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Authenticity is a concept of personality in the fields of psychology, existential psychotherapy, existentialist philosophy, and aesthetics. In existentialism, authenticity is the degree to which a person's actions are congruent with their values and desires, despite external pressures to social conformity.
The student accepts the teacher as the leader and submits to their beliefs, knowledge and rules. 2. Dependency (mirroring) The student adapts strategies to help submit to the beliefs, knowledge and rules of the teacher. The student questions the teacher and other students and begins to co-construct and negotiate meanings. 3.
Plato's so-called unwritten doctrines are metaphysical theories ascribed to him by his students and other ancient philosophers but not clearly formulated in his writings. . In recent research, they are sometimes known as Plato's 'principle theory' (German: Prinzipienlehre) because they involve two fundamental principles from which the rest of the system deriv
An argument from authority [a] is a form of argument in which the opinion of an authority figure (or figures) is used as evidence to support an argument. [1]The argument from authority is a logical fallacy, [2] and obtaining knowledge in this way is fallible.
Educational essentialism is an educational philosophy whose adherents believe that children should learn the traditional basic subjects thoroughly. In this philosophical school of thought, the aim is to instill students with the "essentials" of academic knowledge, enacting a back-to-basics approach.
Elementary education consisted of music and gymnastics, designed to train and blend gentle and fierce qualities in the individual and create a harmonious person. [72] At the age of 20, a selection was made. The best students would take an advanced course in mathematics, geometry, astronomy and harmonics. The first course in the scheme of higher ...
It has been suggested that effective teaching using discovery techniques requires teachers to do one or more of the following: 1) Provide guided tasks leveraging a variety of instructional techniques 2) Students should explain their own ideas and teachers should assess the accuracy of the idea and provide feedback 3) Teachers should provide examples of how to complete the tasks.
There is a debate over whether the argument from ignorance is always fallacious. It is generally accepted that there are only special circumstances in which this argument may not be fallacious. For example, with the presumption of innocence in legal cases, it would make sense to argue: [5] It has not been proven that the defendant is guilty.