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Essays on the humanistic approach
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The Future of Philosophy
Higher education worldwide is affected by budget cuts and dwindling financial resources. Today, science and scholarship can only find broad recognition if their endeavors provide material success. If subjected to the rigours of the market, the humanities do not score favorably, and it seems that in the scale of profit-making disciplines philosophy ranks last. In order for academic philosophy to maintain itself in these times, two goals need to be pursued consistently: a) philosophy should address problems of practical concern — such as society's ethical, social, and even metaphysical needs — presenting them in a commonly accessible fashion; b) philosophers should draw material from other academic disciplines — linguistics, neurophysiology, archaeology, biology, psychology, mathematics, astronomy and other specializations — for their own speculation, taking advantage of the integrative functions of philosophy to promote the cooperation between all disciplines. The retreat of academic philosophy in our time is due in part to its faulty policy. Nevertheless, there is much evidence that philosophy as a common human activity will endure because it appeals to a fundamental need: to reconsider knowledge and to go on inquiring when empirical research has reached its limits.
Any discussion of the 'future of philosophy' must needs be a lengthy matter. In order to gain a specific starting point, I would like to restrict my topic a little by asking: Does philosophy have a future? Is it likely that philosophical research will proceed indefinitely? And is there any well-founded likelihood that our philosophical achievements will still find an interested audience in the next century? A scholar who deals with con...
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... Austrian Intellectual History in Vienna.
(2) Proceedings and Addresses of the American Philosophical Association November 1995, Vol. 69, No. 2, p. 144f. Nussbaum refers to the humanities in general but the context does not leave any doubt that philosophy is meant primarily.
(3) Helmuth Plessner: Die versptete Nation. ber die politische Verfhrbarkeit brgerlichen Geistes (1935). Stuttgart 1959 (Kohlhammer), pp. 150, 176
(4) Conversation Gerhard Vollmer - Joachim Jung 24.8.1994
(5) in German as: 'Der Niedergang der Vernunft. Kritik der deutschsprachigen Universittsphilosophie', Frankfurt 1997, Campus Publ.
(6) Lorenz B. Puntel: The History of Philosophy in Contemporary Philosophy: The View from Germany, Topoi 10/1991, p. 147
(7) ibid. p. 151f.
(8) Edmund Husserl: Philosophie als strenge Wissenschaft. Frankfurt 1965 (Klostermann), p. 66 {SEITE|9}
8. Paul Arthur Schilpp, as noted in Steven J. Bartlett's ``Philosophy as Ideology'', Metaphilosophy, Vol. 17, No. 1, Jan. 1986, pp. 1ff. This article is a penetrating critique of the closed-mindedness of philosophers.
Ravitch, Diane. "The Success of Charter Schools is a Myth." 2012. Opposing Viewpoints. Document. 20 November 2013. .
Imagine a business that brings in $60 million each year ,and the people fueling that industry receive none of the revenue(Wieberg). These same people work 40 hours in their sport every week, these “people” are college athletes. The NCAA, the governing body for major college sports, is the industry doing this to college athletes(Edelman). This is an issue of exploitation and control by large institutions over primarily poor people, the NCAA is guiding them in directions to make money for everybody while doing everything possible to keep the players out of the money. College Athletes deserve profit because they bring in large revenue into their program, the NCAA, and they invest tons of time into their sport.
American Philosophical Quarterly 21, no. 3 (1984): 227-36.
Raymond, Margaret E. (2014, February 1). To no avail: A critical look at the charter school debate. Phi Delta Kappan, Vol.95 (5) pp.8-12. http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=6aa05956-5bfe-43eb-9eec-b90be0fefa60%40sessionmgr113&vid=9&hid=125
To understand the actual differences of charter and public school quality of education, it is important to emphasize a fact often lost in the debate; namely, charter schools are public schools, which simply operate under different guidelines. This reality is more critical because of how perception clouds it. Charter schools are perceived as private institutions, supporters of them tend to be conservatives who feel the schools represent the value of competition in education, while opponents typically express the need for public school reform as more crucial in promoting educational equality (Rofes, 159). This political and ideological compone...
United States Department of Education (1997). Overview of Charter Schools. Retrieved April 3, 2003 from the World Wide Web: http://uscharterschools.org/pub/uscs_docs/gi/overview.htm
Pardo, Alexandra. The Relationship between Student Achievement Charter High Schools in Washington, DC. Diss. The George Washington University, 2013. Ann Arbor: ProQuest. Web. 23 Mar. 2014.
Many contest that charter schools outperform public schools in test scores, graduations, and success rates. However, the numbers prove on the contrary. In 2003, the Bush Administration did research of 70% of charter schools throughout the United States. 83% of those schools performed no better or even worse than public schools did. The ratio of 2:1 outnumbers charter schools underperforming than over performing (isreview.org). Many investors of charter schools are for-profit companies. In the state of Ohio, more than half the charter's money goes to profiteers. A miniscule 8% of schools received a positive review and rating, compared to 63% of public schools statewide. Focus then should turn to the teachers, these teachers, on average, have fewer years of experience than that of public school's teachers. In 2009, the odds of a charter school teacher leaving his or her profession was 132% greater than that of a public school teacher (isreview.org). these teachers were not let go for conduct detrimental to their student's education and success but voluntarily walk away from their career. The...
Even though Averroes’ assertion that philosophy is an obligation from all who study religion seems to support innovative ideas, closer analysis shows the opposite. Considering all the limits set upon the encouragement of producing personal opinions, the role of philosophy is practically redundant. Opinions are only accepted from scholars, and even then, when they are in line with what is considered to be “right”.
Wittgenstein, Ludwig; G. E. M. Anscombe, P.M.S. Hacker and Joachim Schulte (eds. and trans.). Philosophical Investigations. 4th edition, Oxford: Wiley-Blackwell, 2009. Print.
Solomon, Robert C. Introducing Philosophy, “A text with integrated readings”. New York: Oxford University Press. 2005. Print.
As charter schools throughout the nation struggle to compete academically with the traditional public school system, the general consensus is that they continue to fall short. While many of these charter schools were established upon promises to improve student learning and aimed to fill the achievement gap that traditional public schools could not, many of them were unable to meet or surpass public school achievements. As a result, many charter schools are continuing to fall by the wayside. In the state of Florida, over the past five years, an estimated number of 56 charter schools have been closed. The termination of these schools has left thousands of students distressing over the fate of their education as they are seemingly forced to seek out other educational avenues. Unfortunately for these students, the termination of their school has resulted in severe academic setbacks. In a study conducted by Tulane University’s Department of Economics Chairman, Matthew F. Larson, which focused on a group of high school students in Milwaukee, Wisconsin that experienced the termination of their school, it was concluded that the closure of these schools decreased the student graduation rate by as much as 10 percent. Lawson’s research revealed that while the majority of these students went on to continue their education at other establishments, some being even better than prior, this decreased graduation rate still remained.
It is noticeable that many subjects that once belonged to philosophy have broken off and become independent disciplines. These subjects include physics, psychology, and chemistry. This, however, has not left philosophy devoid of content. There are numerous other things that have always belonged to philosophy since the beginning of time and are still part of philosophy up to date. These issues are; the possibility of knowledge, the nature of the universe, the standard of justice, the correct use of reason, and the qualities of beauty. These issues have the foundational structures of the five branches of philosophy that are epistemology, metaphysics, ethics, logic, and aesthetics.
The future of education is very promising to younger generations. From Kindergarten though college many changes are brewing. On the horizon are things like smart objects, full-length online courses, and prosthetic devices designed to equalize education.