Why We Need The 21st Century

In 2015, I wrote about my personal philosophy of the gifted learner. I stated in my paper that, “Giftedness is not a one, set definition. The definition of gifted must encompass intellect, ability, creative talent as well as emotional awareness. It cannot be micro-managed and be a “one size fits all” definition” (Dauber, 2015). People, who are gifted, need differentiation and opportunity to express, demonstrate and show their giftedness. Educators must be able to provide opportunities for the gifted learner to express his/her abilities and/or talents. Gifted students learn differently and require special educational experiences in order to grow academically and achieve their highest potential. Therefore, the education field must be able to understand not only the cognitive side of a gifted learner but the affective or social/emotional aspects too.

In the 21st century, America faces various threats and challenges to its authority as a growing world power. These threats and challenges help define America’s role as a growing world power in the 21st century. As a large nation, America faces a plethora of issues and continues to compete against other world powers. America today is plagued with various economic, social, political, and military problems, with little or no simple or practical solutions available.

However, the philosophical approach is quite the opposite in The Republic, Plato displays Socrates as the main speaker and provides an ultimate approach to how the government should be set up. This is quite the contrast from Socrates’ philosophical approach in The Apology. For example, in book 7, the philosopher/freed prisoner is the wisest person and is all knowing after he leaves the cave. “...In the knowable realm, the form of the good is the last thing to be seen, and it is reached only with difficulty. Once one has seen it...one must conclude that it is the cause of all that is correct and beautiful in anything…” (Plato, 1135) This meaning that wisdom can be reached and once it has been, a person will understand everything. This wisdom is referred to by

The 21st century marks the start of a new millennium were technology is at the center of everything that is anything, where a vast majority of our population can carry computers in their pockets. As well as how constant advancements in every field, from space exploration all the way down to something as primal as farming, are being made. Truly the human race is at the top of its game. And it’s because knowledge and its understanding is valued through out our society. This statement can be seen throughout both John Barrowman and Anthony Horowitz work such as Exodus Code and The Gate Keepers. Society as a whole has valued knowledge at it most as seen in the 21st century and in John barrowman’s Exodus Code and Anthony Horowitz’s The Gate

Socrates, as one of the most well-known of the early philosophers, characterizes the idea of a pursuer of wisdom as he travels around Athens searching for the true meaning of wisdom. Socrates states, “I know that I am intelligent, because I know that I know nothing” (Socrates). Throughout Plato’s early writings, he, and Socrates search for meanings of undefined concepts, such as truth, wisdom, knowledge, virtue, happiness, and beauty. Socrates is often used as a foundation for Plato’s ideas and thoughts about the world; no one cannot be sure that they had the same idea, but it appears both men would both agree that the discussion of wisdom was the best way to go about obtaining the definitions they sought to go with understanding

an emphasis on technological innovation. Has that changed in the 21st Century? Have other countries begun to overtake the US and wrest control of the technology leadership mantle? What factors could have influenced this shift if you think it exists? If you don't think a technology shift has occurred, explain why you think that is the case. What policy change would you recommend to President Obama that would allow the US to retain/retake technology leadership into the next decade and beyond? Respond to at least two of your classmates' postings the cooperation between the advancement of innovation and the improvement of economy and society has dependably been an essential measurement of mankind's history.

With IQ testing and the commonly-held belief that intelligence is fixed and static, receiving those test scores can positively or negatively impact a student. Trained psychologists are required to administer and examine IQ tests, however this task is often given to undertrained teachers. With a lower score, students may stop trying in school, thus it is crucial for educators to realize the limitations of a test score (Law, 1995, p. 9). Any test or combination thereof will only provide an estimate of knowledge and not an absolute. As quoted in Ford (2004), the Office of Civil Rights (2000) stated “No single test score can be considered a definitive measure of a student’s knowledge” (p. 15). Also, many believe that IQ equals innate ability, leading to discrimination. Gregory (2004), as quoted in Ford, recognized that a test score is neutral until we assign it value (2004, p. 7). The national and global impact of identification procedures is huge. Underutilized talent is not developed properly in school, leading to less overall contribution to society and especially the economy (Warne 2013 p. 488). Consequently, the country as a whole would benefit from reformed gifted identification

After reading Plato’s “Allegory of the Cave”, I basically learned that Plato “was a classical Greek philosopher from an old and distinguished Athenian family” and “Plato was Socrates’ most gifted student.” In other words, Plato was really intellectual and Plato’s family is presumably lived in a wealthy neighborhood in Athens that his education level in school is very good and excellent. Also, he shows “how far our nature is enlightened or unenlightened” and he sees things at a different perspective like men passing along vessels and statues, objects being carried, etc. we can say that, he was able to observe and think things carefully by looking at a different angle and to take closer notes of how things can move or not.

One of the best examples of this in action is with my student Nathaniel. Nathaniel is extremely skilled. He is the highest leveled reader a quickly picks up different skills in math, science and social studies. He is also extremely socially aware and does well in free time

The questions of learning and intelligence have long been debated since education has ever existed. That learning leads directly to intelligence is an assumption which has not been subject to adequate scrutiny. Typically, a fixed mindset believes that an "intelligent" student is one who invests less of almost about everything to not only succeed but also to achieve outstanding results. That is, by studying less an intelligent student is expected to know about study subjects enough, which requires the least effort possible of him or her. Talent, moreover, has long been praised as an exceptional gift which one is helpless to develop, let alone initiate. The ideas about learning, intelligence and talent are challenged by prominent psychologists and education scholars Angela Lee Duckworth, Assistant Professor of Psychology at University of Pennsylvania and Carol S. Dweck, Lewis and Virginia Eaton Professor of Psychology at Stanford University.

Today’s educational system as a whole can gain the confidence to unlearn it’s archaic way of learning in the classrooms if it realizes the possibilities and endless potential the 21st century student

In most educational reform literature today it includes the term 21st Century as a main statement in its dialogue. Already a decade into the 21st Century educators, policymakers, and business leaders are determined that education in this century will differ or be altered from education from previous centuries. Throughout history, until recently, most people work manually, not mentally. In Wagner’s book, The Global Achievement Gap, working, learning, and citizenship in the twenty-first century requires people to know how to think, reason, analyze, weigh evidence, and problem solve in order to function in a 21st Century (Wagner, 2008) . Wagner also believed that effective communication and critical thinking skills no longer are just desirable outcomes for just the elites of education, but it is essential for all individuals to obtain (Wagner 2008). 21st Century learning has been broken down into four significant forces that redefine the terms work and education (Century, Trilling and Fadel 2009). The first form is the emergence of a knowledge-based economy and this can determine how people work and the skills they may need to

Throughout growing up, an individual is told they can do and become anything they want to as long as they put their mind to it. That is great for someone to understand, but despite knowing this philosophical viewpoint, people quickly learn that some individuals are better than others at certain activities. I’m sure throughout school you realized that some students comprehended skills quicker than others.

The most critical social problem of the 21st century is Capitalism. Capitalism today is what use to be the color line as defined in the early 1900s by W. E. B Du Bois as: the question of the relation of the advanced races of men who happened to be white to the great majority of the undeveloped or half-developed nations of mankind who happen to be yellow, brown or black (Karenga). As Du Bois researched the color line, Capitalism in America is a systemic system of oppression transcended through time and space. In the 20th century, systems of systemic oppression were overt and known methods of suppression, alienation and repression, while today they are more covert in both practice and those who oppress.

Willy Brandt once remarked:” Western Europe has only 20 or 30 more years of democracy left in it; after that it will slide under the surrounding sea of dictatorship” (Crozier, Huntington, Watanuki, 1973, 2). It would seem that democratic governments have become increasingly unable of facing “the challenges of the modern world”. Specifically, democratic European governments have become increasingly incapable to adequately represent the interests of the governed, while economic growth has also produced forces within nations that could potentially lead to the potential “regression”(Crozier, 1973, 49-50) of European states from democracy into tyranny (Crozier, 1973, 49-50).