My Educational Philosophy Essay - 1234 Words

My Educational Philosophy Choosing a major is a very difficult decision to make for everyone. It has to be something that you can spend the rest of your life doing and should enjoy. When I think back to my elementary years through my senior year of high school, all I ever wanted to be was a dentist. I took the classes that would better prepare me in the dentistry field. There at the last second, I switched my major. It was first semester of my senior year of high school when my favorite teacher, Mrs. Fowler, asked me to teach Spanish to the kindergarten class at Piney View Elementary School. As soon as I walked into the classroom and saw the sixteen pairs of eyes gleaming at me, I realized that this is what I want to†¦show more content†¦(She was a guide in the summers.) I had so much fun and also learned at the same time in her class. She plays the perfect role model for me. I hope that someday my students will feel the same way about me as I do about Mrs. Ivey. It is very hard to pick out only one philosophy that I want to use in my classroom. I have many different views on all five of them. Although, I do know that I am not going to use the perennialism philosophy. I do not agree with that philosophy because my students should not have only one choice, which second language, that they want to learn. I believe that extra curricular activities are good for children to be open to. I also believe that students should have choices in their lives and that you cannot stick to one way all the time. Having a variety of choices in children’s lives helps them to become more prepared for the future. They can learn form their own mistakes, which I think is the best teacher. Therefore, perennialism is not a good philosophy in my classroom because I want my students to have many choices in what they do and learn. Another philosophy I will not be using is existentialism. Since my field of teaching will be with kindergarten, I do not believe that the students will be old enough for this philosophy. I like this philosophy; I just believe that it would work better with older children rather thanShow MoreRelatedMy Philosophy : My Educational Philosophy780 Words   |  4 PagesIt was very challenging for me to write my educational philosophy due to the fact that I never really thought about the kind of teacher I want to become. Though this was a challenging task, I am grateful for the opportunity because figuring out what my philosophy is will help me to understand what kind of teacher I want to be. Looking back at my learning and teaching experiences, I always had strong beliefs in what I want my classroom to look like and how I would go about providing a high qualityRead MoreMy Personal Philosophy : My Educational Philosophy1747 Words   |  7 PagesAbstract My educational philosophy can be summarized in one word â€Å"family†. Every thing can begin and end with the family. This paper examines my personal belief that a student has higher success rate in life when they have a supportive, loving family environment. The primary roles of a mother and father in today’s society are drastically lacking. These particular reasons vary from absentee fathers, overworked single mom, and/or grandparents having to assume the role of parents again. My theory startingRead MoreMy Educational Philosophy : My Philosophy Of Teaching Philosophy952 Words   |  4 PagesMy Teaching Philosophy Wk. 13 By, Julie Bernard EDPC603 My objective as a teacher is to make a difference in the lives of the student I teach. Similarly, through teaching I will provide students with the necessary tools to become critical thinkers. As critical thinkers, my students will be able to make reasoned judgements that are logical and well thought out. My students will not just passively accept arguments and conclusions; my students will be equipped to questionRead MoreMy Educational Philosophy : My Philosophy Of Education946 Words   |  4 PagesPhilosophy of Education My philosophy of education has changed over the years of teaching to what I belief today. My belief of education is to focus on construct knowledge and personal experiences. As an educator, I try and encourage students to discover principles themselves. Numerous scholars have described education as being the key to a prosperous life. The most successful people are believed to be once behind a desk in elementary schools as teachers instill knowledge in them. With a right learningRead MoreMy Educational Philosophy : My Philosophy Of Education1006 Words   |  5 Pagesthat to take on the daunting task of shaping the nation’s future citizens will require that I outline my own ideology about America’s education system. The following philosophy of education will be comprised of the analyzation of knowledge, teaching, and democratic equality in relation to purposes of the education. Knowledge, the comprehension of a subject or concept, is at the core of the educational experience. This attainment of this knowledge should be the desired result of compulsory educationRead MoreMy Philosophy And Philosophy Of Personal Educational Philosophy1042 Words   |  5 PagesIt is true that many educators do not know what their educational philosophy is. However it is imperative for educators and future educators to know their personal educational philosophies so that they can be accountable, explain how they teach, what they are doing and why. My personal Educational philosophy is made up of four components; metaphysics, epistemology, axiology, and logic. My educational Philosophy Metaphysics (reality) is a combination of realism and idealism, that the mind, spiritRead MorePersonal Philosophy : My Educational Philosophy1452 Words   |  6 Pages When I first set out to write my educational philosophy, I had absolutely no idea what to write about, to be perfectly honest. So, I thought that I would start with the most essential aspect of an educational philosophy: why do I want to become a teacher? The reason why I want to teach is because I want to be able to impact young people’s lives and help them to learn how to become successful citizens in our world. I feel that it is important that no matter what students do with their lives, theyRead More My Educational Philosophy Essay1196 Words   |  5 PagesMy Educational Philosophy Let experience be your teacher. Let challenges be the test of life! ~Unknown Education is an experience that without a doubt no one can avoid at least for a while. While this process should be positive sometimes it can seem more negative. People should not look back at their education and perceive it as a â€Å"bad† thing or a waste of time. Logically one would think that a person is entitled to their own opinion; however, the opinion of one’s education should neverRead More My Educational Philosophy Essay1186 Words   |  5 PagesSocrates warned his students over 2000 years ago that the unexamined life is not worth living. (Kreis) This statement, though made so many years ago, mirrors my own beliefs about learning and knowledge acquisition in today’s society. In my own personal philosophy of education, I believe that individuals must continually examine their surroundings and learn from the things they find. I do not believe that just knowing random facts or bits of information is true education. Just as the ancient GreeksRead More My Educational Philosophy Essay972 Words   |  4 Pages My Educational Philosophy Plato/Socrates and Rousseau have become major philosophical approaches. All these opinions are different compared to mine. Some are the same and some are different. I do agree with some of the philosophers’ points, but some I disagree with. My philosophical view relates to some of the philosophers views. First, Socrates (469-399 B.C.) view is on asking students repeatedly questions to make them rethink what they believe. He wanted to help others find the truths that

How Wwii Effected the Indian Independence Movement Free Essays

string(318) " book The Indian Struggle, Bose described his first meeting with Gandhi in 1921, â€Å"there was a deplorable lack of clarity in the plan which the Mahatma had formulated and that he himself had no clear idea of the successive stages of the campaign which would bring India to her cherished goal of freedom† \(Kumar\)\." Rebecca Martinez 18 November 2012 Professor Sutherland ANTH 4002 World War II’s Impact on the Indian Independence Movement The success of the Indian Independence movement is, by some scholars, largely attributed to efforts of Mahatma Gandhi. As stated by BBC, â€Å"Gandhi was the leader of the Indian nationalist movement against British rule, and is widely considered the father of his country† (India. wikia. We will write a custom essay sample on How Wwii Effected the Indian Independence Movement or any similar topic only for you Order Now com). However, this revolutionary movement, a dream that had been growing since the mid nineteenth century, was the infusion of a wide spectrum of Indian political organizations, philosophies, and rebellions. For example, the events and aftermath of the Second World War posed an economic crisis and political confrontation that transformed nationalism and colonialism for many colonies, including India. Even less credit is given to the various international events that shaped the movement, as well as those involved. Regardless of the divisions in Indian nationalist efforts, both in support and against violence, they all contained one common goal: independence from Britain. Were historians correct in their proposition that India’s independence was largely attributed to Gandhi’s peaceful anti-war efforts, or were Gandhi’s strategies ultimately ineffective? If proven effective, should India’s rapid progress in independence during World War II be seen as affected most by Gandhi, or were bigger actors involved? I believe that the source of India’s successes in their 100-year struggle for independence should not be correlated with one man. Rather, by paying close attention to key events, powerful political players, critical economic changes, and motivating political factors from around the globe during this period, historians will gain a better understanding of how India’s independence movement was rapidly accelerated, and ultimately successful, during the period surrounding World War II. When war initially broke out in September of 1939, Britain’s grip on India was as fierce and stubborn as ever (Bose and Jalal, 130). Although Congress leadership in India implored Great Britain to define their war aim before declaring India’s support, viceroy Linlithgow avowed the British Indian Empire a belligerent against the axis powers without consulting prominent Indian leaders (Bose and Jalal, 130). Once it became clear that the British were unconcerned with Indian nationalist aspirations, the entire Congress leadership resigned from the local government councils in protest. However, this protest was not simply an opposition to Britain’s decision. Many Indian nationalists believed that Britain’s fight for democracy and freedom in the Second World War contradicted their rule over a multitude of colonies (wiki. com). Mahatma Gandhi, for example, termed Britain’s â€Å"war to save democracy† as hypocrisy since it was denying democratic rights and individual liberties to Indians (wiki. com). Despite the atrocities faced by Indians under British rule, many Indians supported the British war effort and fought with the Allied Forces. In hopes that the British would leave India after the Second World War, the Indian National Congress cooperated with the British war efforts, making the British Indian Army was one of the largest volunteer forces during the war (India. wikia. com). However, when it became clear the Britain had no intention of relenting their hold India after the war, Gandhi called for a determined but passive resistance to foster a peaceful negotiation with the British government. Ultimately, Gandhi and the Congress Party proposed a â€Å"Quit India Movement,† which declared that if the British did not accede to the demands for Indian independence, a massive Civil Disobedience would be launched (Bose and Jalal, 133). However, once Britain arrested the top Congress Party leaders, the Quit India Movement fizzed out entirely before it even had a chance to gather steam. That being said, although Mahatma Gandhi’s initial civil disobedience movements were driving forces that ultimately shaped the cultural, religious, and political unity of a Indian diverse nation, they did not have a significant impact on Indian independence following the Second World War. Although history’s spotlight for Indian nationalist ideas during this time is set on Gandhi, the fight for freedom during World War II saw the rise of two independence movements. Some leaders of the revolutionary Indian independence movement collaborated with the Axis powers to overthrow the British Raj. Although largely ignored by historians, the Azad Hind movement, in collaboration with Japanese forces, successfully created the Indian National Army in 1942. Indian military alliances with Axis nations also included the Legion Freies Indien in Nazi Germany and the Battaglione Azad Hindoustan in Fascist Italy (wiki. com). Although Adolf Hitler saw Indians as racially inferior and had no interest in India’s future, he believed that if India gained its independence it could become a valuable ally of the Axis powers and help it gain dominance in the Indian Ocean area (Kumar). As a result, Germany and Japan actively provided support to Indian independence movement leaders. The Indian Nation Army, led by Subhash Chandra Bose, was based on the principle that â€Å"An enemy’s enemy is a friend† (India. wikia. com). Bose also formed what came to be known as the Azad Hind Government, with Indian prisoners of war and Indian expatriates in South-East Asia, with the help of the Japanese (Bose and Jalal, 134). Its aim was to reach India as a fighting force that would build on public resentment to inspire revolts among Indian soldiers to defeat the Raj (Bose and Jalal, 134). However, due to poor arms and supplies from the Japanese and lack of support and training, the Indian National Army and entire Azad Hind ultimately failed. Although defeated, Bose’s initiative gave hope to the Indian public and turned the support and loyalty of the native soldiers of the British Indian Forces from the crown to the Indian National Army soldiers. In doing so, the British Army, whose ultimate goal was to replace the loyalty of Indian soldiers to the crown, was replaced by the Indian National Army (Bose and Jalal, 134). Bose also succeeded in developing a larger participation and unity in the Indian community, one that crossed religious and gender boundaries, than Mahatma Gandhi’s Quit India movement. In his book The Indian Struggle, Bose described his first meeting with Gandhi in 1921, â€Å"there was a deplorable lack of clarity in the plan which the Mahatma had formulated and that he himself had no clear idea of the successive stages of the campaign which would bring India to her cherished goal of freedom† (Kumar). You read "How Wwii Effected the Indian Independence Movement" in category "Essay examples" However, although Bose’s efforts did aid India’s independence movement, it did not create an impact large enough for historians to declare its actions as the main source of India’s accelerated independence. The most effective factor in Indian independence during World War II, therefore, could not have been the result of Indian nationalist efforts. It was British prime minister Clement Atlee who, when granting independence to India, said that Gandhi’s non-violence movement had next to zero effect on the British. In corroboration, Chief Justice P. B. Chakrabarty of the Kolkata High Court, disclosed the following in a letter addressed to the publisher of Ramesh Chandra Majumdar’s book A History of Bengal, â€Å"You have fulfilled a noble task by persuading Dr. Majumdar to write this history of Bengal and publishing it †¦ In the preface of the book Dr. Majumdar has written that he could not accept the thesis that Indian independence was brought about solely, or predominantly by the non-violent civil disobedience movement of Gandhi. When I was the acting Governor, Lord Atlee, who had given us independence by withdrawing the British rule from India, spent two days in the Governor’s palace at Calcutta during his tour of India. At that time I had a prolonged discussion with him regarding the real factors that had led the British to quit India. My direct question to him was that since Gandhi’s â€Å"Quit India† movement had tapered off quite some time ago and in 1947 no such new compelling situation had arisen that would necessitate a hasty British departure, why did they have to leave? In his reply Atlee cited several reasons, the principal among them being the erosion of loyalty to the British Crown among the Indian army and navy personnel as a result of the military activities of Netaji [Subhash Chandra Bose]. Toward the end of our discussion I asked Atlee what was the extent of Gandhi’s influence upon the British decision to quit India. Hearing this question, Atlee’s lips became twisted in a sarcastic smile as he slowly chewed out the word, â€Å"m-i-n-i-m-a-l! †(Kumar). In reality, the political confrontations and negotiations between Indian nationalists and the British were immensely influenced by an atmosphere of deepening economic crisis. In the aftermath of World War II, Britain’s economy was destroyed to such an extent that they were no longer able to financially maintain their military forces, making Great Britain incapable of containing the incessant freedom movements in their colonies. Therefore, due to its collapsed economy, Great Britain would have left India much later than they did after World War II, regardless of Gandhi, Bose, or any nationalist leader. The most influential character in India’s independence, therefore, would evidently be Adolf Hitler. Despite his selfish reasons for war, Hitler inadvertently created the perfect economic atmosphere needed for the Indian Independence Movement to take flight. Had Hitler not begun World War II, India’s independence, with only nationalist determination as a driving force, would most probably have taken much longer than it did. In the aftermath of World War II, India had increased its political, economic and military influence, which paved the way for its independence from Great Britain in 1947. Although the main factor in Britain’s retreat in India was its economic turmoil, India would not have been able to create or sustain a healthy economy, government, or military without the help of key nationalist leaders. For example, previous tensions between Indian castes were eased by Gandhi, who launched the Haijan movement, a campaign to improve the lives of the untouchables, whom he named Harijans, the children of God. Gandhi also influenced India’s blossoming political ideology. According to Jim Yardley, â€Å"Gandhi is given full credit for India’s political identity as a tolerant, secular democracy. Likewise, Indian military precedent was also set by Bose in his creation of the Indian National Army. Bose also succeeded in uniting various religious entities in India. For example, when he first three of Bose’s officers to be tried were a Hindu, a Muslim, and a Sikh, Indians of all three religions became united against the British in a national movem ent against the Indian National Army officers’ trial (india. wikia. com). Nationalist efforts, specifically Mahatma Gandhi, may have not been the leading force in India’s independence in 1947, but it did make independence easier. British historians P. J. Cain and A. G. Hopkins described the hopeless situation of the British in India as follows, â€Å"By the end of war, there was a loss of purpose at the very center of the imperial system. The gentlemanly administrators who managed the Raj no longer had the heart to devise new moves against increasing odds, not least because after 1939 the majority of the Indian Civil Service were themselves Indian. In 1945 the new Viceroy, Wavell, commented on the â€Å"weakness and weariness of the importance of the instrument still our disposal in the shape of the British element in the Indian Civil Service. The town had been lost to opponents of the Raj; the countryside had slipped beyond control. Widespread discontent in the army was followed in 1946 by a mutiny in the navy. It was then Wavell, the unfortunate messenger, reported to London that India had become ungovernable [which finally led to the independence of India† (Kumar). Furthermore, although the Indian Independence Movement was greatly hastened by Britain’s economic crisis posed during the aftermath of World War II, India’s identity would not be the same without the influential works of Indian nationalists. Works Cited: Bose, Sugata Jalal, Ayesha. 2011, Modern South Asia: History, Culture Political Economy, Third Edition. Routledge Taylor and Francis Group, London and New York. http://india. wikia. com/wiki/Indian_Independence_Movement http://en. wikipedia. org/wiki/India_in_World_War_II Kumar, Susmit. 2012. ‘Hitler, NOT Gandhi, Should Be Given Credit for the Independence of India in 1947’, [Online] Available at: http://www. susmitkumar. net/index. php? option=com_contentview=articleid=100Itemid=86 Yardley, Jim. 2010, ‘Obama Invokes Gandhi, Whose Ideal Eludes India. ’ New York Times. 6, Nov. How to cite How Wwii Effected the Indian Independence Movement, Essay examples

Presidential Rhetoric and Campaign Essay Example For Students

Presidential Rhetoric and Campaign Essay Presidential Rhetoric and CampaignOsama bin Laden12-9-04Osama bin Laden is a political icon to the people of Afghanistan. He has created a modern day crusade against western civilization that people support because of his rhetorical ability to create, not only through speech, but also through his actions, an insightful philosophy that has moved thousands of people into action against the United States. He was able to achieve this because he chose a religious path that people supported; he took influential persons in his life and his familial background into his radical stance on Islamic government and created an historical movement that has affected thousands of people. Osama bin Laden was born into a wealthy Saudi family that owned a very successful construction company, the Saudi bin Laden Group. This company was started by bin Ladens father, Muhammed. With this company, Muhammed bin Laden was able to build three of the most religious mosques located in Medina, Mecca, and Jerusalem. Osama bin Laden, in his later years would take this as one of the greatest honors bestowed upon his family. (Through Our Enemies Eyes pg. 82) His father, besides building the religious mosques, left his fifty-two children, including Osama, with a very strong devotion to Islamic religion. Because of this strict background with Islamic religion Osama bin Laden attended schools located in Medina and in Mecca. Both places provided Osama with alliances that supported him in his beliefs, in the past and in the present with his education at both secondary and university levels. Throughout his education, he came across three of the most influential people in his life, Taqi al- Din Ibn Tammiyah, Mohammed Qutb (a.k.a. Sayyid Qutb Ibrahim Husayn Shadhill) and Shaykh Abdullah Azzam. Mohammed Qutb is referred to as the brains behind Osama. (http://www.nwe Archimedes Essayhttp://www.nwe.ufl.edu/jdouglas/F02finalart9.pdfhttp://www.ummah.org.uk/ikhwan/http://ddc.aub.edu.lb/projects/pspa/al-ahbash.htmlhttp://dictionary.reference.com/search?q=fundamentalismhttp://www.usdoj.gov/ag/manualpart1_1.pdfhttp://www.defenselink.mil/news/Dec2001/d20011213ubl.pdf

Julius Caesar Hero Essays - Julius Caesar, Cleopatra, Iulii

Julius Caesar Hero Julius Caesar as a Tragic Hero Julius Caesar is a play written by William Shakespeare during the year 1597. Julius Caesar's story involves a conspiracy against Julius Caesar, a powerful senator. The play involves a highly respected senator, Brutus, who decides to join the conspiracy to kill Julius Caesar, in the effort to keep democracy intact. Brutus believes that if Julius Caesar is allowed to live, Caesar will take a kingship and turn the government into a monarchy. Brutus, Cassius, and the other conspirators kill Julius Caesar, yet they find Antony, a loyalist of Caesar, seeks revenge on them. Plato set out rules on the traits a tragic hero must possess. A tragic hero must neither be an evil villain nor a great hero, instead the tragic hero must be either a flawed hero or a villain with some good traits. Also, the tragic hero must not deserve what mighty punishment is dealt to him. Another key feature of a tragic hero is the fact that a tragic hero must be a high-standing individual in society. The tragic hero must not deserve his punishment for the play to be a tragedy. Also, a tragedy happening to someone in high authority, will affect not only the single person but also society as a whole. Another reason for the tragic hero to be in high authority is to display that if a tragedy may happen to someone such as a king, it may just as easily happen to any other person. Julius Caesar fits the role of a tragic hero. Julius Caesar is a high standing senator that possesses hamartia, failings of human nature. Julius Caesar's imperfections may be seen in three distinct aspects of Caesar, such as the following: his pride, his vacillation, and his ambition. Julius Caesar has much pride, a hamartia, which brings him to not be wary of the conspiracy. Caesar is given much warning on the threat of his life, yet due to his pride he thinks himself to be too great of a person to have such a downfall. Julius Caesar is warned by a soothsayer, "Soothsayer. Beware the ides of March."(1,2,18) Julius Caesar rebukes the soothsayer by stating, "Caesar. He is a dreamer. Let us leave him. Pass."(1,2,23) Caesar does not take warning to be wary the middle of the month, the day of his assassination. Later, Caesar's wife Calpurnia has a nightmare that Caesar is slain at the Capitol. Caesar calls for the priests to do a sacrifice to see if it is wise to stay or leave for the Capitol. The priests warn Caesar not to leave out of the house and Calpurnia pleads with him also. Caesar's pride is shown by his response, "Caesar. ...Danger knows full well that Caesar is more dangerous than he. We are two lions littered in one day, And I the elder and more terrible, And Caesar shall go forth."(2,2,44-47) Caesar shows that his pride overrules any advice given by others. If not for Julius Caesar's pride, he may have avoided the assassination and had more time for the conspiracy to be uncovered. This clearly shows that Caesar's pride is a hamartia that leads to his downfall. Julius Caesar vacillates, or changes, his mind throughout the play and this downfall is shown to be one of Caesar's hamartias. On the day Caesar is to go to the Capitol, he changes his decisions frequently. Caesar defies the warnings of Calpurnia and the priests and Caesar says that she, Caesar, shall go forth to the Capitol this day. "Caesar. Caesar shall forth. The things that threatened me Ne'er looked but on my back. When they shall see The face of Caesar, they are vanished." Through this quotation, it seems Caesar has made his mind to go forth to the Capitol. Calpurnia, though, is able to persuade him to stay home and send word that he is sick. Caesar replies, "Caesar. Mark Antony shall say I am not well, And for thy humour I will stay at home."(2,2,55-56) Decius then flatters Caesar and is able to persuade him that Calpurnia's nightmare is misinterpreted and that he should go forth to the Capitol. To this, Caesar replies, "Calpuria. How foolish do your fears seem now, Calpurnia!"(2,2,105-106) Caesar decides finally to leave for the Capitol, where he is murdered later the same day. This clearly shows that the change-ability of Caesar, due to flattery and the influence of others, is also a hamartia. Caesar is very ambitious, for this is the reason he is murdered by