Tag Archives: Dinh

Freud’s Effect on Christian View of Homosexuality and Its Implications

Sigmund Freud is a controversial figure. Beside his theories of the unconscious and Oedipus’s complex, many people don’t know that he played a large role in how Christian perceived homosexuality in the 1980s and 1990s.

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Extrinsic Motivations: when the Ends Trump the Means.

Why are we fulfilling our roles at this moment? Society answers that we are going to be rewarded with money, social status, security, and [input what you want here]. It claims that these things make you happier while performing your tasks. These things are supposed to act as your motivators. Well, you might want to think again.

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Michel Foucault, from Discourse to Power: A Struggle

Michel Foucault focuses on the concepts of discourse and power. His ideas can be seen in various political practices and conflicts, which I will discuss after I summarize his ideas below.

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Psychology and Philosophy of Identity

Plato talks about eudaimonia. Aristotle discusses practicing virtues as a way to achieve a complete character. Emile formulates an optimal way (in his opinion) to educate children. All philosophers have their unique ideas about particular concepts. However, these ideas share a common theme: identity.  Continue reading

Emotions in Education

It is plausible to say that each of us has once read educational materials which are not aligned with our interest. I recently came across an article about educational technology, classifying this problem as an “emotional” problem. Continue reading

Dissociative Identity Disorder & Actors/Actresses

Dissociative Identity Disorder is formerly known as “Multiple Identity Disorder”. It exists when one person exhibits different tendencies and reactions to the same situations. My question is, “what is the difference between actors/actresses and people with dissociative identity disorder?” Continue reading

Reflections of Sense-Certainty

Hegel’s concept of sense-certainty in Phenomenology of Spirit reminds me of many others concepts, including experience and embodied cognition (psychology). “Certainty as a connection is an immediate pure connection: consciousness is “I”, nothing more, a pure “This” (91), Hegel emphasizes the importance of direct connection to something in order to verify its own truth. For experience, we are sure that we see what actually happens. In Hegel’s terminology, we sense this “Now”, and our “I” confirm that the truth is “Here”. Beside experience, embodied cognition somewhat illustrates Hegel’s point.  Embodied cognition focuses on human behaviors and thoughts based on the environments. Let’s consider Hegel’s usage of the tree falling into the woods. The noise does not exist when there is no one around it, for we cannot certainly say that it is there without being there. One condition of hearing the truthful sound is being there in the woods. Our body has to show our mind that we hear (sense) the sound (certainty).

“But what has been, is not; I set aside the second truth, its having been, its supersession, and thereby negate the negation of the “Now”, and thus return the first assertion, that the “Now” is” (107) Does the truth change? Answer: Yes, it does. We experience and see changes every day. Our body changes in many small ways, and we can say that we are physically not the same person we were yesterday, or even a minute ago. Yet, there are many things that make up the truth of one thing as Hegel would argue. A truth is not simple, but contains many other things. For example, one person reads for five hours straight. What is the absolute truth? In this case, he tells himself that it is him cramming for his exam. His body (embodied cognition once again) assigns this intense condition as cramming for an exam. However, after the exam, he reads books for eight hours straight. Does it mean that he still studies according to his experience/embodied cognition? In a way, he does. In a way, he does not. The truth is not what it seems. Did you just read all I wrote? Are you sure that you did not imagine hearing what I just wrote?

How are prudence and experience related?

In Book VI of Aristotle’s Nicomachean Ethics, Aristotle intensively discusses knowledge in the form of Prudence, a form of virtue. In this section, he provides his take on the debate between teaching vs. experience as means to achieve something, the similar issue we face in Plato’s Protagoras in which Socrates argues whether good is learned or experienced. Unlike Socrates, Aristotle clearly states his opinion on this issue, which is discussed below.   Continue reading

A Cumbersome Obstacle to Education: Censorship

In Book II and Book III of the Republic, Glaucon and Socrates discuss the implication of justice and how education can help create a model citizen who could identify what is just. Continue reading

Knowledge vs. Experience: Which of these is education?

Meno questioned whether knowledge (teaching) and experience (practice) are mutually exclusive at the beginning of the dialogue. This dichotomy has me ponder, “What is the way to obtain the best education?”

Before attempting to answer the question, I will differentiate knowledge (teaching) and experience (practice). First of all, knowledge might be superficial in one’s mind because it is often proved by someone else’s studies. Thus, teaching is the same as spreading one’s experience to other individuals. However, acquiring knowledge from teaching does not secure the meaning behind it because one’s experience is something that cannot be transferred. On the other hand, trials create experience that are realistic because of the consequences one receives. To sum up their differences, knowledge exists in a blurry vision while experience lives with vivid images.

In order to weigh teaching vs. practice, the issue of theoretical knowledge vs. practical knowledge is considered. The former is obtained from reading formal writings and listening to lectures, or so-called “book-smart.” Whereas, the latter is grasped by performing experiments and trial-and-errors, or so-called “street-smart.” According to the definitions above, they are completely distinct from one another, but share a common goal: personal improvement. Similarly, education is about acquiring and applying existing knowledge to increase overall human intelligence. Thus, teaching cannot bring the best results, nor can practice. They have to work together in order to yield the best results. For instance, a surgeon should not be allowed to perform a surgery if she has no ideas where the heart is. At the same time, she should not conduct the surgery for someone’s life if she has no prior experience.

In conclusion, knowledge and experience are two different perceptions. However, their differences are blessings because they are the final missing pieces of the puzzle called education.