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.
Continue reading →
This will be a short blog compared to others, but it is a tho Continue reading →
Upon entering the city, Rapture, “No Gods or Kings Only Man.”
“No Gods or Kings, only Man”
Jean-Jacques Rousseau’s work, “Emile, or On Education”, is a piece regarding his opinion on social institutions and how they affect the education of a person. Within the first sentences, he gives his two cents on the role of humans: “…everything degenerates in the hands of Man…” (37). He feels that there is a disparity between those who live in “…the abyss of the human species” (59), or, cities, are placed with a huge disadvantage to education when compared to those who live in the country. “Men are made not to be crowded in Continue reading →
From the start, Dewey’s philosophy on education somewhat mirrors Rousseau’s in that they both believe that the key to learning is experience. We have discussed in class how this approach differs from the way we learn today since we generally associate our current style of learning with what Dewey calls traditional learning style. The traditional learning style tells students information instead of letting them figure it out for themselves. I believe, however, that educators recognize the need for hands-on learning and incorporate it into the current methods of teaching.
A great example of this is labs. Continue reading →
While reading Experience and Education, I couldn’t help but notice how Dewey’s discussion of education directly connects to Rousseau’s discussion of raising a child. This comparison first became clear when Dewey began discussing the negative qualities and the consequences of habit formation when he stated, that some “experience[s]” may “generate” “habits,” which he suggests creates the “inability to control future experiences,” a similar stance to Rousseau (26). Continue reading →
Posted in Contemporary Philosophy, Education, Experience, Identity, Knowledge
Tagged children, Dewey, Education, Emile, experience, Experience and Education, habits, Harry, Rousseau, school
In Book I of Emile, Rousseau mentions early childhood and what a baby’s crying can signify. He then goes on about how sometimes a baby’s crying can get too raucous which results in him being spanked by a nurse. The instant look on the infants face is one of anger in his crying tones and facial expressions. Rousseau later goes on to compare more destitute children who did not receive physical punishment to the children of higher social classes who did and how the former seemed to be “generally less frail and weakly, [and] more vigorous.” (56)
Continue reading →
Ever since we began our discussions about education, I’ve been nagged by a memory of a video I’d watched in high school. It was a video my psychology teacher showed us in class one day, not because it was particularly relevant to the topic we were discussing, but because he was one of those teachers who liked to make you think and question your values. The video was a spoken word that differentiated education from schooling. After some descriptive Google searches, I found that it was called “Why I Hate School But Love Education.” Continue reading →