Values are essential components of belief systems. They are the highly-perceptible ingredients that help bind members of social groups and cultures together in their common belief systems. Values are action-oriented, providing fast, simplified judgement calls for certain kinds of situation. They reduce the need for time-consuming consideration of alternative views and actions, and are often applied where factual information is not available. An experience is knowledge or practical wisdom that is gained from what one has observed, encountered or undergone.
Explain their own philosophical approach to counselling Where I am in my training I feel that I have a good understanding of the person centred approach to counselling. At the moment I don’t feel I have a deep enough knowledge of the other theories to relate to them. Person centred approach appeals to me for a number of reasons; firstly I believe that each person has within them the ability to become the best possible version of them. I feel that this is an important part of the theory. “The actualising tendency refers to the tendency in all forms of organic life towards more complex organisation, the fulfilment of potential, and in human beings, the actualisation of the whole person including the persons self” (Merry 2002).
Nathan Prince GS 1145 5-11-15 Unit 9 Assignment 1: Adding to My Self-Knowledge In taking the various personality tests to see where my strengths and weakness lay, some introspection on improvement has been able to take place. Many of my strengths seem to be based on leadership skills and keeping true to standards and traditions. These are good qualities to have but can also get in the way of outside opinions and accepting of new ideas. Finding a balance between the two spectrums will really help develop a more balanced person in my opinion. The test that examines more in depth of leadership styles produced a somewhat predicted outcome.
In other words, truth is an illusion. Similarly ethics and morality are social constructs. In other words, faith becomes more important than science or logic. The central tenets of Postmodernism includes elevation of text and language as a fundamental phenomena of existence, questioning of reality as represented because of inherent flaws in language, and a general critique of western institutions and knowledge (Kuznar, 2008). It is evident that there is a fundamental tension between the two world views.
Before applying the theory of reflective practice to my experiences, it is important to understand what this “abstract” (Watson & Wilcox, 2000, p.58) idea means to me in my own teaching context and development. Definitions are numerous but most include a reference to critical reflection, where this can be described as “the conscious consideration of the ethical implications and consequences of teaching practice, with self-reflection, deep examination of personal beliefs, and assumptions about human potential and learning” (Larrivee, 2000, p.293). This explanation is far more accurate than others who focus merely on the practical process of reflection as being “an activity in which an experience is recalled, considered and evaluated” (Richards, 1991, p.1). If the process of being a reflective teacher is to be worthwhile, it also needs to influence future planning and teaching strategies where
The process would also allow for the determination of the most appropriate methodologies for the given project. It is common to find that little consideration is usually
These theories are motivated by diverse concerns and proposed accounts so different from each other that one wonder if they seek to explain the same phenomenon. Coherence theory The coherence theory of truth states that a statement is considered true if it is logically consistent with other beliefs. This is basically saying that a belief is false if it contradicts other beliefs that are held to be true. The coherence theories in general, states that truth requires a proper fit of elements within a whole system. Very often, though, coherence is taken to imply something more than simple logical consistency; often there is a demand that the propositions in a coherent system lend mutual inferential support to each other.
At first glance, the concept of Cultural Relativism provides an insightful, well-defined perspective on culture and society; however, upon further inspection we can dissect the traditional definition of Cultural Relativism to reveal its setbacks. As James Rachels refers to them, the 1st and 4th claims made by traditional Cultural Relativists, that different societies have different moral codes and that the moral code of our own society is one of many, go hand in hand and follow logically from each other. These claims depend on the contextual definition of “moral code,” and for this argument we will consider these claims to be reasonable and thus we can interpret them as true. When it comes to the 2nd and 3rd claims made by Cultural Relativists, that the moral code of a society determines what is right and what is wrong and that there is no objective standard that can be used to judge each society’s code, we begin to see the traditional definition of Cultural Relativism pull apart at the seams.
In other words, though critical thinking principles are universal, their application to disciplines requires a process of reflective contextualization. Critical thinking is considered important in the academic fields because it enables one to analyze, evaluate, explain, and restructure their thinking, thereby decreasing the risk of adopting, acting on, or thinking with, a false belief. However, even with knowledge of the methods of logical inquiry and reasoning, mistakes can happen due to a thinker's inability to apply the methods or because of character traits such as egocentrism. Critical thinking includes identification of prejudice, bias, propaganda, self-deception, distortion, misinformation, etc. Given research in cognitive psychology, some educators believe that schools should focus on teaching their students critical thinking skills and cultivation of intellectual traits.
The following quote from Bertrand Russell demonstrates it: "The question how knowledge should be defined is perhaps the most important and difficult one with which we shall deal. This may seem surprising: at first sight it might be thought that knowledge might be defined as belief which is in agreement with the facts. The trouble is that no one knows what a belief is, what a fact is, and what sort of agreement between them would make a belief true." I agree with the quote cited above as truth for one is not necessary the same for another. However the term must be defined in order to proceed further.