This document provides an overview of key concepts from Plato's epistemology and metaphysics. It discusses Plato's view that knowledge pertains to eternal, unchanging forms that exist in the intelligible realm, rather than the particulars of the visible realm which are merely objects of opinion. It also summarizes Plato's idea of an ideal society structured around three classes that map to the three parts of the soul: producers correspond to appetite, auxiliaries to spirit, and philosopher kings to reason.
This presentation explains methods of some of famous philophers and about their methodolgy.
Presentation is focoused on basic four philosphers. But name of some famous philosphers is listed.
This presentation explains methods of some of famous philophers and about their methodolgy.
Presentation is focoused on basic four philosphers. But name of some famous philosphers is listed.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Epistemology
The branch of philosophy concerned with
knowledge, belief, and thought.
Epistemological questions include:
What is knowledge?
How do we form beliefs?
Can we know anything?
3. CONSIDER:
What is your own approach to epistemology?
WHAT IS YOUR FIRST PRINCIPLE?
EVIDENCE
SCIENCE
FAITH
SELF-INTEREST
CULTURAL INFLUENCES
WHY?
4. VISIBLE vs. INTELLIGIBLE REALM
The Visible Realm is grasped with our senses. It is
comprised of the particular things we see, hear, smell,
taste, touch around us—the SENSIBLE PARTICULARS. We
cannot “know” anything about these objects; we can only
have opinions.
The Intelligible Realm is an aspect of reality beyond and
more real than what we can see. It cannot be grasped
through the senses but through the intellect. This realm is
comprised of the FORMS and is the realm of TRUTH and
the object of knowledge.
5. FORMS
The unchanging, eternal, absolute entities or truths. These
absolute entities (which are based on concepts, not objects, like
Beauty, Goodness, Sourness) are the cause of all the objects we
experience in the visible realm.
My blue pen is not the absolute blue pen. Conceptually, there is
an ideal blue pen that can never be realized on earth.
The FORM OF THE GOOD is the ultimate form from which all
others are derived. It is the source of intelligibility and of our
capacity to know. It acts in the intelligible realm as the sun in
the visible realm (illuminating/clarifying everything). It is the
ultimate object of knowledge.
By grasping the Form of the Good, one reaches the highest
grade of cognitive activity, understanding, and becomes a
philosopher-king.
6. METAPHYSICS
The philosophical study of the fundamental nature of
things. It is often broken down into the study of BEING
and ORIGINS.
The FORM OF THE GOOD is the ultimate origin for Plato.
CONSIDER:
What are some common beliefs about the ultimate source,
the ultimate origin of everything?
8. APPETITE:
This is man’s desire for food, sex, shelter. It’s
basically encapsulates physical needs/urges, though
those can be necessary desires (the desire to eat to
stay alive), unnecessary desires (the desire to eat a
10 lb. steak 3 times a day), and unlawful desires (the
desire to eat one’s children).
In a just man, the appetite is strictly controlled by
reason and reason’s henchman, spirit.
Plato considered the lowest class of society to be
ruled by this aspect of the soul.
9. SPIRIT
The source of desire for honor, victory, and justice.
Spirit is responsible for feelings of anger and
indignation.
In a just soul, spirit acts as henchman for reason,
ensuring that appetite adheres to reason’s
commands.
In Plato’s ideal society, the peace-keeping or
militaristic class would be motivated by this part of
the soul.
10. REASON
This aspect of the soul lusts after TRUTH. It is the
source of all of our philosophic desires.
The just man is ruled by reason and should therefore
rule over an ideal society.
These men Plato called “philosopher kings.”
11. 3 LEVELS OF PLATO’S IDEAL SOCIETY
PRODUCERS
AUXILIARY
GUARDIANS
These correspond to the 3 parts of the soul.
12. PRODUCERS
All producers had a SPECIALIZTION: they only worked at
the one thing they did best, and they had no other
choices. They consist of the largest class of society which
includes all professions: framers, craftsmen, merchants,
doctors, artists, actors, lawyers, judges. However, they
have no share in ruling.
Because they are ruled by APPETITE (physical
desire/urges), they are not fit to rule. They are only fit
to…
OBEY and WORK
13. AUXILIARY
The warriors responsible for defending the city from
invaders and keeping the peace at home.
They must enforce the convictions/laws of the guardians
and ensure that the producers obey.
Like SPIRIT is the henchman of REASON, the AUXILIARY are
the henchmen of the GUARDIANS.
Because the AUXILIARY are motivated by SPIRIT, they seek
honor, victory, and justice.
14. GUARDIANS
Also known as PHILOSOPHER KINGS, GUARDIANS rule over
Plato’s ideal society.
Because they are motivated by REASON and because they
have achieved an UNDERSTANDING of the FORM OF THE
GOOD, they are the only ones fit to rule.
16. IMAGINATION: The lowest grade of cognitive activity. Mere
images and shadows are seen as the most real things. Ideas
about man and the world come from art (poetry, movies…reality
TV).
BELIEF: The second lowest grade of cognitive activity. The
object of belief is the visible realm rather than the intelligible
realm. A man in a state of belief does not have any access to
the Forms, but instead takes sensible particulars as the most
real things.
THOUGHT: The second highest grade of cognitive activity. It
focuses on the Forms (eternal truths, not just physical objects).
Thought though can only proceed with the crutches of images
and hypotheses (i.e. unproven assumptions).
UNDERSTANDING: The highest grade of cognitive activity
involving pure, abstract reason—Plato considered Math the
highest discipline because it is purely theoretical. This is only
achieved once the Form of the Good is grasped.
17. KNOWLEDGE vs. OPINION
Knowledge can only pertain to eternal, unchanging truths.
I can know that 2+2=4, because this will always be the
case (2 itself is a concept, an interpretation of the data
we see).
Since only eternal, unchanging truths can be the objects
of knowledge, all other truths are relegated to opinion.
Opinion is the highest form of certainty that we can hope
for when it comes to the visible realm, the realm of
sensible particulars.
18. SOPHISTS
During Plato’s day, the Sophists rejected the notion of
objective truth and knowledge, including objective moral
truth. They did not believe in “right” and “wrong.”
Plato wanted to prove the Sophists wrong: to show that
there is such a thing as objective truth, and that we can
have knowledge of this objective truth.
That objective truth simply does not inhabit this realm.