Hutchins and Neill each present some of these ideas in their own philosophies. Hutchins, in The Great Conversation, says that “The aim of liberal education is human excellence” (Hutchins 3). His idea was that liberal education, or the study of liberal arts, is essential and unavoidable as humans engage in the liberal arts on a regular basis. “The liberal artist learns to read, write, speak, listen, understand, and think…reckon, measure…predict, produce, and exchange” (Hutchins 4). These are abilities that occur in everyday life in today’s society and therefore, they should be represented in schools.
Britain used an imperialistic government in order to take over areas of the world to add political, social and economic wealth to their empire. The advancement of the British Empire was exponential with the coupling of the industrial revolution and imperialism that defined British economic, political and social structure across their expanding empire. The industrial revolution was the machine that would empower while imperialism dictated who would be controlled. Through the characterization of both imperialism and the industrial revolution, in his book “The Time Machine”, H.G. Wells uses symbolism to explore the destructive nature and shortcomings of both processes as they changed the world around him.
Revolution is a rapid push for change within government, culture, and society. In this case the industrial revolution was a change in which materials were created obtained. The industrial revolution didn’t just add changes to the British economy, but it most noticeably changed the infrastructure of the country. Thousands of factories and railroads popped up all over the nation, such rapid growth pushed for a bigger demand for resources to maintain the factories, so a movement was created. A movement within a nation is a push for change based on the current necessities in a society.
It will address how each event or movement changed Europe during the period in question. The conclusion will be made that the period 1750-1870 was a period of immense change in Europe. A “revolution” is defined as “a dramatic and wide-reaching change in conditions, attitudes, or operation” and in terms of the industrial revolution, there could not be a better description. The first major development that is often considered the founding factor of the industrial revolution was the development of the spinning machine. Employed by Richard Arkwright to create this machine, John Kay
Furthermore, both authors chose education as a motif for portraying not only the change in education but also the fear that comes with this “New Age”.While Shelley lived and wrote at the rather beginning of the Industrial Revolution, Dickens’ work gives the reader impressions of the final stages of this development. Both focus on society and how it shapes us and what is expected to become of a person depending on from what background the person is coming. Both Shelley and Dickens focus in their work on two entirely different characters that, however, have one aspect in common: they are shaped by society that surrounds them. These impacts are the real origin of why they later become what they are. The Industrial Revolution formed everybody including authors and their writing.
Therefore, we can conclude by saying that the master’s intelligence goes hand and glove with that of students and together they make significant and empowering learning possible. According to (Gardner, 1983)there are much human common intelligences for example logical and linguistic intelligences. Gardner argued that the aim of schools should be to discover and encourage multiple intelligences of students. Ranciere (1991) emphasised the importance of the master’s intelligence. He explicates that at some point a child cannot understand without a master explaining to him.
This period became a turning point in the history of European demography. It was the beginning of cultural, societal, religious and technological transformation – a consequence of the Age of Reason and the Scientific Revolution. The Age of Reason (or Enlightenment) was a progression of ideas of liberty, tolerance, modern science and the church and state which were the antecedent to the Industrial Revolution . The Scientific Revolution saw the emergence of reason and developments in the fields of science, especially biology. In the early 18th century, Europe had high fertility rates nevertheless, the population didn’t increase much as Europe also saw high mortality rates.
In research conducted by Smith (2011), he commentated on the projection of young adults and the challenges they face. He resolved that confusion reigns as these emerging adults try to make sense of the world they live in and formulate their thoughts on deeper matters and things like Sire’s (2015) questions. This confusion does create an opportunity for a christian worldview to restore Shalom by presenting the Bible as a worldview and restoring peace as a means of interpreting reality (Wolterstorff 2014 p259). This communication is laid upon the shoulders of teachers, in both christian and non-christian schools to allow the Bible to be a reasonable option to consider as governing of worldview. Within Christian Education, this mandate should be approached with passion and enthusiasm as they have a greater opportunity to teach this worldview and its benefits.
Early industrial revolution is using mechanized mass production to instead of hand-crafted works in the development of capitalism. In 1760s, it took place in Britain for the first time. In the middle 19th century, France, Germany, and the United States had completed Industrial revolution. It’s not only a revolution in production technology but also a revolution in the relationship of production. The main content of the following essay will show the reason American industrial revolution happen, three main important progress of American industrial revolution, the influence which caused by American Industrial revolution.
Though biasness is presented in all the period in the fields of art, literature, architecture, a rapid change comes in the Victorian age that was influenced by politics, religion, beliefs, myth and society. The changing social condition after the end of Romantic Age draws the reflection in literature also. This research will analyze the prejudicial condition of Victorian age that brought the prominent writers through there writings. The common people faced more the changes in this time of Industrial revolution. The research’s aim is to study human’s natural response towards biasness and how the cognitive dissonance occurs.