The document discusses different perspectives on human nature from philosophy, religion, sociology and psychology. It describes the human person as having physical, intellectual and spiritual qualities according to philosophical views such as conservatism, liberalism and socialism. Theologically, the Bible teaches that humans are created in God's image but sin has distorted human nature. Sociologically, humans are social animals that learn from their environment and belong to different social groups. Psychologically, Maslow's hierarchy of needs theorizes that a person's behavior is shaped by their inner feelings and self-image.
Over the years, as we grow up, we often wonder about the purpose or reason of our existence. Is life simply a matter
of obtaining food and shelter? In fact, animals are mostly occupied in activities related to survival. But surely human
existence must have a greater purpose. This has been the basic concern in the Indo-Eastern perspective on human nature.
The Indian approaches tell us that many of the problems that we face in life are due to faulty ways of thinking and
understanding the world. Therefore, the concern in the Indian perspective is on removal of faulty knowledge which keeps us
in a state of ignorance (avidya). Once we have realized this, it is possible to live life with a new kind of freedom. In this state
we come to experience a deep and complete joy. This happiness or state of bliss is present in each of us. We only have to
unfold and experience it. Such a state enlarges the human consciousness in such a manner that a person’s goal becomes
recovering the experience of beingness or existence that is common to everybody.
This presentation aims to let the students appreciate the existence of Man. Needless to say, they will understand more the complexity of man as human being.
Introduction to Philosophy of the Human Person
Human Person
Human Living
Human Freedom
Intersubjectivity of the Human Person
Human Person in his/her environment
Human Person in the Society
Human Person as Oriented towards their Impending death
Over the years, as we grow up, we often wonder about the purpose or reason of our existence. Is life simply a matter
of obtaining food and shelter? In fact, animals are mostly occupied in activities related to survival. But surely human
existence must have a greater purpose. This has been the basic concern in the Indo-Eastern perspective on human nature.
The Indian approaches tell us that many of the problems that we face in life are due to faulty ways of thinking and
understanding the world. Therefore, the concern in the Indian perspective is on removal of faulty knowledge which keeps us
in a state of ignorance (avidya). Once we have realized this, it is possible to live life with a new kind of freedom. In this state
we come to experience a deep and complete joy. This happiness or state of bliss is present in each of us. We only have to
unfold and experience it. Such a state enlarges the human consciousness in such a manner that a person’s goal becomes
recovering the experience of beingness or existence that is common to everybody.
This presentation aims to let the students appreciate the existence of Man. Needless to say, they will understand more the complexity of man as human being.
Introduction to Philosophy of the Human Person
Human Person
Human Living
Human Freedom
Intersubjectivity of the Human Person
Human Person in his/her environment
Human Person in the Society
Human Person as Oriented towards their Impending death
As an embodied subject, the human person has inherent limitations: he has facticity, he is a spatial-temporal being, and his body is intermediary. The presence of inherent limitations imposed by being an embodied subject may make us think that our life is very restricting. However, it is also these limitations that make our lives more interesting and challenging because these offer us the possibility of overcoming or transcending them.
“The fundamentals of science of living may be defined as” the body of knowledge consisting of certain principles which define the style of life, show the problems and solutions and present the path for the betterment of way of life. The modern and contemporary culture is having an impact on education. Education is more understood to be a training for getting some skills to earn and live luxuriously than to improve knowledge and inculcate culture to have a journey for truth. When the education and training are endowed with the value s then the system becomes more a path for perfection. Such education backed by training can make the man to observe, analyse, synthesise and interpret the actions of his bodymind complex and make him potential enough to do a thing, pragmatic enough to be efficient and wise enough to have a hunt for peace and bliss. In his hunt for peace and bliss he finds out the first hurdle in his mind.
As an embodied subject, the human person has inherent limitations: he has facticity, he is a spatial-temporal being, and his body is intermediary. The presence of inherent limitations imposed by being an embodied subject may make us think that our life is very restricting. However, it is also these limitations that make our lives more interesting and challenging because these offer us the possibility of overcoming or transcending them.
“The fundamentals of science of living may be defined as” the body of knowledge consisting of certain principles which define the style of life, show the problems and solutions and present the path for the betterment of way of life. The modern and contemporary culture is having an impact on education. Education is more understood to be a training for getting some skills to earn and live luxuriously than to improve knowledge and inculcate culture to have a journey for truth. When the education and training are endowed with the value s then the system becomes more a path for perfection. Such education backed by training can make the man to observe, analyse, synthesise and interpret the actions of his bodymind complex and make him potential enough to do a thing, pragmatic enough to be efficient and wise enough to have a hunt for peace and bliss. In his hunt for peace and bliss he finds out the first hurdle in his mind.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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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.
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.
2. At the end of the lesson, the students should be able to:
1.Describe the Nature of the Human person.
2. Identify the importance of a person’s ability
and capacity.
3.Describe a person’s unique qualities that make
him/her a productive social being
3. What can you say about
“madaling maging tao
mahirap magpakatao?”
4. Human nature is a concept that denotes the fundamental
dispositions and characteristics—including ways of thinking, feeling,
and acting—that humans are said to have naturally. The term is
often used to denote the essence of humankind, or what it 'means'
to be human.
Human Person is everything that is related to man such as
physical, mental, spiritual, intellectual features. ... We, humans,
have natural spontaneous tendency to harmony with the materials
in the universe and use our intellectual thinking to know what
is right from wrong.
5. HUMAN NATURE IN PHILOSOPHICAL VIEW
What does it mean to be human? As a first course in philosophy, it is
an introduction to what philosophy is and to works of major
philosophers. As a treatment of the meaning of human nature, the
course considers the human person as physical being, as knower, as
responsible agent, as a person in relation to other persons, to society,
to God, and to the end, or purpose, of human life.
6. Maguigad (2006) in his book, Philosophy of the Human Being, explains the different
philosophical views of the human person. These are the following:
1. Conservatism
The conservatism view is not entirely positive and definitely non egalitarian. Some men
contribute more than others to society, and therefore, must rewarded and honored by
society. All human persons may not be of equal value to society: some men are intended
to rule, the rest to obey. This is in line with one of the Confucian ethical ides which states
that the superior man must rule and the commoner must bow before his authority.
1. Liberalism
Liberalism has a more egalitarian view of human nature. It believes that all men are
capable of reason and rational action and have the capacity to live satisfactory and
productive lives if given the opportunity. Reason is common to all human beings and this
fact raises them above the level of beasts and enables them to know the principles of
suitable living. According to Mencius, “Every human being can become a sage king, that is,
anyone can gain the wisdom to rule”
7. 4. Socialism
In socialism the human being is engaged in cooperative social activities when given
the opportunity. Unfortunately, this natural cooperative instinct is not fostered when
some people selfishly exploit other people.
Marx believed that man is driven primarily be desire for economic gains. In his Das
Kapital, he considers the human person as a social animal, if he she fails to relate
actively with others and with nature. He/she loses himself and become alienated.
His/Her drives lose human qualities and assume animal qualities.
5. Fascism
Fascism hold that what matters most is the country itself. The human beings can
prosper only when the nation prospers. His /Her fate is merely secondary when it
comes to the country. Like the conservatives the fascist contends that some human
beings are naturally and radically better than others.
8. Classical Greek Views
The early classical Greeks define the human person as a rational animal.
As animal’s vegetative sensory and rational element is integrated within
his/her being. Thus he/she is material body and spiritual soul being. As a
vegetative creature, the human being needs food to grow, develop and
reproduce. As a rational animal he/she has the power of thought, reason
and cognition.
Due to a person’s mobility and his/her special place in God’s kingdom it is
through him that the rest of creation enter into a dialogue and relationship
with the Supreme Being. Because the human being is given the free will to
choose, decide or shape his life, he is always responsible for his action.
A human person is capable of loving, knowing, and believing which leads
him to be fully aware of his humanity.
9. Sociological views
Sociological perspective is made up of a number of quite different sub-perspectives. San Juan (2007) proposes some
common ideas about the human person. These are the following:
1. Human persona are social animals. - need to cooperate to produce social world we live in
2. Man's social behavior is LEARNED, not instinctive. we have to learn from the time we were born to a be recognizable
member of the society a human person is capable of KNOWING, LOVING, and BELIEVING, which leads us to fully
aware of our humanity...
3. Focus our attention on the groups we belong to understand Man's behavior. society is the largest group to which we
belong
4. Sociology is a discipline that looked into the totality of relationships in a individual’s life (economics, politics, history,
geography, psychology and so forth). Although each of these areas is significant and interesting in varying degrees it is
only be looking at how these relationships affect each other that we can arrive at a complete picture of human social
behaviour.
For example: people work – economic dimension
People vote - political dimension
People live in different areas – geographic dimension
10. Hierarchy of Needs – the guiding principle of a person’s competence and ability is the exploration
of his totality in the field of humanistic psychology which theorizes that a person’s behaviour and
his relationship with others are shaped by his inner feelings and self image. Maslows presented the
levels of hierarchy of need in his theory of personality.
11. HUMAN NATURE IN BIBLICAL VIEW
The Bible teaches that God created human beings in His image. This means that He enables us to have some
understanding of Him and of His vast and complex design. Our human nature reflects some of God’s attributes,
although in a limited way. We love because we are made in the image of the God who is love (1 John 4:16).
Because we are created in His image, we can be compassionate, faithful, truthful, kind, patient, and just. In us,
these attributes are distorted by sin, which also resides in our nature.
Originally, human nature was perfect by virtue of having been created so by God. The Bible teaches that human
beings were created “very good” by a loving God (Genesis 1:31), but that goodness was marred by the sin of
Adam and Eve. Subsequently, the entire human race fell victim to the sin nature. The good news is that at the
moment a person trusts in Christ, he receives a new nature. Second Corinthians 5:17 tells us, “Therefore, if
anyone is in Christ, he is a new creation; the old has gone, the new has come!” Sanctification is the process by
which God develops our new nature, enabling us to grow into more holiness through time. This is a continuous
process with many victories and defeats as the new nature battles with the “tent” (2 Corinthians 5:4) in which it
resides—the old man, the old nature, the flesh. Not until we are glorified in heaven will our new nature be set
free to live for eternity in the presence of the God in whose image we are created.