Kindless Philosophy

Carl Jung may not have been particularly moved by the philosophers within the Western tradition during his study of philosophy. However, he expressed admiration for Schopenhauer, and the reason lies in the latter’s view that the world we live in is one filled with vast suffering. Schopenhauer explained desire and suffering by comparing them to the will of a poet. A poet's poem is created according to their own desire and will, and no one can ask, “Why did you use this expression?” or “Why do you interpret it that way?” expecting a fixed or standardized answer. It is more reasonable to simply acknowledge that the poet's will (or mind) made the creative choice, as it was in accordance with their inner state. In other words, the will forms the basis of creation, and this creative will is constantly tormented. Since there is no eternal satisfaction, it continually craves something more. This makes it dynamic and multifaceted, much like art.

 Do Teachers Care About Truth? : Epistemological Issues for Education Problems with Truth “Teachers have many problems, but it might seem that worries about the nature of truth or knowledge are not among them. Curiosity may be innate, but it is not given to many of us to wonder whether  some of the answers we are given are more reliable than others, or to puzzle over what is involved in something being true. We may ask questions but on the whole we are avid swallowers of answers; the  habit of sorting out better from worse answers and of wondering what makes a good answer has not marked a large part of human history, even in literate societies. It is probably less common than  we like to imagine even in our own practice. Even so, teachers do sometimes have to face questions about truth and knowledge because in our societies the problematic nature of at least some sorts of belief is widely recognized. It is easy to come upon serious difficulties once we begin to refle...

 Justice and Equality “In Chapter 2 we noted that different views of mixed ability grouping can often be seen to reflect attachment to different social principles, particularly to principles of justice and equality. In this chapter the intention is to examine rather more closely ideas of justice and equality and to see if any justifiable connection can be made between justice and/or equality on the one hand and mixed ability grouping on the other. The word 'justifiable' is worth emphasising since we do not find the problem of justification normally pursued as far as it might be in the available literature discussing possible rationales for mixed ability grouping. It is one thing to note, as we have done, the various ways in which views about mixed ability grouping appear to be rooted in ideas of justice and equality; it is quite another thing to present justifications for either the connections or the underlying ideas, and when such justificatory arguments are offered they are ...

 Setting Off on the Right Foot “Talking about the mind, for many people, is rather like talking about sex: slightly embarrassing, undignified, maybe even disreputable. "Of course it exists," some might say, "but do we have to talk about it?" Yes, we do. Many people would rather talk about the brain (which, after all, is the mind) and would like to think that all the wonderful things we need to say about people could be said without lapsing into vulgar, undisciplined mentalistic talk, but it is now quite clear that many things need saying that cannot be said in the restricted languages of neuroanatomy, neurophysiology, or behavioristic psychology. It is not just the arts and humanities that need to talk about the mind; the various puritanical attempts to complete the biological and social sciences without ever talking about it have by now amply revealed their futility. In fact there is something approaching a new consensus among cognitive scientists and the more libe...

 Respecting Each Child as an Individual of Equal Worth “Mixed ability teaching takes place when a teacher tries to regulate his treatment of individual differences by the principle of equality. (Elliott, 1976, p. 4)” (17) A disadvantage of mixed ability grouping is that teachers are unable to effectively meet the needs of each student. However, mixed ability grouping requires appropriate ‘coordination’ by teachers. This is because this educational method aims to provide equality of opportunity to all students. Consideration of Equality of Opportunity All humans have human rights, both innate and acquired. An equal society does not end only with metaphysical discussions. Charles Darwin wrote to colonial administrators and missionaries around the world asking whether native peoples of Africa and other regions blushed with shame, initiating the first systematic study of their cultures. The results of this anthropological study led those to assume that the shame response, which is an a...

 Avoiding some of the Consequences of Streaming The advantage of mixed ability grouping is that it provides direct instruction to every individual student. The problem with standardized education is that students may not be able to keep up with classes, and in the worst case, they may unintentionally fall into a lower group.(ibid., 15) The world horizon of teachers, students, and education “Percevoir, c'est se rendre présent quelque chose à l'aide du corps, la chose ayant toujours sa place dans un horizon de monde, et le déchiffrement consistant à remplacer chaque détail dans les horizons perceptifs qui lui conviennent. Mais de telles formules sont autant d'énigmes, à moins qu'on ne les rapproche des développements concrets qu'elles résument.” (M. Merleau-ponty, PP , 104) The horizon of the world is revealed through perception. The horizon is the place where experience and knowledge meet and phenomena are formed.  Phenomenological horizon of body-subject Merleau-Pon...

 „ Dasein und Transzendiereu. - Transzendieren ist kein Tatbestand, del’ mit dem Dasein gegeben ware, sondern eine Moglichkeit del‘ Freiheit in ihm. Del’ Mensch ist als das Dasein, in dem mogliche Existenz sich erscheint; er ist nicht nur da ; er kann transzendieren, und er kann es unterlassen. “   (Karl Jaspers, Philosophie , springer-verlag, Berlin, 1948, p.33.) Dasein K. Jaspers' Dasein does not simply refer to the existence of the here and now. Heidegger realized that ‘Being’ cannot be identified through the averageness of ‘being’, which refers to ‘being in front of the eyes.’ So, the object nature of ‘being in front’ was defined as ‘Dasein’ by ‘humans’ who can ask existence questions. This Dasein is always concerned about something and has relationships within the world. K. Jaspers saw this understanding of Dasein as a being with the possibility of transcendence in the world. Transcendence means communicating with the world and finding the ‘true self’, that is, becoming ‘...

 The crisis of modern European society Nietzsche's nihilism, represented by “God is dead,” means the end of existing traditional moral and religious values. Nietzsche's nihilism also means destroying rationalist philosophy. so that The crisis state of society that has been maintained under the civilization and norms built on rationalism is a nihilistic set of values ​​​​that means the end of rationalism and norms.  “Те, що думки Фрідріха Ніцше щодо суспільства зберегли свою актуальність і до сьо годні підтверджує цікавість сучасних вітчизняних дослідників,” (ed., The author of the paper argues that Nietzsche's view of nihilism remains valid as a dominant value in European society even in modern times., A-F. Zaharchuk, “ OVERCOMING EUROPEAN NIHILISM IN THE TEACHINGS OF FRIEDRICH NIETZSCHE IN THE CONTEXT OF THE DEVELOPMENT OF NON-CLASSICAL PHILOSOPHY” Epistemological studies in Philosophy, Social and Political Sciences , 6,   2023,  p.33.) Nietzsche's nihilism, brought...

 “The book has a second and complementary purpose which is linked to its appearance in this series of Introductory Studies in Philosophy of Education. We hope that it will serve to illustrate the kind of contribution which philosophy of education can make to the examination of a practical educational problem. In this sense it may usefully serve as an introduction to philosophy of education. With this in mind we have tried to avoid or explain any particularly technical terms and have not assumed any special familiarity with the philosophical literature.” ( Routledge Library Editions: Philosophy of Education , 2017, xii) This is a general introduction to educational philosophy. Before approaching educational philosophy, let’s look at simple concepts first. First, learning is the acquisition or change of knowledge, skills, attitudes, or values ​​​​through personal experience. This can be self-directed or it can occur in a formal educational setting. Learning something means that it h...

The mystery and existence The mysteries of the above two religions, namely enlightenment and faith, are existential experiences that lie outside reason. Enlightenment in Zen Buddhism is related to the external world and the internal world, that is, inner experience. Mainly, this realization is about experiencing the ultimate truth, which is that “the truth that everything comes from the mind”, and the insight into phenomena and essence, everyday experience, and spiritual enlightenment are not separated from each other. Christian faith does not come from humans, but comes from the calling of God. In other words, God must give us faith. This faith is explained entirely in terms of the concept of God’s gift or grace, and has the existential experience of becoming a ‘life of faith’ and a ‘Christian.’ Hoyoung Ahn, a professor at Dongguk University in Korea, explains Eastern and Western religions separately. First, the Latin word ‘religio’ is etymologically focused on religious rituals that ...