imlications of ordinary language philosophy to education?
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Ordinary language philosophy the philosophical study of everyday language of life spoken by the average individual. It is a contemporary movement started in large part by Wittgenstein, although Locke and G.E. Moore are credited with setting its background. John Wisdom, Gilbert Ryle, P.F. Stawson, J.O. Urmson, Norman Malcolm, and J.L. Austin are all contributors to ordinary language philosophy.\nOrdinary language philosophy is a reaction against reformists such as Russell who claim that ideal language is needed to avoid the ambiguities, vagueness and vacuousness of terms. Ordinary language philosophers argue that this does not clarify the problem, but makes the language more remote and problematic. By contrast, ordinary language philosophy examines the way common language is used, and critiques the technical speech or jargon used when discussing philosophical problems. Even certain everyday terms become misused in philosophical language. Thus, many classic philosophical problems can be solved by returning to the use of the everyday meanings of words.
766216
Your question is a good one for sure, but probably requires much more than most of us usually do in one answer.  Here is part of it and should get you started ...\n\n"The Silent Way is the name of a method of language teaching devised by Caleb Gattegno.  The Silent Way views learning as a problem-solving, creative, discovering activity, in which the learner is a principal actor rather than a bench-bound listener.  The main features could be stated as follows:\n\n1)  Learning is facilitated if the learner discovers or creates rather than re­ members and repeats what is to be learned. \n\n2)     Learning is facilitated by accompanying (mediating) physical objects. \n\n3)    Learning is facilitated by problem solving involving the material to be learned."\n\nI like this approach to learning, and used it a great deal.  It supports the statement, "Tell me and I forget, teach me and I remember, involve me and I learn or show me and I understand." \n\nThe Silent Way approach gets children involved in their own learning.  When children are actively involved they learn.\n\nYou might want to research Jerome Bruner for more information.  In terms of discussing application of this method in the classroom, you could easily incorporate Howard Gardner's multiple intelligences theories, which might enhance your assignment.\n\nBest of luck with your work.
855731
Both are manifestations of logic.  Philosophy is freeform.  Math is rigorous.
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Traditional Education\n\nOne age per class\nLearning is reinforced externally (rewards, stickers etc.). \nMethod emphasizes social development. \nMuch information dispensed by lecture. \nMostly abstract- books, papers, etc\nVery few choices\nLess emphasis on self-learning instruction. \nTeacher acts as primary enforcer of discipline. \nGroup and individual instruction\n\nMontessori Education\n\nAge span of at least three years in a class. \nChildren reinforce their own learning by repetition of work and internal feelings of success\nMethod emphasizes becoming aware of One's abilities and social development. \nDirect contact with multi-sensory materials. \nHighly organized sets of graduated materials-mostly three dimensional and "concrete". \nDevelops wise use of free choice. \nLearns about care of one's self and environment. \nEnvironment and method encourage self-discipline\nMostly one-on-one instruction.
46034
Educational philosphies usually come from actual philosophers, and, in more modern times, psychologists. Educational philosophy typically parallels the prevailing philosophy of the society. Philosophies of education can be thought of as the underlying assumptions that guide the organization and operation of schools.\n\nFive educational philosophies, which represents a view of educational philosophy as flowing from individual ideas:\nhttp://edweb.sdsu.edu/LShaw/f95syll/philos/phintro.html\n\nHere is a list for four "general" educational philosophies:\nhttp://www.homeschoolingwithpie.org/Educational%20Philosophies.htm\n\nHere is the Philosophy of Education Society website:\nhttp://philosophyofeducation.org/
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What is axiomatic need not be proved by experience. The data collected only confirms the fact.\n\nThe previous answerer 'libido' sounds like a drop out from the degree college. She does not have elementary knowledge of epistemology and by just quoting Socrates and M.N. Roy an unknown Indian Marxist,  one just can not address such serious issues.\n\n 'Empiricism', 'Truth' and 'Blasphemy' are very ambiguous words and unless one is sure about its philosophic connotation, the debate can not proceed. Rather, we will be landing in total confusion using high sounding words with the least regard to the grammatical norms. 'libido' who loves to brag as a 'rationalist' to please take care of the grammar while framing sentences in English. It is certainly not a proletarian platform for the pseudo Marxists! It is a bourgeoisie club to exchange novel ideas and not ignorance. Beware!
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The general point is to teach literacy, and to help the student learn to communicate in the manner generally prescribed by society.  These days, it's really sad seeing how poorly people communicate.  I see people well over the age of 20 that read and communicate on an elementary school level , and it's really sad.  It makes me appreciate taking the opportunities I took (and continue to take) in developing my education.\n\n     I will agree though, analyzing poems and other literary works can be a pain.  I would much rather read fiction for pleasure than to try to figure out what social statement the author was trying to make.  But the exercise does help you develop your thinking skills.  I guess the best advice I could give is to look at the big picture, absorb what's useful to you, and at least consider the otehr aspects before rejecting them as being unimportant.
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you might wanna put; there were activities, such as  the experiments that we conducted in our chemistry class and the dissection of frog in our zoology class, that gave me a brief introduction to the course i'm pursuing; also, is that science technology and society and health economics one class? because if it isn't you'd want to separate them by commas.  also, "from my experience in the civic welfare training service program i learned that it is very heartwarming to listen and assist in the problems of other people.\nhope that helped.....
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Those that gave me opportunity to think, to think for myself.  I appreciated language courses.\n\nEverything we need to learn about life we have learned in kindergarten.  By the time of high school, the most important class will be how we relate to teachers and to other students.  So we learn to get along with those who agree with us and with those who disagree.
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You can really see it in a spectrum:\n\nIndividual, Society, Pragmatism and Idealistic.\n\nIndividual - character development, develop yourself as a whole person.\n\nSociety - To communicate with others. (Imagine being illiterate. That would be abysmal wouldn't it?) Also to make sound decisions, to carry out democracy. If you are not educated, how can you make decisions like voting etc that concern the welfare of yourself, your community, your state and your nation?\n\nPragmatism - Education is partly to make money. Really. OK I was kidding. Education is to prepare yourself to compete in the global market. In this time in the world, which is the modern today, what we need is a Knowledge Based economy. To put it a little more harshly, if you don't have at least a degree from a decent university, you're unlikely to survive the next couple of years, and I'm not even mentioning retirement. Picture that. Because there'd always be people who are better than you, people who'd trample onto you... if you don't have that certificate to prove that you're worth a high salary, how are you going to support yourself?\n\nIdealistic - ultimately, the idealistic aims of education is to prove that man are masters of the world, to differentiate between mankind and animals. Really.
1005856
Good question. I am continually surprised at the loss of intelluctual people these days.  It seems a good education and learning has gone down the drain. I don't know if it's the pupils or the system itself.  Grammer has gone to the dogs.  Kids these days don't even understand the difference between 'its' and 'it's'.
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it's called "proper education"
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Questioning life is part of living life...its called the study of philosophy :o)
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It is a combination of things really... some of which have been mentioned but a few have not.\n\n1. Practice. This includes practicing writing code that works, reading books and trying to understand what is being said, try the examples given to you for yourself, never walk away from code which you don't fully understand yet.\n\n2. I touched on this in the first point, reading good books and understanding what is being written. Step through line by line of an example and ask yourself "how does this line work in relation to what has been written before it?"\n\n3. My favorite and most useful one... pretend you are a computer that can only understand one thing at a time! That is what compilers do. They encounter each line with a fresh look and a library of values. Do the same thing as a compiler.\n\n4. Join a group of people that have the same skill. When you get together you feed off one another's logic and it helps you develop logical ideas better. You can teach each other ideas behind logic.\n\n5. Lastly, I like to read a book on philosophical logic sometimes. It helps me a bit with programming. The whole idea of... if all "A's" are "B's" and you are an "A" therefore you are also a "B" type of thing. You can find these sort of things in books about critical thinking. Like the various logic patterns such as modus ponens and modus tollens. After all, programming is a computer variation of true logic.\n\nHope some of these ideas come in handy for you as they have for me. Enjoy!
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seven basics that we should know about academic life:\n\nthat our mission is the quest for wisdom,\n\nthat dialogue will advance the quest,\n\nthat we must not become distracted from the quest by wasting precious thought on trivia or unrelated things,\n\nthat we will be opposed by those who benefit from the current state of ignorance,\n\nthat truth will be claimed very often but seldom found,\n\nthat personal virtue (honesty, courage and sacrifice) will be required, and\n\nthat in the end we will be rewarded.\n\n\nThere's another aspect of education here that's important for us, too. Because of its difficulty, "Phædo" can help to teach us how to study. If we find a study method that works on this dialogue, we have discovered a powerful learning technique indeed! On the other hand, if at the end of all of our work we haven't grasped much of anything about this dialogue, it means that our study methods need improvement--that we must look further to find the learning techniques that will work for us when we are confronted with serious academic reading.
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The terms are largely synonymous, although they may be used a little differently depending on whether the organization providing the courses is a school or a less formal setting.\n\nBoth are attempts to do two basic things.  First, to help those whose regular childhood education was inadequate to meet their needs.  The clearest example here is the literacty programs for adults who cannot read, or who cannot read as well as they need to or want to.  The second goal is to help adults respond to the fact that things have changed since they were in school.  I had a reasonably good education first time around, but here I am almost 59 years old, unemployed, and probably not likely to be employed again in my usual and customary profession. I have been a legal secretary, and word processing and other software has made it possible for the legal profession to get along with many fewer secretaries.  I will need adult education as soon as I figure out what I want to do next.\n\nWish me luck!
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Perhaps in an english language course.