become more interactive in the world and teaches them how to apply the knowledge they have learned in life. McKinstry said, "Their reality is not connected to a world outside the boundaries in which they live" (McKinstry 20).
The movie “Twelve Angry Men” illustrates how twelve men are the jury reflecting a young man’s life who may or may not be the murder of his father. The main objective at aim is to reach a reasonable agreement by negotiation. The boy’s fate of being not guilty or guilty and being sentenced to death is in the hands of these men. Over the course of the jury’s deliberation, a number of differences take place. In the end, these assorted differences are negotiated and agreed upon.
After viewing the film 12 Angry Men, this movie shows a jury of men trying to decide the verdict in the case of a teenager accused of murdering his father. A simple task for the jury deciding on if the teenager is guilty or not guilty turns into irrational decision-making. The 1957 film is an immense example of how groupthink can
In my experience, what Martin Luther King Jr. calls “thinking intensively and critically” is very different from what my high school teachers called “critical thinking”, most especially by the way Dr. King links intelligence and learning to the development of character, that is, growth as a person. Too often in my past, teachers mentioned critical thinking only as a mental activity of seeing through stereotypes, evaluating both sides of issues and understanding and accepting differences. As worthwhile as these are, I have found that high level thinking without having a more enlightened character is simply inadequate. That was a recent, very positive experience with two very nice people of different faiths. As much as we had been taught in class about prejudice, the recent terrorists attacks across the world bred a good deal of ill-will in
A teacher’s individual philosophy of teaching is a powerful guiding force in the classroom. It shapes a teachers practices and influences all aspects of the classroom environment. Throughout the past year, I have come to understanding that my philosophy of teaching is largely shaped by critical thinking and critical pedagogy. Critical pedagogy finds its roots in John Dewey’s “Education and Democracy,” and has since grown into a popular philosophy among many educators (Rhems, 2013, p.1). Paulo Freire's “Pedagogy of the Oppressed” is a fundamental text for the philosophy, and it pushes
So, generally I assigned them lessons, with a hypotheses on each of their work. So, these help them to reach their target. Lawrence Kohlberg's Theory of Moral Development Unlike the Freud’s theory of Psychosexual Development, Erikson’s Theory of Psychosocial Development and the Piaget’s Cognitive Development, Lawrence Kohlberg’s theory is up on three levels. And each of the level contains 2 stages (Kendra, Kohlberg's Theory of