Teaching Philosophy as Education and Evaluation of Thinking Essay

ABSTRACT: Teaching philosophy and critical thinking is one of the main ways to clearly reaffirm the value of human persons and of goodness and freedom. It is not sufficient to propose a philosophical message, but we must teach it systematically (curriculum) with a real synergy between teachers and parents. We must also build a curriculum, which includes an evaluation model based on clear goals and objectives: the intermediate and final evaluation and assessment will enable us to be sure that we have reached our aim. It is also necessary to verify every step, evaluate it and compare it to the criteria (general project, goals, objectives) we put in our mind and use in our teaching. This critical evaluation needs methods and some teaching instruments described herein. The final philosophical education will be much stabler and assure us about our scientific and formative project. I. Teaching Philosophy Philosophical thinking includes an educational dimension, according to the dialogical structure of human thinking. First of all a preliminary question: is philosophy teaching and learning possible? This is the main problem, from Socrates to today: if a science exists and can be transmitted: without any objective and universal philosophical knowing about justice, goodness, truth, man becomes the measure of all things (according to Protagoras; science becomes sensation and human knowing is under subjectivism. But it's possible to get truth by dialogue: then it is also possible teaching and philosophically thinking using argumentation and research of universal ideas, transcending simple and unfounded opinions (CIFUENTES, 1997 #4922). This thesis, from Plato to Kant and German idealism (Fichte, Schelling, Hegel) seems the main scient... ...Three Tests of Critical Thinking, in  «Journal of Experimental Education », 29, 2, Dec, 177-182, 1960. RUST V. I., JONES R. S., KAISER H. F., A Factor-Analytic Study of Critical Thinking, in  «The Journal of Educational Research », 55, 6, 252-259, 1962. SMITH B. O., The Improvement of Critical Thinking, in  «Progressive Education », 30, 5, March, 129-134, 1953. WALLEN N. E., HAUBRICH V. F., REID I. E., The Outcomes of Curriculum Modifications Designed to Foster Critical Thinking, in  «The Journal of Educatinal Research », 56, 10 (Jul-Aug), 529-534, 1963. WATSON G., GLASER E. M., Watson-Glaser Critical Thinking Appraisal, Harcourt, Brasce and World, New York 1964. WILSON D. G., WAGNER E. E., The Watson-Glaser Critical Thinking Appraisal as a Predictor of Performance in a Critical Thinking Course, in  «Educational and Psychological Measurement », 1319-1322, 1981.

Frederick Douglass Theme Analysis Essay

There are a number of important themes in The Narrative of the Life of Frederick Douglass. Themes not only occur frequently throughout The Narrative of the Life of Frederick Douglass, but are connected in various ways. Inequality and Christianity in terms of its true values within the institution of Slavery are prominent themes in Douglass’s narrative. Primarily, one of the most prominent themes in The Narrative of the Life of Frederick Douglass is inequality. Douglass attempts to show how African American slaves are simply human beings like their whites, although there are numerous instances showing how many whites did not accept slaves as human. Frederick Douglass experiences the racial inequities at an early age and states: â€Å"I do not remember to have ever met a slave who could tell his birhday. They seldom come nearer to it than planting-time, harvest-time, cherry-time, spring-time, or fall-time. A want of information concerning my own was a source of unhappiness to me even during childhood. The white children could tell their ages. I could not tell why I ought to be deprived of the same privilege† (Douglass 13). Including the fact that he did not know the details of his background is an important part of the narrative since it shows an early encounter of inequality, but goes on telling the difference between the white and black children. Descriptions of inequality fill the first half of the book revealing the worth of a slave when Douglass states: â€Å"We were all ranked together at the valuation. Men and women, old and young, married ands single, were ranked with horses, sheep and swine. There were horses and men, cattle and women, pigs and children, all holding the same rank in the scale of being, and were all subjected to the same narrow examination† (Doug lass 51). Given these points, Douglass wants to appeal to readers’ pathos revealing the humanity of both him and other slaves. However, another prominent theme in The Narrative of the Life of Frederick Douglass is Christianity described and functionally differently throughout the text. Based on Douglass’ thoughts within the text, there are real and false versions of religion and the real form of Christianity are practiced by himself as well as those whites who opposed slavery. The role of religion in The Narrative of the Life of Frederick Douglass serves as a symbol as well as narrative functions. The false form of religion, or what Douglass refers to as â€Å"the hypocritical Christianity of this land† (Douglass 95) is practiced by whites, like Mr. Covey, and is a complete disgrace to the true ideals of Christianity. In fact, through his discussions of religion readers gets the sense that slavery and true Christianity are opposing forces and one cannot be present while th e other exists. Not only is can the existence of the true version Christianity with slavery impossible, but if real Christianity does the introduction of slavery completely corrupts it. For these reasons, Douglass juxtaposes both forms of Christianity to reveal the hypocrisy of the slaveholding South. Given these points, it is not just a religious or traditionally Christian exposition of the evils of human, but a statement of how ideals can be easily adjusted to fit the current situation. Moreover, Inequality and Christianity are themes exhibited in The Narrative of the Life of Frederick Douglass. The themes could all be connected due to the effect of inequality and how it affects the practical, social, and spiritual lives of the characters.

Theme Of Death In Emily Dickinsons Poems On Death

In the course of two years Emily Dickinson had written three poems on death and each of these poems they all seem to give three different takes on how one experiences death. Emily Dickinson was a woman who made her Christian faith the main focus of her work especially when it came to her poems that had all been written on death. In christianity it is believed that once you die you either go to Heaven or Hell based on how you been living your life. Dickson’s views had remained pretty consistent when it come to what happens to you after you are already deceased which highlighted in her poems. We can also see that she was sure to organized her work in a way that had kept you reading in order to unravel the overall messages based on her†¦show more content†¦The function of the poem seems to rhyme in the first stanza it is tomb and room, but in the next couple stanza rhyming doesn’t appear to be seen. In the poem iambic is a meter can easily be identified because th ey way she breaks up the words. â€Å"For beauty I replied/and I for truth the two are one†(II.6-7).She poses us with two different reasons on how people died one was on there looks and the other being speaking their truth. Even though these are completely opposite reasons they can still be reliable on one another. They had died for a specific reason and it was something that they believed in later in the poem we can see the kinsmen come in. Mentioning the kinsmen also allows us to see the second major reference to Christianity. She says â€Å"and so as Kinsmen met a night† this could be where they come in and gather the two people who died for their own cause. â€Å"Because I could not stop for Death† is the last poem in which she writes on death in 1863 and stays consistent in her final sequence of honing in her being a Christian woman. She still make sure to include some of the practices as seen in Christianity, such as God will come and take you home when he is ready to. â€Å"Because I could not stop for Death/ He kindly stopped for me†(II.1-2). Even though she was not ready to die at that particular moment it was her time to go because God had called her home. It also shows that death waits forShow MoreRelatedEmily Dickinson: An American Poet1793 Words   |  7 PagesEmily Dickinson is one of the most influential American authors, whose works transformed the way people view poetry and female authors. Her exceedingly complex life has proved a tremendous influence on her instrumental poetry, creating its originality and distinguishing her from other great poets of the nineteenth century. As well, her use of symbolism and imagery has continued to make her work celebrated. Although Emily Dickinson lived a private and reclusive life, full of death among many closeRead MoreSolitude Of A Poet By Emily Dickinson1545 Words   |  7 Pagesmost recognized and widely studied poet today. Born in December 10, 1886 in Amherst, Massachusetts, Emily Dickinson was one of three children to Edward Dickinson and his wife, Emily Dickinson. According to Pettinger, Dickinson’s roots trace back to her Puritan ancestors from England in the 17th century, who later immigrated to America to freely exercise their religion (Pettinger, The Biography of Emily Dickinson). Dickinson was a quiet, intelligent individual, excelling in Amherst Academy, a schoolRead More The Theme of Death in Poetry Essay819 Words   |  4 PagesThe Theme of Death in Poetry Robert Frost and Emily Dickinson are two Modern American Poets who consistently wrote about the theme of death. 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