History and Philosophy of Contemporary Education. Empiricism versus idealism. With Empiricism and Positivism's etymology, history and proponents and it's different types.
History and Philosophy of Contemporary Education. Empiricism versus idealism. With Empiricism and Positivism's etymology, history and proponents and it's different types.
An overview of History and Philosophy of Science, dissecting terms such as History, Philosophy and its focal point science, correlating history of science and philosophy of science, tackeling about other essential information such as scientific method, paradigms and the role of History and Philosophy of Science in Science classroom. This is such a great help to inspire teachers and soon to be on how they can integrate their learning's in this subject to further enhance more science teaching.
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
Sources of Knowledge in Philosophy of EducationR.A Duhdra
After studying this topic the students can be able to
Define knowledge
Describe significance of different sources of knowledge
Differentiate between different sources of knowledge
Identify the reliable sources of knowledge
This is an introduction to the topic "Reference and Meaning" as one of the issues/concerns of philosophy of language. The thoughts of John Locke is also included here. The reference for this material is "Philosophy of Language" by Hornsby and Longworth.
An overview of History and Philosophy of Science, dissecting terms such as History, Philosophy and its focal point science, correlating history of science and philosophy of science, tackeling about other essential information such as scientific method, paradigms and the role of History and Philosophy of Science in Science classroom. This is such a great help to inspire teachers and soon to be on how they can integrate their learning's in this subject to further enhance more science teaching.
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
Sources of Knowledge in Philosophy of EducationR.A Duhdra
After studying this topic the students can be able to
Define knowledge
Describe significance of different sources of knowledge
Differentiate between different sources of knowledge
Identify the reliable sources of knowledge
This is an introduction to the topic "Reference and Meaning" as one of the issues/concerns of philosophy of language. The thoughts of John Locke is also included here. The reference for this material is "Philosophy of Language" by Hornsby and Longworth.
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George Berkeley was born in 1685 in Ireland and died in 1753 (in Oxford, England, while visiting his son). • He is, a great Irish philosopher and a member of the Church of Ireland• Toward the end of his life he was appointed Bishop of Cloyne (which is now in the Republic of Ireland).
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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!
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.
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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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
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.
9. ---fundamental questions
about how we think and
perceive, and it even
touches on how we express
ourselves through
language, logic, and
religious practices--
10. -to discover where our ideas
come from, to ascertain what it
means to have these ideas and
what an idea essentially is, and
to examine issues of faith and
opinion to determine how we
should proceed logically when
11. - human beings cannot have
ideas in their minds of which they
are not aware, so that people
cannot be said to possess even
the most basic principles until
they are taught them or think
them through for themselves.
12. - human beings differ greatly in
their moral ideas, moral
knowledge must not be innate.
13. - God is not a universally
accepted idea and that his
existence cannot therefore be
innate human knowledge.
14. • Simple Ideas are those that cannot
be further analyzed into simpler
components
• For example, if your friend does not
know what the color green is, you
would have to show them a green
object, because you cannot further
define green.
• These simple ideas are generally
15. • Complex Ideas are:
1. Compounds of simple ideas
2. Ideas of relations
3. Abstractions
16. • Primary qualities are characteristics that are
necessarily contained within objects
• Such as: solidity, extension, figure, motion/rest, and
number
• Secondary qualities are qualities that are not
contained within objects, but are sensations
produced by the primary qualities
• Such as: color, sound, taste, smell, etc.
17. • According to Locke, our ideas of primary
qualities are correct ideas. That is, the
ideas in our mind correctly represent the
way the world is.
• My perception that the desk in front of me is
a rectangle is correct, because the idea of a
rectangle in my head lines up with how the
atoms (or corpuscles for Locke) are arranged
to make up that desk – in the shape of a
rectangle. Reality matches the idea in my
18. • On the other hand, the ideas we have of
secondary qualities are not “correct” in the same
way primary qualities are “correct:” they do not
necessarily match the external world.
• Locke says, “The ideas of primary qualities of bodies
are resemblances of them, and their patterns do
really exist in the bodies themselves, but the ideas
produced in us by these secondary qualities have no
resemblance to them at all. There is nothing like our
ideas existing in the bodies themselves.” John
Locke, An Essay Concerning Human Understanding
19. • In other words, we may see grass as being
“green,” but there is no “greenness” innate in the
substance [atoms/corpuscles] that makes up the
grass. There are patterns that create the idea of
“greenness” in our minds, but the matter itself is
colorless.
20. - proposes that knowledge is built
up from ideas, either simple or
complex. Simple ideas combine
in various ways to form complex
ideas.
21. There are two types of
experience,
1. Sensation- the mind
experiences the world outside
the body through the five
senses.
2. Reflection - the mind turns
22. Locke divides simple ideas
into four categories:
1. Ideas we get from a single
sense, such as sight or taste;
2. Ideas created from more than
one sense, such as shape and
size;
23. 3. Ideas emerging from
reflection; and
4. Ideas arising from a
combination of sensation and
reflection, such as
unity, existence, pleasure, pai
n, and substance.
24. Locke divides complex ideas
into four basic types:
1. modes, which are ideas that
do not exist in and of
themselves, such as
qualities, numbers, and other
abstract concepts;
25. 2. substances, either selfsubsisting things (such as a
particular man or a sheep) or
collections of such things (an
army of men or a flock of sheep);
26. 3. relations, such
as father, bigger, and morally
good; and
4. abstract generals, such as
“man” or “sheep” in general.
29. - it would be too hard to
remember a different word for
every particular thing that
exists, having a different word for
everything that exists would
obstruct communication, and the
goal of science is to generalize
30. Natural Weaknesses of
Language
1. A word may imply a very
complex idea.
2. The ideas that words stand
for may have no constant
standard anywhere in nature
31. 3. The standard that ideas refer
to may not be easily known
4. The meaning of a word and
the real nature of the thing
referred to by the word may not
be exactly the same.
32. Abuses of language
1. People often use words
without really knowing what
these words mean
2. People use words
inconsistently
33. 3. People purposefully make
terms obscure by using old
words for new and unusual uses
or by introducing new terms
without defining them.
4. People mistakenly believe that
words refer to things rather than
34. 5. People try to use words
incorrectly to change their
meaning
6. People assume that others
know what they are saying when
they are not really being clear.
35. 1. Never use a word without
having a clear idea of what it
means
2. Try to recognize the same
meaning for words as others
do so that we can
communicate with a common
36. 3. If there is the slightest chance
that the meaning of your words
will be unclear, define your terms
4. Always use words consistently.
37. Knowledge is what the mind is
able to perceive through
reasoning out the connection, or
lack of connection, between any
two or more of our ideas.
38. Agreement and Disagreement
that reason can perceive to
produce knowledge:
1. identity (blue is blue) and
diversity (blue is not yellow)
39. 2. relation (two triangles with
equal bases located between the
same two parallel lines are equal
triangles)
3. coexistence (iron is always
susceptible to magnets)
40. 4. realization that existence
belongs to the ideas themselves
and is not in the mind (the idea of
God and of the self).
41. Degrees of Knowledge
1. Intuition, when we
immediately perceive an
agreement or disagreement the
moment the ideas are
understood.
42. 2. Demonstration, which
requires some sort of proof.
3. Sensitive knowledge, which
is about the existence of an
external world, roughly
resembling the world as we
perceive it.
43. Degrees of Knowledge
1. Intuition, when we
immediately perceive an
agreement or disagreement the
moment the ideas are
understood.