Analyse The Role Of Philosophy In Children

In the poems “A Barred Owl” by Richard Wilbur and “The History Teacher” by Billy Collins, each poet illustrates adults who are providing explanations for children to protect them from the harsher realities of life. In “A Barred Owl”, Wilbur conveys his point that children should be shielded from these harsh realities, through the use of personification and understatements. However, in “The History Teacher”, Collins conveys his point that protecting the students’ innocence is a lost cause, through his use of metaphors as well as understatements. Both poets use similar and different devices to convey their respective points.

 The world has experienced many changes in past generations, to the present. One of the very most important changes in life had to be the changes of children. Historians have worked a great deal on children’s lives in the past. “While we try to teach our children all about life, our children teach us what life is all about.”- Author Unknown

The education of children has existed since the beginning of time as parents have taught and molded their children into the young adults they desired them to be. Initial training of children was not in a formal setting, although history would see numerous settings, purposes, and methodological changes. Philosophies of education have also changed through the years as various voices have seemed to grasp the purpose of educating the next generation, thus laying out objectives to reach those goals of teaching children.

There are some considerations in terms of children’s intellectual development that teachers should keep in mind. First, education is exploration. This is where teachers allow children to interact with the environment by providing rich experiences and environment. Second, children do not think like adults. This is where children have

As children grow and mature they pass through several stages of development. Consequently it is important that teachers understand these developmental stages in order to be an effective teacher. This paper will analyze answers from five open ended questions asked of five children of varying ages to clarify changes in development at various ages. According to Robert E. Slavin “as children improve their cognitive skills, they are also developing self-concepts, ways of interacting with others, and attitudes toward the world” (Slavin, 2012). The five questions used for the interview

The text, in a surprising manner, does much to challenge the readers conventional thought processes in regards to children's lives. Most intriguing is the work of Wendy Ewald who displays the complexity and hardships faced by children all over the world. With her art and photography, Ewald displays the complexities that are ever present in the lives of many children around the world, particularly in Asia, Latin America, and Africa. Ewald also shows that in many respects, the lives of children are very similar, if not more complex than their parents as they grapple with poverty, growth, and development of their own cognitive capabilities. I personally appreciate how Ewald incorporates many of her own student's photographs in her overall portfolio of work. As the text explains, it is often difficult to tell if a work is Ewalds or that of one of her students. This challenges conventional representation of ideas as Ewald allows her child students to display their feelings without any boundaries or restrictions. This allows her students to have a free flowing mindset as to their own thought processes and developments. Furthermore, this allows many of her students to become more aware of their personal feelings and through processes. This, in my opinion, is very important as children can further enhance their own capabilities once they are aware of them personally. All too

Child development is divided into four areas of development; social / emotional, physical (motor), cognitive, and language. Typically children develop in a sequence of stages in each area. Although development normally follows the same series of stages, there are individual differences in what age each stage occurs. Development in part depends on the experiences a child encounters. According to Wardle (2004), young children learn from their total experience in a program. For example, children not only learn during teacher directed activities, they also learn while playing in interest areas, on the playground, while riding the bus, or during meals. Vygotsky saw the child as part of an

The differences between the sources provided here showcase the differences of ideology in teaching children. One source from Robert Owen’s A New View of Society, Or, Essays on the Principle of the formation of the Human Character, and the application of the Principle to Practice 1813-16 describes how the government should make plans for the education for children by teaching them how to be ‘’rationally educated, and their labour be usefully directed. Such habits and education will improve them with an active and ardent desire to

Once the development of independent thinking has begun, the child is now ready to truly learn about his or her place in the world. Spinner-Halev (2005) believes that each student should learn about their rights and obligations as a citizen of a democracy, the different nationalities within the country, the roles and functions of the different branches of government, as well as the history of their nation. Granted, as each year passes new information is stacked on top of the child’s educational foundation, broadening his or her intellectual horizon. When the student is old enough (or intellectually and emotionally ready, it depends upon the child) real issues (poverty, hunger, et al.), court cases, opposing viewpoints, and admissions of historical

They begin by committing to the youth, in supplying them with all the necessary skills and truths so that they may capable of performing cognitively, as independent thinkers and as members of society. Moreover, the will to seek answers that plague the surroundings in which they currently exist empowers them with truths of education. Furthermore, it becomes the responsibility of that individual to continue investing in what once was afforded to them. To be in a constant quest for evidence, and not transport repetitive and unreliable pieces tattered through time will prevent the process of learning, instead, must work to cultivate

In the classroom it is beneficial for a teacher to have a basic understanding of a child’s development growth. A child’s emotional, physical, mental, social, and intellectual foundations are still developing in elementary. Along with those foundations, there are also intellectual stages of development. That being said, it is important to be aware of developmentally appropriate curriculum so teachers are not teaching material too advanced for a certain age group to grasp. I personally feel that education is a form of child development. They key to effectiveness is for a teacher to understand the study of child development. The understanding of child development helps a teacher to plan and develop content and complexity of the lessons and curriculum

The child has not been perceived like an individual until the work of eighteen century philosophers Locke and Rousseau, who expressed their thoughts on paper about the child's ability to

Children may ask questions such as, “Why did God create life?” or “Why are bad people bad?” The best way to approach these questions is to follow the facts and be blatantly honest. Knowledge is never gained by exaggerations and false pretenses. Philosophy is the pursuit of wisdom, reflecting passion, commitment, and intellectual ambition. Wisdom does not merely mean having knowledge in certain areas of life, a “wise,” person knows how to use that knowledge and apply it to the issues of life. Wise people are usually humble and do not think they have all the answers in life; rather they approach the world with a childlike eagerness to learn. Viewing philosophy as the pursuit of wisdom was given eloquent expression by the female philosopher Perictione, “Humanity came into being and exists in order to contemplate the principle of the nature of the whole. The function of wisdom is to gain possession of this very thing, and to contemplate the purpose of the things that are.” (Chaffee Ch1 p. 7) “Philosophy is the science that considers the truth.” – Aristotle. What we know to be true and false is very detrimental in life. Truth and reality can sometimes change our lives for the better or the worse depending on how we approach the situation. Philosophy is committed to the truth rather than popular opinion, norms, and conventional wisdom. Finally, philosophy is a dynamic process which probes the dynamic nature of philosophical thinking. The process of

In “The Nature of Philosophy” by Bertrand Russell, it is said that “if the study of philosophy has any value at all for others than students of philosophy, it must be only indirectly, through its effects upon the lives of those who study it”. As such, the real value of philosophy comes from its study, and this study should be compulsory in schools. This is due to its teaching of logic, rationality, and critical thinking. This is also due to the course’s teaching of the value of ethics. Finally, philosophy should be made a compulsory subject as it has benefits that will positively affect a student’s performance outside of high school, in post-secondary education and beyond.

Karl Jaspers believed that everyone is a philosopher, especially children and the insane. Children come equipped with all the tools needed to be philosophers. They raise the questions that are believed to be simple until asked. Children are hardly ever satisfied with a singular answer and always enquire further. Children have a tendency to ask “why” maybe because of the simplicity of their linguistics or maybe because they are hungry. I