The document discusses the philosophy of progressivism in education. It advocates for a student-centered approach where the teacher acts as a facilitator. According to progressivism, students should be problem-solvers and learn through hands-on projects and real-world problem solving rather than standardized tests and facts. The author believes their classroom approach aligns with progressivism by training students in critical thinking and providing resources for exploration.
The document provides information about progressivism and the Progressive Era in the United States. It discusses that progressivism welcomed political, economic, and social reforms. While the Progressive movement from 1901-1917 aimed to be liberal reforms, it ultimately preserved capitalist social and economic relations. The Progressive Era addressed problems caused by rapid industrialization through social activism and political reform. New laws were passed to regulate industries like mining and railroads, as well as issues like child labor and alcohol. However, working conditions were still poor in many industries due to lack of enforcement and safety regulations.
Progressivism aimed to address problems caused by rapid industrialization through social and political reform. During the Progressive Era, reformers passed laws to regulate working conditions and child labor, though compliance was mixed and conditions were still dangerous for many workers. The Triangle Shirtwaist Factory fire highlighted ongoing issues, killing 145 garment workers due to locked doors and a lack of safety features. While some laws targeted alcohol and labor issues, working conditions remained a significant problem in many factories during this period of social and economic change.
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
The document provides definitions and comparisons of major educational philosophies, including Perennialism, Essentialism, Progressivism, Reconstructionism, Existentialism, and Eclecticism. It summarizes the key aspects of each philosophy's view on what should be taught, the role of the teacher, the focus of learning, and their approaches to curriculum, subject matter, student freedom and social goals. The philosophies range from more traditional teacher-centered approaches focused on transmitting essential knowledge (Perennialism and Essentialism) to student-centered philosophies emphasizing active learning, social reform and individual experience (Progressivism, Reconstructionism, and Existentialism).
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
The document provides definitions and comparisons of major educational philosophies, including Perennialism, Essentialism, Progressivism, Reconstructionism, Existentialism, and Eclecticism. It summarizes the key aspects of each philosophy's view on the aims, curriculum, teaching methods, and role of the student. For example, Perennialism focuses on teaching ideas that are everlasting and transmitting cultural literacy through great works, while Progressivism believes education should focus on the whole child and active experimentation through experience. The document also includes a comparison chart that contrasts attributes of traditional and contemporary educational philosophies.
The document discusses the philosophy of progressivism in education. It advocates for a student-centered approach where the teacher acts as a facilitator. According to progressivism, students should be problem-solvers and learn through hands-on projects and real-world problem solving rather than standardized tests and facts. The author believes their classroom approach aligns with progressivism by training students in critical thinking and providing resources for exploration.
The document provides information about progressivism and the Progressive Era in the United States. It discusses that progressivism welcomed political, economic, and social reforms. While the Progressive movement from 1901-1917 aimed to be liberal reforms, it ultimately preserved capitalist social and economic relations. The Progressive Era addressed problems caused by rapid industrialization through social activism and political reform. New laws were passed to regulate industries like mining and railroads, as well as issues like child labor and alcohol. However, working conditions were still poor in many industries due to lack of enforcement and safety regulations.
Progressivism aimed to address problems caused by rapid industrialization through social and political reform. During the Progressive Era, reformers passed laws to regulate working conditions and child labor, though compliance was mixed and conditions were still dangerous for many workers. The Triangle Shirtwaist Factory fire highlighted ongoing issues, killing 145 garment workers due to locked doors and a lack of safety features. While some laws targeted alcohol and labor issues, working conditions remained a significant problem in many factories during this period of social and economic change.
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
The document provides definitions and comparisons of major educational philosophies, including Perennialism, Essentialism, Progressivism, Reconstructionism, Existentialism, and Eclecticism. It summarizes the key aspects of each philosophy's view on what should be taught, the role of the teacher, the focus of learning, and their approaches to curriculum, subject matter, student freedom and social goals. The philosophies range from more traditional teacher-centered approaches focused on transmitting essential knowledge (Perennialism and Essentialism) to student-centered philosophies emphasizing active learning, social reform and individual experience (Progressivism, Reconstructionism, and Existentialism).
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
The document provides definitions and comparisons of major educational philosophies, including Perennialism, Essentialism, Progressivism, Reconstructionism, Existentialism, and Eclecticism. It summarizes the key aspects of each philosophy's view on the aims, curriculum, teaching methods, and role of the student. For example, Perennialism focuses on teaching ideas that are everlasting and transmitting cultural literacy through great works, while Progressivism believes education should focus on the whole child and active experimentation through experience. The document also includes a comparison chart that contrasts attributes of traditional and contemporary educational philosophies.
This document discusses several educational philosophies and their implications for curriculum. It begins by defining philosophy of education and its focus on questions around the purpose and function of education. It then examines the philosophies of perennialism, essentialism, progressivism, and reconstructionism. For each philosophy, it outlines their core beliefs and implications for curriculum, such as their views on subject emphasis, teaching methods, and the role of education in society.
EXPERIENCE & EDUCATION John Dewey The .docxgitagrimston
EXPERIENCE & EDUCATION
John Dewey
The great educational theorist's most concise statement of his ideas about the needs,
the problems, and the possibilities of education--written after his experience with the
progressive schools and in the light of the criticisms his theories received.
"No one has done more to keep alive the fundamental ideals of liberal civilization." -
Morris R. Cohen
Experience and Education is the best concise statement on education ever published
by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the
twentieth century. Written more than two decades after Democracy and Education
(Dewey's most comprehensive statement of his position in educational philosophy), this
book demonstrates how Dewey reformulated his ideas as a result of his intervening
experience with the progressive schools and in the light of the criticisms his theories had
received .
Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that
neither the old nor the new education is adequate and that each is miseducative because
neither of them applies the principles of a carefully developed philosophy of experience.
Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience
and its relation to education. He particularly urges that all teachers and educators looking
for a new movement in education should think in terms of the deeped and larger issues of
education rather than in terms of some divisive "ism" about education, even such an
"ism" as "progressivism." His philosophy, here expressed in its most essential, most
readable form, predicates an American educational system that respects all sources of
experience, on that offers a true learning situation that is both historical and social, both
orderly and dynamic.
"John Dewey is to be classed among those who have made philosophic thought
relevant to the needs of their own day. In the performance of this function he is to be
classed with the ancient stoics, with Augustine, with Aquinas, with Francis Bacon, with
Descartes, with Locke, with Auguste Comte."
--Alfred North Whitehead
"No one who is informed in the educational held can doubt for a moment the profound
influence of John Dewey on both the theory and the practice of American education."
--William Heard Kilpatrick
"John Dewey is unquestionably the preeminent figure in American philosophy; no one
has done more to keep alive the fundamental ideals of liberal civilization; and if there
could be such an office as that of national philosopher, no one else could be properly
mentioned for it."
--"Morris R. Cohen
Preface
ALL SOCIAL movements involve conflicts, which are reflected intellectually in
controversies. It would not be a sign of health if such an important social interest as
education were not also an aren ...
Critical pedagogy has its roots in critical theory and aims to help students question existing beliefs and power structures. It was influenced by Paulo Freire's work "Pedagogy of the Oppressed" and focuses on empowering oppressed groups through raising critical consciousness. Critical pedagogy views education as emancipatory and promotes understanding issues from different perspectives to facilitate social change. It encourages open discussion and recognizes multiple views on social issues.
As public schools grew in size and scope in the 20th century due to waves of immigration and industrialization, their administration became more formalized with standardized curriculums and a distinction between elementary and secondary schools. This led to widespread debate around the primary aim of schools. Meanwhile, the field of psychology emerged with behaviorism hypothesizing that learning is shaped by environmental stimuli and responses. However, progressive educator John Dewey argued schools should foster democratic values and problem solving skills rather than just measuring outcomes. Different philosophical orientations toward education then developed, including essentialism focusing on basic skills, and social reconstructionism aiming to address social problems through education.
Educating and training in an ideological vacuum a critical explanation of the...Alexander Decker
This document discusses the relationship between education and ideology in Zimbabwe. It argues that Zimbabwe and other African countries are currently in an ideological vacuum when it comes to education. During the colonial era, education policies were underpinned by capitalist ideologies that aimed to produce servants for the colonial masters. After independence, Zimbabwe aimed to implement socialist ideologies in education, but faced challenges in fully replacing capitalist frameworks. As a result, Zimbabwe's education system has been ambivalent and inconsistent without a clear overarching societal vision or ideological framework to guide policies and outcomes. The lack of a homegrown African ideology has left the continent's education systems in confusion without relevance to local needs.
The document discusses whether nurses should study sociology. It argues that sociology should be studied in nursing and many other careers. A study found that nursing students who learned sociology recognized its importance for understanding patients' social contexts and its relevance to other aspects of life. Sociology is present in everyday life and helps understand oneself and one's circumstances.
- Philosophy of education is a branch of philosophy that examines the nature, aims, and practical and theoretical aspects of education.
- It considers questions such as what constitutes knowledge and how it can be acquired and applied. Other issues explored include the role of education in society and its impact on social and individual development.
- The document discusses different views on the meaning and purpose of education and how philosophy of education aims to provide guidance and theoretical foundations for addressing complex issues in the field of education.
The document discusses the Reggio Emilia educational philosophy, which views children as capable individuals and focuses on preschool and primary education using a child-centered approach. It emphasizes that learning in the Reggio Emilia schools reflects a constructivist approach and challenges traditional views of teacher competence. The philosophy solicits multiple perspectives from parents, teachers, and children to determine the direction of the school.
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This document discusses several educational philosophies including Dewey's views on the role of the teacher as a facilitator and the democratic classroom. It also summarizes existentialism which emphasizes individuality, freedom of choice and responsibility. Poststructuralism focuses on discourse, power relationships and questioning knowledge. Critical pedagogy sees education as a means for social transformation and justice. Freire's approach stresses respect for students, their experiences and empowering them to understand oppressive structures. Finally, love and social justice are discussed as important aspects of dialogue and education.
Social Foundations Of Multicultural EducationAmanda Gray
The history of multicultural education in the US is rooted in the civil rights movement of the 1950s-1970s which aimed to provide equal education for all students regardless of race. As the US population became more culturally and ethnically diverse in the late 20th century, multicultural education emerged to prepare students for an increasingly diverse society and develop their intercultural skills. However, early implementations of multicultural education focused more on surface level aspects like ethnic holidays rather than systemic reform. True multicultural education requires examining all aspects of schooling from policies to teaching methods.
This document discusses various philosophies of education. It defines philosophy and education, and explains that philosophy of education applies philosophical principles to the work of education. It outlines traditional philosophies like idealism, naturalism, and essentialism as well as contemporary philosophies like progressivism, pragmatism, and existentialism. For each philosophy, it provides some key characteristics and beliefs about education. For example, it explains that empiricism believes knowledge comes from the senses and experience, and social reconstructionism aims to reform society through education. It also summarizes Dewey's progressive philosophy which views education as a social process and schools as institutions for democracy.
Relationship between Education and Philosophy.SANA FATIMA
This document discusses the relationship between education and philosophy. It defines both education and philosophy, explaining that education is the process of facilitating learning, while philosophy is the study of fundamental problems concerning existence, knowledge, values, and more. It argues that education without philosophy is blind, as philosophy provides guidance on educational aims, harmonizes traditions, and prepares students for modern challenges. Philosophy of education helps determine goals, balance old and new approaches, and provide vision to educational leaders.
The document discusses conflicting aims in education in a liberal democracy. It mentions logistics for a parent night, a blog response about not giving enough homework, and a dismal view of American education presented by Charles Sykes. It also asks what individual teachers can do to inspire learning in students given they cannot change the values that dominate education.
The document discusses conflicting aims in education in a liberal democracy. It mentions problems with homework completion by students and giving too much homework. It also discusses the need to inspire a desire to learn in students but that individual teachers have limited ability to change broader societal values around education.
Paulo Freire was a Brazilian educator and philosopher who advocated for critical pedagogy. He criticized the "banking" model of education, where teachers deposit information into passive students. Instead, he promoted problem-posing education through dialogue, where students and teachers learn from each other. Freire believed that education should empower the oppressed and teach critical thinking in order to promote social change. His work Pedagogy of the Oppressed explores these ideas and has strongly influenced progressive education.
The Progressive Movement arose in the late 19th and early 20th centuries in response to concerns over environmental protection, economic policy, and their implementation. It gained political influence through national and local politics and advocated for environmental and economic reforms. This led to increased public awareness of environmental issues and consideration of public input in policy decisions, changing perceptions around topics like land use, pollution, and conservation. By the 1960s, environmental protection had become a key debate between Republicans and Democrats, resulting in landmark laws like the National Environmental Policy Act of 1969.
This document discusses multicultural education and its implementation in a community and school system. It interviews several administrators and community members about cultural diversity in the local schools and community. It finds that the school system and community lack diversity, especially in high-level positions. Community members want to see more done to promote multicultural education and representation of minorities.
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This document discusses several educational philosophies and their implications for curriculum. It begins by defining philosophy of education and its focus on questions around the purpose and function of education. It then examines the philosophies of perennialism, essentialism, progressivism, and reconstructionism. For each philosophy, it outlines their core beliefs and implications for curriculum, such as their views on subject emphasis, teaching methods, and the role of education in society.
EXPERIENCE & EDUCATION John Dewey The .docxgitagrimston
EXPERIENCE & EDUCATION
John Dewey
The great educational theorist's most concise statement of his ideas about the needs,
the problems, and the possibilities of education--written after his experience with the
progressive schools and in the light of the criticisms his theories received.
"No one has done more to keep alive the fundamental ideals of liberal civilization." -
Morris R. Cohen
Experience and Education is the best concise statement on education ever published
by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the
twentieth century. Written more than two decades after Democracy and Education
(Dewey's most comprehensive statement of his position in educational philosophy), this
book demonstrates how Dewey reformulated his ideas as a result of his intervening
experience with the progressive schools and in the light of the criticisms his theories had
received .
Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that
neither the old nor the new education is adequate and that each is miseducative because
neither of them applies the principles of a carefully developed philosophy of experience.
Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience
and its relation to education. He particularly urges that all teachers and educators looking
for a new movement in education should think in terms of the deeped and larger issues of
education rather than in terms of some divisive "ism" about education, even such an
"ism" as "progressivism." His philosophy, here expressed in its most essential, most
readable form, predicates an American educational system that respects all sources of
experience, on that offers a true learning situation that is both historical and social, both
orderly and dynamic.
"John Dewey is to be classed among those who have made philosophic thought
relevant to the needs of their own day. In the performance of this function he is to be
classed with the ancient stoics, with Augustine, with Aquinas, with Francis Bacon, with
Descartes, with Locke, with Auguste Comte."
--Alfred North Whitehead
"No one who is informed in the educational held can doubt for a moment the profound
influence of John Dewey on both the theory and the practice of American education."
--William Heard Kilpatrick
"John Dewey is unquestionably the preeminent figure in American philosophy; no one
has done more to keep alive the fundamental ideals of liberal civilization; and if there
could be such an office as that of national philosopher, no one else could be properly
mentioned for it."
--"Morris R. Cohen
Preface
ALL SOCIAL movements involve conflicts, which are reflected intellectually in
controversies. It would not be a sign of health if such an important social interest as
education were not also an aren ...
Critical pedagogy has its roots in critical theory and aims to help students question existing beliefs and power structures. It was influenced by Paulo Freire's work "Pedagogy of the Oppressed" and focuses on empowering oppressed groups through raising critical consciousness. Critical pedagogy views education as emancipatory and promotes understanding issues from different perspectives to facilitate social change. It encourages open discussion and recognizes multiple views on social issues.
As public schools grew in size and scope in the 20th century due to waves of immigration and industrialization, their administration became more formalized with standardized curriculums and a distinction between elementary and secondary schools. This led to widespread debate around the primary aim of schools. Meanwhile, the field of psychology emerged with behaviorism hypothesizing that learning is shaped by environmental stimuli and responses. However, progressive educator John Dewey argued schools should foster democratic values and problem solving skills rather than just measuring outcomes. Different philosophical orientations toward education then developed, including essentialism focusing on basic skills, and social reconstructionism aiming to address social problems through education.
Educating and training in an ideological vacuum a critical explanation of the...Alexander Decker
This document discusses the relationship between education and ideology in Zimbabwe. It argues that Zimbabwe and other African countries are currently in an ideological vacuum when it comes to education. During the colonial era, education policies were underpinned by capitalist ideologies that aimed to produce servants for the colonial masters. After independence, Zimbabwe aimed to implement socialist ideologies in education, but faced challenges in fully replacing capitalist frameworks. As a result, Zimbabwe's education system has been ambivalent and inconsistent without a clear overarching societal vision or ideological framework to guide policies and outcomes. The lack of a homegrown African ideology has left the continent's education systems in confusion without relevance to local needs.
The document discusses whether nurses should study sociology. It argues that sociology should be studied in nursing and many other careers. A study found that nursing students who learned sociology recognized its importance for understanding patients' social contexts and its relevance to other aspects of life. Sociology is present in everyday life and helps understand oneself and one's circumstances.
- Philosophy of education is a branch of philosophy that examines the nature, aims, and practical and theoretical aspects of education.
- It considers questions such as what constitutes knowledge and how it can be acquired and applied. Other issues explored include the role of education in society and its impact on social and individual development.
- The document discusses different views on the meaning and purpose of education and how philosophy of education aims to provide guidance and theoretical foundations for addressing complex issues in the field of education.
The document discusses the Reggio Emilia educational philosophy, which views children as capable individuals and focuses on preschool and primary education using a child-centered approach. It emphasizes that learning in the Reggio Emilia schools reflects a constructivist approach and challenges traditional views of teacher competence. The philosophy solicits multiple perspectives from parents, teachers, and children to determine the direction of the school.
Sociological Theories Essay
What is Sociology? Essays
Essay on Sociology and Life
Sociology as a Science Essay
Essay on Socialization
Essay about Sociology
Reflection In Sociology
Sociology In Sociology
Varieties of the Philosophy of EducationDavid R Cole
This document discusses several educational philosophies including Dewey's views on the role of the teacher as a facilitator and the democratic classroom. It also summarizes existentialism which emphasizes individuality, freedom of choice and responsibility. Poststructuralism focuses on discourse, power relationships and questioning knowledge. Critical pedagogy sees education as a means for social transformation and justice. Freire's approach stresses respect for students, their experiences and empowering them to understand oppressive structures. Finally, love and social justice are discussed as important aspects of dialogue and education.
Social Foundations Of Multicultural EducationAmanda Gray
The history of multicultural education in the US is rooted in the civil rights movement of the 1950s-1970s which aimed to provide equal education for all students regardless of race. As the US population became more culturally and ethnically diverse in the late 20th century, multicultural education emerged to prepare students for an increasingly diverse society and develop their intercultural skills. However, early implementations of multicultural education focused more on surface level aspects like ethnic holidays rather than systemic reform. True multicultural education requires examining all aspects of schooling from policies to teaching methods.
This document discusses various philosophies of education. It defines philosophy and education, and explains that philosophy of education applies philosophical principles to the work of education. It outlines traditional philosophies like idealism, naturalism, and essentialism as well as contemporary philosophies like progressivism, pragmatism, and existentialism. For each philosophy, it provides some key characteristics and beliefs about education. For example, it explains that empiricism believes knowledge comes from the senses and experience, and social reconstructionism aims to reform society through education. It also summarizes Dewey's progressive philosophy which views education as a social process and schools as institutions for democracy.
Relationship between Education and Philosophy.SANA FATIMA
This document discusses the relationship between education and philosophy. It defines both education and philosophy, explaining that education is the process of facilitating learning, while philosophy is the study of fundamental problems concerning existence, knowledge, values, and more. It argues that education without philosophy is blind, as philosophy provides guidance on educational aims, harmonizes traditions, and prepares students for modern challenges. Philosophy of education helps determine goals, balance old and new approaches, and provide vision to educational leaders.
The document discusses conflicting aims in education in a liberal democracy. It mentions logistics for a parent night, a blog response about not giving enough homework, and a dismal view of American education presented by Charles Sykes. It also asks what individual teachers can do to inspire learning in students given they cannot change the values that dominate education.
The document discusses conflicting aims in education in a liberal democracy. It mentions problems with homework completion by students and giving too much homework. It also discusses the need to inspire a desire to learn in students but that individual teachers have limited ability to change broader societal values around education.
Paulo Freire was a Brazilian educator and philosopher who advocated for critical pedagogy. He criticized the "banking" model of education, where teachers deposit information into passive students. Instead, he promoted problem-posing education through dialogue, where students and teachers learn from each other. Freire believed that education should empower the oppressed and teach critical thinking in order to promote social change. His work Pedagogy of the Oppressed explores these ideas and has strongly influenced progressive education.
The Progressive Movement arose in the late 19th and early 20th centuries in response to concerns over environmental protection, economic policy, and their implementation. It gained political influence through national and local politics and advocated for environmental and economic reforms. This led to increased public awareness of environmental issues and consideration of public input in policy decisions, changing perceptions around topics like land use, pollution, and conservation. By the 1960s, environmental protection had become a key debate between Republicans and Democrats, resulting in landmark laws like the National Environmental Policy Act of 1969.
This document discusses multicultural education and its implementation in a community and school system. It interviews several administrators and community members about cultural diversity in the local schools and community. It finds that the school system and community lack diversity, especially in high-level positions. Community members want to see more done to promote multicultural education and representation of minorities.
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Violence and verbal abuse among students is a prevalent problem in schools. Bullying takes many forms, including physical and verbal abuse, and can be caused by students seeking attention, power, or an increase in self-confidence through putting others down. Bullying harms both the victims and bullies through the negative behaviors involved and associated consequences. Effective solutions require understanding the root causes driving the bully's actions.
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The document discusses different perspectives on the concept of luck. It argues that luck favors those who are prepared to seize opportunities rather than those who passively depend on luck. While some events may involve factors outside one's control, one can make their own luck through hard work, taking advantage of opportunities, and being prepared to capitalize on chance events through prior preparation. The document provides examples of people who were perceived as lucky but were likely successful because they had positioned themselves to benefit from fortunate circumstances through their own efforts and skills.
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Social disorganization theory proposes that communities with high rates of poverty, residential instability, and ethnic heterogeneity have weaker social controls, leading to higher crime rates. The theory was developed in the 1920s by the Chicago School to explain differences in crime rates between neighborhoods in Chicago. It focuses on how lack of cohesion and shared values in disadvantaged communities makes it difficult to control criminal behavior. More recent research has refined the theory by highlighting the importance of social ties and informal social control within neighborhoods.
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The Bhagavad Gita tells the story of Arjuna, a warrior who doubts fighting his family in an upcoming battle for the throne. As his chariot driver, Krishna counsels Arjuna about his duty to fight and reveals himself as a god. Krishna explains concepts like karma, dharma, and different spiritual paths like discipline and devotion. He convinces Arjuna that fulfilling one's duties without attachment to rewards is the path to liberation from the cycle of rebirth.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Progressivism Essay
1. Progressivism Essay
Progressivism
The Progressive Movement in the late nineteenth century, early twentieth century presented quite a
situation for historians to conquer. At the turn of the twentieth century political questioning was the
norm. Practically every historian that writes about this time period has a different opinion of what
made up "Progressive Movement," some even going so far to beg the question if it was actually a
movement or if it was more of an "era." The two are interchanged so often that they have in many
ways come to mean the same thing although according to some they are distinctly different.
The four works, Richard Hofstadter's The Age of Reform, Peter Filene's "An Obituary for the
Progressive Movement," Richard McCormick's "The...show more content...
He discusses the agrarian myth in some depth and argues that the agrarian populism eventually
evolves into part of the progressive movement. His book is one of the main sources that Peter Filene
argues against in his article questioning the existence progressivism as a movement.
Peter Filene's article presents the idea that Progressivism was not a movement at all but more of a
jumbled mess of similar ideas that occurred around the same period in history. Filene "seeks to
prove that 'the progressive movement' never existed." (Article 1, p. 20) He believed that there are
too many discrepancies between the ideas of different historians and that if it were an actual
movement that the definitions of the progressive movement/era would be consistent with each other.
The only real agreement that Filene finds between the many differing opinions is the goals of the
time period. He includes as the "standard list of progressive objectives... constraints on monopolies,
trusts and big banking interests; regulation of railroad rates; lower tariffs; the direct primary;
initiative, referendum and recall; direct election of U.S. Senators; women's suffrage; child– and
female– labor laws; pure food and drug laws and conservation." (Article 1, p. 21) Filene explains
the discrepancies between the many historians' views. He then asks the question, with so many
different initiatives and so many different groups working towards similar goals how it can be
considered
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2. John Dewey And Progressivism
Progressivism, by definition, is the advocacy for societal improvement by reform. During the early
twentieth century, education went through John Dewey was an American psychologist, philosopher,
educator, social critic, and political activist who had a profound influence on education. In 1897, he
published a groundbreaking document entitled "My Pedagogic Creed" that shaped progressive
education for the twentieth century. It is broken down into five main articles in which he explains
his philosophies about how students should learn, how teachers should teach, and how schools
should operate. He believed that the educational process has two sides; psychological and
sociological. Furthermore, he believed that the educational process should reflect those two sides
and that each individual is unique. His philosophy emphasizes the active role of the student to build
understanding and process information. He believed that students thrived in an environment in
which they were encouraged to interact with the material and take part in their education. In his
eyes, a school was not only a place to develop knowledge but also to develop life skills. Dewey's
foundational document inspired many progressive–era educational activists and teachers and helped
shape modern education.
Dewey saw education and society as interconnected concepts. He believed that school should be a
social institution because students learn best when school is an extension of a nurtured home life.
This belief of
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3. Reflection On Progressivism
After completing the survey in the Introduction to Teaching textbook, I learned that my philosophy
of education closely correlates with the views of progressivism. My understanding of this
philosophy highlights the child as a whole and the importance of active learning that readies
students for the world ahead of them. Progressivists also believe that experiences are a large part of
a students learning which is why active learning is so common allowing students to learn about
themselves and learn how to problem solve. Rather than believing in strict common core curriculum,
progressivist believe that the interest of students should be the main source of deciding curriculum
and activities. John Dewey 'father of progressive education' was a...show more content...
A student can be involved in their education and the progress they make rather than being a
bystander with a lecture style classroom and are active participants in their learning and evaluations.
Overall, the use of a progressive outlook in the classroom creates a student centered and directed
environment that focuses on the student and their interests promoting growth and knowledge rather
than testing and repetition.
The INTASC that has always stuck out to me and would fit well into a progressive classroom was
standard #2: Learning Differences. Council of Chief State School Officers define this strategy as
"the teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high standards" (2011).
With a progressive philosophy of education, the main goals are to give students an education that
is personal and relates to their life. The focus of meaningful life and education can be explored and
expressed in learning differences. To start the year off on a high note, I plan to meet with parents
and students as an introductory meeting. These are sometimes held in group settings, but meeting
face to face and allowing parents to voice their beliefs separate from peering eyes is a more
personal approach. In these initial meetings, I will gather information about diversity
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4. Essay about Progressivism
Progressivism implies a philosophy which welcomes innovations and reforms in the political,
economic, and social order. The Progressive movement, 1901 to 1917, was ultimately the triumph of
conservatism rather than a victory for liberalism. In a general sense, the conservative goals of this
period justified the Liberal reforms enacted by
Progressive leaders. Deviating from the "traditional" definition of conservatism (a resistance to
change and a disposition of hostility to innovations in the political, social, and economic order), the
Conservatist triumph was in the sense that there was an effort to maintain basic social and economic
relations vital to a capitalist society. The
Progressive leaders essentially wanted to perpetuate...show more content...
In 1902, the United Mine Workers were willing to submit to arbitration, but the coal operators
adamantly opposed any recognition of the union. Thus, the union members decided to strike over
wages, safety conditions, and union recognition. The Anthracite Coal Strike of 1902 ended with the
appointment by Roosevelt of an arbitration commission to rule on the issues. Business men did not
regard politics (government regulation) as a necessary evil, but as an important part of their position
in society. Roosevelt did not see big business as evil, but a permanent development that was
necessary in a modern economy. Roosevelt couldn't rely on the courts to distinguish between "good"
or "bad" trusts. The only solution was for the executive to assume that responsibility.
Roosevelt's ingenious "square dealings" and "gentlemen's agreements" controlled many firms. In
1903, a new cabinet position was created to address the concerns of business and labor (Department
of Commerce and Labor).
Within the department, the Bureau of Corporations was empowered to investigate and report on
illegal activities of corporations. The abuse of economic power by railroads proposed another
problem for Roosevelt. However, in 1903, the Elkins Act empowered the ICC (Interstate Commerce
Commission, first American federal regulatory agency) to act against
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5. Progressivism Reflection
Upon self–evaluation and reflection of the chapter on philosophies of education, I have determined
that I lean mostly towards progressivism and I will explore the role as a teacher, the students'
cognitive development, curriculum development, and the ways people learn best, in the American
history classroom scenario. Progressivism sees learning as student–centered, therefore, the teacher's
role is the facilitator. As a progressive teacher, I believe that students should be problem–solvers in
order to adapt to the ever–changing world. In a progressive classroom, a curriculum is not a
collection of standards and facts, it is, instead, ongoing "hands–on investigations, projects, and
design challenges that inspire greater interest, depth and understanding" ("Progressive Education",
2017, para. 2). Constructivism is the paradigm where students learn through experimenting and
real–world problem solving to construct their own understanding of the world. As a subject,
American history lends itself to becoming a microcosm of the ideals and practices of a democratic
community with simulated, real–world problems in the historical setting.
In my classroom I am the facilitator of my students learning. I began by training them in critical
thinking skills, communication and collaboration, as well as, effectively using, managing, and
evaluating information ("Progressive Education", 2017, para 5). Providing resources and activities
for developing students' problem–solving abilities includes setting up multiple learning spaces with
several resources for exploration that are both print and technology based. Student–centered
classrooms require that the teacher acts as guide in helping children do what they want to do and
learn. In the provided American History Teacher scenario, the teacher needs to scaffold the children
from the traditional classroom expectations and habits to more independent, critical thinking skills.
This will eliminate students' responses such as, "I didn't have my hand up" or "I don't know."
C'mon, just tell us what you want us to know, "Why do we have to learn this stuff?" (Philosophy
Essay, n.d., para. 2).
The aim of progressive education is to nurture the student's curiosity about their world and
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6. The Progressive Era
The Progressive Era was a period of economic and social struggle which cause rapid
industrialization in America. A Widespread of social activism and political reform across the United
States.
The Progressive Era was addressing the problems of economic and social problems. The
progressivism started as a social movement and later grew into a political movement. The reformers
of the Progressive Era were young, college educated, and in the middle–class.
Although many laws were passed to regulate better working conditions, not many were by it, many
companies still made their workers, work long hours. Not many had better working conditions as
still many died from lack of better safety regulations.
The Progressive Era did help the United States to improve many things, and if these things didn't
occur many things such as working conditions would still be the biggest problem.
There were laws passed to improve working conditions but didn't really do anything Working
conditions: The laws that were passed were to include efforts to outlaw the sale of alcohol; regulate
child labor.
How was working conditions in the Progressive Era? Many companies in the Progressive Era
didn't have better working conditions other places had little to no safety in the building of their
workplace an example That didn't a good working place with safety is The Triangle Fire. The
triangle fire occurred in March 25 in 1911, most of the victims died as a result of neglected safety
features and locked doors within the factory building. There were no sprinklers that could've put out
the fire in time, the doors were locked that not many were able to get out on time, many jumped to
their deaths. There were teenage girls that didn't speak English, they worked everyday for 12 hours.
Forty–nine workers had burned to death or being suffocated by smoke, 36 were dead in the
elevator shaft and 58 died from jumping to the sidewalks. With two more dying later from their
injuries, a total of 145 people were killed by the fire. What were the laws that were passed to
improve situations in the Progressive Era.
The Progressives wanted to take part of the government in passing laws, political reformers were
protecting workers and also regulating big business.
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