Authority Of Tutors And Learning Process

At first, she claims, she was only “a little mass of possibilities,” but her teacher brought light into her life (1). Her teacher, from the very beginning, was more than just an instructor. She was a positive influence and an inspiration. She taught Keller to communicate and understand the world around her, even though she could not see or hear it. She did not force Keller’s mind to learn; she simply guided it, nourishing it with knowledge at the right moments (7-8). In this way, her teacher made learning enjoyable for Keller by ensuring she did not think of it as an obligation, but as an experience. This goes along with Keller’s belief that a student “will not work joyously unless he feels that liberty is his” (16). A student who feels that she has the power to make her own decisions will enjoy her schooling more than one who feels as if the power is out of her hands. The relationship between Keller and her teacher had a profound impact on the way Keller learned and later lived her life. Even once her school days had passed, she still felt the effects of her teacher’s instruction every day. She even went so far as to say that she felt her teacher’s being was “inseparable” from her own (22). Keller’s unusually intimate connection with her teacher offered a unique perspective on the topic of teacher-student relationships.

With each philosopher comes a different theory and approach to life, but a common thread amongst a great many of them is this tone, this speaking with certainness and authority. For instance, in the famous quote by Rene Descartes, “I think, therefore I am,” comes with it a type of assertiveness. Montaigne’s approach, however, comes in contrary to Descartes. Rather than coming across as definite and without doubt, Montaigne speaks very modestly and even query. In his “Of the Inconstancy of Our Actions,” Montaigne states, “I have nothing to say of myself entirely, simply, and solidly without mixture and confusion” (4-5). So, rather than saying, “I think, therefore I am,” Montaigne seems to first ask, “What is it that I think, why do I think that, and how does this get back to me?” all while trying to put the “pieces” of his character together. Also, the simple fact remains that one cannot heighten their image or affirm their stature without first fully knowing what their image or stature is. And Montaigne seems rather uneasy to make such announcements. Rather than having explanation marks, Montaigne would hang questions for nearly every statement he would make; he did not feel he was capable of developing a grand plan or theory behind things, and this modesty can be found in the initial purpose of his

In Rose’s “I Just Wanna Be Average”, readers can determine from what he says that teachers play an integral role in the educations of students. When others are teaching you what to do, it becomes easier to understand; when others are not teaching you, it becomes harder to understand. You can tell how essential a teacher is to a student if you were to read Rose’s narrative and see that: students float to expectations, if teachers don’t expect anything of you they won’t help you, and how beneficial it is to have a teacher who challenges you to be better.

There were certain aspects of learning that he emphasized more than the others. Not only did he focus on major works that the people should know but also on “…writing in verse and prose…” (3) Castiglione had the ideal image in his mind of exactly what people needed to be and the way they should act. When he said this, it was greatly respected because of his writing of his well-known conduct book. However, people began to veer away from this ideal of a needed education; it became a major change for society. Later on, in the Letter to the Parlement of Dijon concerning the reopening of a French Jesuit school, it was explicitly said that all men do not need an education. Some men need to do work that is not based off of education; they need to do the basics that make society properly function. “The study of literature is appropriate only to a small minority of men.” This statement explicitly says that an education is not for everyone, boldly going against Castiglione. (11) This was a bold statement to make, because it showed a drastic change in people’s point of view of a proper man. Along with saying not all people needed to be educated, there was also the vast criticism of the school system and the way it was teaching. The concepts being learned in school needed to be more readily applied into real life situations, and this did not seem to be the true goal. (8)

In this essay I will show that there are different views on education and that we see them in the different teachers. You can see that Hector is the more outgoing teacher. Mrs Lintott is the stereotypical teacher and Irwin is the new teacher with new views on education. I will go in-depth into the teacher's point of view. I will start with the one of the main teachers and that is Hector.

There is no real desire for learning. A personal example such as this one adds a very tangible element to Pharinet’s argument. Before this example, to the reader she is simply another person writing an article and trying to voice her opinion in whatever way possible; however, after this personal example of her encounter with one of her students, the reader is shown her personal connection with the issue. This realization by the reader adds to the likability of the writer and to the believability of the arguments that she is presenting. The presentation of this personal example also reveals new information about the author.

But teaching is not an independent entity; it must co-exist with the learning process. In fact, Wood solidifies the relationship between teaching and learning by pointing out that, "the most powerful relationship between a teacher and student comes when they are both learners" (27). What Wood suggests here is that learning is a process that also involves exchange of lessons between

Peer Tutoring has been shown an effective learning strategy and innovate solution in multidisciplinary classroom structures. As teachers seek productive methods to incorporate meaningful learning and maintain efficient time management in the classroom, peer tutoring has been implemented as an effective option. Through the process of peer tutoring, the tutor and the tutee both gain individualized skills, immediate performance feedback, continuous progress monitoring, increased peer relationships and self-esteem improvement. With such a strong record of effectiveness, this study proposes an examination of the effectiveness of peer

Universities often encourage students to apply their knowledge and judgment with real world situations and experiences. However, Montaigne mentions in his essay that school during his time were more focused on knowing the information

Tutoring these courses including six other biology and chemistry courses, highlights my proficiency in this competency.I acquired this competency by completing over 10 laboratory sections for different sciences course, including physics, biology, and chemistry. As a paramedic instructor, I also have experience conducting laboratory skill stations for students. These laboratory stations consist of a variety of procedure and assessment

(p. 163). Moreover, “if the cultivation of the understanding consists in one thing more than in another, it is surely in learning the grounds of one’s own opinion. Whatever people believe on subjects on which it is of the first importance to believe rightly, they ought to be able to defend against at least the common objections” (p.

One of the passages that is impressive in its ability to appeal to the reader uses a few unique techniques. Some are the introduction of new concepts where “the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-students with students-teacher” (218). Here the author uses new words that he invented himself to

In this paper I will be talking about the article “What is Enlightenment” by Immanuel Kant. In this paper I will be answering the question that was given at the end of the article. I will talk about what enlightenment and what it entails. What tutelage is according to Kant? Also explain what Kant thought about the subject. What are the conditions for the gradual spread of enlightenment in the community? These are some of the questions that I will be answering in the essay and also give my opinion of the article.

It states that even though philosophy doesn’t give us a certainty of true answers, it suggests many possibilities which enlarge our thoughts and free them from tyranny of custom. He also supports the idea that philosophy is beneficial because it “enriches intellectual imagination”. The essay brings up the points of the practical man, and why they are at a loss of intellectual imagination because they don’t explore the unknown by viewing life as simple. As evidence, he uses an example of mass disease and poverty of a society. The theory is that in those conditions, there would still be much to be improved to produce a valuable society. Even if the society has the proper food supplies, they need the ‘goods of the mind’ (knowledge) to build a well-governed society. He believes practical men undermine that aspect, thereby explaining their lack of intellectual imagination. The next argument is that philosophy saves us from convictions, prejudices, and cultural beliefs. The affect that that has on a person is to open up a fresh prospective with very little bias. He believed for this to be beneficial to people socially, by developing empathy which helps you understand others points of view. That theory goes hand-in-hand and gives a fine segway to his fourth and final argument of “the freedom and equity learned from philosophical contemplation reflecting in your personality (action and emotion). The

This paper will focus on Kant 's account of a moral education as found in his Lectures on Pedagogy. It will begin by discussing why Kant believed that education, specifically moral education, is necessary for a human being to realize her Bestimmung (destiny), but not necessary for non-rational animals to reach their natural vocations. It will analyze the role a moral education (the general development of morality) plays in "becoming human" and will continue by outlining the structure and key points of Kant 's hypothetical moral educational system. Finally this paper will highlight possible conflict between education and autonomy (a concept vital to his broader moral philosophy) but will ultimately argue that moral education is compatible with the notion of the intelligible self.