Realism is a philosophy of education that believes the world is made up of real, substantial material entities. It emphasizes practical and scientific education based on real-world experiences over theoretical ideas. The key aspects of realism discussed in the document are:
1. It believes education should be grounded in the real world through observation, experimentation, and developing useful skills.
2. There are several types of realism discussed, including social realism, humanistic realism, sense realism, and scientific realism.
3. The objectives of education according to realism are to develop practical and vocational skills to enable students to adjust to life and fulfill their duties as citizens.
4. The educ
THIS presentation is about the PHILOSOPHY OF REALISM IN EDUCATION.
One can find here the:
general principles of realism
most common and well-known realist
most common form of realism
aims in education
roles of teachers, and;
some teaching methods a teacher can use if he/she is to apply realism in the classroom.
Kenzhekulov Maisalbek from International Relations Department of International Ataturk Alatoo University is talking about the REALISM .Subject: Political Science
Lecturer: Dr. Ibrahim Koncak
idealism is the group of metaphysical philosophies that assert that reality, or reality as humans can know it, is fundamentally mental, mentally constructed, or otherwise immaterial. Epistemologically, idealism manifests as a skepticism about the possibility of knowing any mind-independent thing
THIS presentation is about the PHILOSOPHY OF REALISM IN EDUCATION.
One can find here the:
general principles of realism
most common and well-known realist
most common form of realism
aims in education
roles of teachers, and;
some teaching methods a teacher can use if he/she is to apply realism in the classroom.
Kenzhekulov Maisalbek from International Relations Department of International Ataturk Alatoo University is talking about the REALISM .Subject: Political Science
Lecturer: Dr. Ibrahim Koncak
idealism is the group of metaphysical philosophies that assert that reality, or reality as humans can know it, is fundamentally mental, mentally constructed, or otherwise immaterial. Epistemologically, idealism manifests as a skepticism about the possibility of knowing any mind-independent thing
According to Erikson’s Psychosocial Development Theory, the concepts of generativity versus stagnation stage occurs by the time when we reach our mid-30s to mid-50s. From here, we start to really examine our lives and see if it is going the way we planned it or did it take a drastic turn. This is where some people take drastic steps and change their lives. It is when we start to question, "How can I contribute to the world?" Finding ways to advance or enhance future generations can help you work toward generativity instead of having a sense of stagnation. The basic virtue of generativity vs. stagnation is "care." This involves caring for others who are close to the person (family, co-workers, friends, etc.) as well as caring for the community or the future generation as a whole. If generativity is not developed, rejectivity, or a lack of meaning in one's life and in one's actions, can occur.
A brief summary of my report in our class.
Credits to the author of the book 'Philosophy of Education in Phil. Setting'
by Herman C. Gregorio & Cornelia M. Gregorio
And to Mr. Sunga as our professor.
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
Embracing GenAI - A Strategic ImperativePeter 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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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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.
2. Realism:-
Realism is that kinds of realism. It is developed by two
words that Res and Ism. Res is denoted by Greek word
and develop by real . Res means object and ism means
reflection (image).
Realism is reality of system it believes that the world is
composed of matters rather then ideas. Ideas are only
the images of the physical worlds.
It believed that the world is made of real, substantial,
material entities.
3. Realism:-
Realism= (res ism) when res= objective and ism=
reflection (image).
It believes that the world is composed of matter rather
then ideas
it believes the world is made by real substantial
material entities
The ideas expressed in the symbols of the material
world
it gives more emphasis on the utilization of the real
world
4. It follow that natural values
It source of origin and existence of and individual
It does not undermines the importance to worlds in
the process of acquiring knowledge
Reality is based on object
It is standing agenesis idealism
Nothing is permanent in the universe
It is development of scientific philosophy the product
of reality
It assumes that individual and natural interest must
be addresses in education system
5. The world of ideas expressed in the form of
worlds are only the symbols of the material world.
It does not undermines the importance to worlds
in the process of acquiring knowledge.
It gives more emphasis on the utilization of the
real world then the theoretical explanation of it.
It follows that anything consistent with nature is
valuable realism stresses hat wandering about the
philosophical questions related to the source of
origin and existence of life of an individual.
6. Types of realism:-
1. Social realism
2. Humanistic realism
3. Sense realism
4. Scientific realism
7. 1 Social realism:-
Social realism is more a method of educational
practice rather than a philosophy of education.
It is not a completely distinct trend from other forms
of realism.
Social realists were practical men and were against
existing routine curriculum.
They pleaded for direct contact with men and things
particularly through travel.
8. 1 Social realism:-
Method of educational practice rather then
philosophy
not completely distinct trend form other
To practical men and against existing routine
curriculum
Direct contact with men and things particularly
travel
9. 2 Humanistic realism:-
Humanists believed that classical literature should be
studied for the information and the knowledge of the
facts of the pasts so that such knowledge could be used
for the preparation for practical living (answer to any
problem that man might need).
Basic concerns in education : physical, moral and
social development.
The study of old literature (literature of the Greeks and
roman) is a means to understand the practical life .
10. 2 Humanistic realism:-
It believe classical literature
To any problem that man might need
Literature of the Greeks and roman
To understand the practical life
11. 3 Sense realism:-
Senses realism contains the germs of modern
education. The sense realists emphasized the training
of the senses.
this movement may be called the precursor of
scientific tendency in education.
It emphasizes the training of the senses, which are the
gateways to knowledge.
12. 3 Sense realism:-
To contain germs modern education
To emphasized the training of the sense
The precursor of scientific tendency
It is gateways knowledge
13. 4 Scientific realism:-
It is really a philosophical thought. It considers
scientific principles are changeable.
It accepts the methods and results of modern
development in physics.
The entities described by the scientific theory exist
objectively and mind- independently. This is the
metaphysical commitment of scientific realism
14. 4 Scientific realism:-
Scientific principles are changeable
To modern development in physics
Scientific theory exist objectively and mind
independently
It metaphysical commitment
15. Objective of education:-
Education should be practical based and scientific as
well as leaving based.
Education to be more materialistic to develop
vocational education.
focus on training of sense in tactual development on
observation and experiment.
It is provide theoretical and practical knowledge and
education for adjustment.
This types education is eco knowledge the value of life
and complete the duty of citizen.
16. Objective of education:-
To be practical based and leaving base
To develop vocational education
Focus on observation and experiment
It adjustment types of knowledge
To self preservation utilization of self leisure time
Training for children and worthy citizenship
To create super natural man
17. Educative process:-
Education should be practical based and scientific as
well as earning based.
It emphasis on the process of analysis of the existing
kno9wledge rather then to construct new knowledge.
Educative process as a self experience and good
discipline.
The teaching methods recommended by the realist
are authoritative.
The realist classroom is generally a teacher- centered
class.
18. Educative process:-
Practical base and scientific as well as learning base
Emphasis on existing knowledge rather then construct
new knowledge
To develop self experience and good discipline
To develop of good habits
It process of transmission of information
It process of self experiment and observation and self
defense
To known definite to indefinite conceits of abstract
form experiment
19. The process form easy to difficult, know to unknow
definite to indefinite, conceits to abstract form
experiment to rational knowledge
20. Curriculum:-
It enables mankind to adjust to and progress in his
natural environment
It is the applied form of knowledge needed to
fulfill the demand of life an individual and make
his or her life of pleasant.
it is provides moral value of truth, goodness and
beauty.
The curriculum is contain should to useful and be
able to fulfill the needs
It based on practical more then then theoretical .
21. Curriculum:-
It progress in his natural environment
To fulfill the demand of life an individual
It is provides moral value of truth goodness and beauty
to useful and be able to fulfill the needs
Based on practical more then theoretical
to oriented scientific and specific knowledge
To develop of child’s interest need experience and
habit
It emphasis to observation experiment and practice
22. Role of student:-
Children should to laborite by straggling focus an
present need.
The learner should be a moral and good character
person.
A disciplined person can attain the moral values of
truth, beauty and goodness.
The students have to be trained only to become a
humans.
23. Role of student:-
It emphasis on recent needs and readiness to be
successful citizen
To find out and discover new things
To laborite by straggling focus an present needs
Learner should be good character person
It is bookies and practical knowledge
Learning by doing with self experience
To obtain he real knowledge of the world
The moral values of truth beauty and goodness
24. Role of teacher:-
The teacher should helps the students in the
identification and attainment of ideals.
The teacher has the main and the leading role in the
process of instruction.
The teacher linker between natural world and ideal
world.
The teacher is creator of learning environment.
They should realize all demands of students.
He should help the students in making discoveries.
25. Role of teacher:-
To laborites by struggling focus an present need
In the identification and attainment of ideals
Role in the process of instruction
It linker between natural world and ideal world
It making discoveries and all demand of students
It develop learner capacity and resource person
It develop good habit and decide the real knowledge