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Never attribute to malice that which is adequately explained by stupidity. It is a philosophical razor that suggests a way of eliminating unlikely explanations for human behavior. It is probably named after a Robert J. Hanlon, [ 2 ] who submitted the statement to Murphy's Law Book Two: More Reasons Why Things Go Wrong!
In philosophy, a razor is a principle or rule of thumb that allows one to eliminate (shave off) unlikely explanations for a phenomenon, or avoid unnecessary actions. [ 1 ] Examples
Steiner's theory of child development divides education into three discrete developmental stages predating but with close similarities to the stages of development described by Piaget. Early childhood education occurs through imitation; teachers provide practical activities and a healthy environment.
2) Ressentiment, as a personal disposition, has its genesis in negative psychic feelings and feeling states which most people experience as normal reactive responses to the demands of social life: [19] i.e., envy, jealousy, anger, hatred, spite, malice, joy over another's misfortune, mean spirited competition, etc. The objective sources of such ...
The absence of good (Latin: privatio boni), also known as the privation theory of evil, [1] is a theological and philosophical doctrine that evil, unlike good, is insubstantial, so that thinking of it as an entity is misleading.
Title page from the first edition of Locke's Some Thoughts Concerning Education (1693) Some Thoughts Concerning Education is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the ...
In education, there is the position that learners continuously need new methods and experimentalism is essential in the development process. [10] Through the method of learning-by-doing, it is expected that the learner develops his capacities and interests so that they empower him to assume the role of constructive participant in the life of ...
In the first book Herbart discusses the general aim of education. The teacher is a guide to moral development of students and must create a relationship with the students that enables them to construct an inner censor for good and evil. [2] Herbart also discusses the role of the authority in the education of children.