Analyse the essential ideas in the Ontological Argument The Ontological (meaning ‘concerned with being’) argument is the only a priori argument for the existence of God. This means that it does not rely on the evidence of our senses for its premises or conclusion. It works by logical stages, which is self evidently true or logically necessary. This is one of its major strengths. It is also deductive, so the conclusion is the only possible one that could be deduced give the premises.
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).
On the other hand, a person’s superego is one’s conscious, which is a collection of moral lessons learned from parents, organized religion, and society. The superego wants the person to only do what is morally right at all times. The ego is the person’s sense of “self.” The ego is formed from reality when the person understands all of her instinctual desires are not able to be met. The ego is the mediator between the id’s and the superego’s wants and decides which desires the person will upon. The superego uses guilt to punish the ego if it misbehaves and rewards it with pride if does what the superego wants.
Although the theories of Piaget, Vygotsky, Erikson, and Kohlberg are relatively abstract, we had to find ways to put them into practice in our teaching. I believe this unit also addressed the same TPEs as the second part of Unit one, going from theory to practice and synthesizing our knowledge about students in general to guide our specific teaching practices. The second part of this unit involved learning how socially developed ways of thinking about race can inform teaching. This learning was specifically related to TPE 11, “Social Environment,” in which teacher candidates must create a positive learning environment including fairness, respect, and caring. During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP.
And that people are capable of solving their own problems through self-improvement and experience. However I do acknowledge the existence of a god and believe that everything in this universe was created by that same God; Similar to Pantheist, New Age and Christians Although my beliefs are entirely different from Christians, I am a firm believer in their ethical views. I think Ethics plays an important part of how people view the world. Although it is possible for everyone to have different views, having a structured set of principles can be commonly shared. People with good structured principles have a better capacity to view situations in a more broader sense.
Clem, Mrs. Dixon, Mrs. Jackson (inclusive classroom), Mrs. Anderson, Mrs. Graham and Mr. Stephen (self-contained classroom) techniques and viewpoints refers to ones beliefs and systematic instruction given to a pupil and how to develop an organized plan and administer information or strategy when confronted with dilemma, if that dilemma is social, academic, or profession related (Miller, 2009). In this discussion the pre-service educator will touch on some of the veteran teacher’s question about their personal philosophy. The theories of the different schools of philosophy are the foundation of selecting a personal philosophy and this paraprofessional recognizes and accepts as true theories and philosophies which related to this paraprofessional principle for a perfect approach to teaching are existentialism, behaviorism, and progressivism. In addition, the pre-service educator believes when the branches of philosophy overlap this different approach will be something that no school of idea have accomplish. By the unchanged nature of its scheme logic, ethics, and metaphysics will be included and supporting the Existentialism philosophy.
Action research might guide us to try to become more aware of our own beliefs and how they frame the way we teach and think about teaching. It brings an appreciation of the existence of this frame, and rigour about surfacing our unconscious slants, skews and biases if we want to make real changes to our practice. Ruddock, quoted in Psychology for Language Teachers says: Not to examine one's practice is irresponsible; to regard teaching as an experiment and to monitor one's performance is a responsible
Thoreau’s and Whitman’s writings were emanating individuality of one’s voice, the strength of having original character—that “imitation is suicide” (Emerson). They took an hopeful approach and view on life and humanity. They tried to connect “all individuals to both the natural and their own inner worlds”. During the time transcendentalism
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
Idealism Dualism, which makes the opposition between the finite and the infinite, does not simply make the observation that in infinite fashion this is only one of the two terms and that by this it is reduced to something particular, to which the finite is the other particular. Such a finite, which is only private, which is beside the infinite, having within its boundary and its boundary, is not what it must be; he is not infinite, but only finite. In such a relationship, in which the finite is in one part and infinite in the other, the first placed here, the other beyond, is assigned to the finite the same dignity of subsistence and independence as the infinite; it is made of the finite being an absolute being; In such dualism, the being of