Matthew Cutter and Shane Lacy Hensley. Additional Material by Matt Forbeck, John Goff, John Hopler, Piotr Korys, Robin Laws, Steven Long, Hal. Mangold, Christopher McGlothlin. Deadlands, Smiling Jack, Savage Worlds, and all related marks and logos are. Editor, Tombstone Epitaph. May 25, 2017. Deadlands Reloaded The Flood Pdf Writer. Interview: Shane Hensley and Matthew Cutter. Another week, another interview – this time I had the opportunity to ask a couple of questions to Shane Hensley and Matthew Cutter from Pinnacle Entertainment Group. Stargazer: Thanks again for taking your time to. Deadlands reloaded the flood pdf editor.
Ajay Kansal Anubhavanandji Ashok Kumar Pandey Atmaram Patel Badrinath Kaul Bhaandev Bhupat Vadodaria Carl Sagan Chaitanya Sagar Chandrahas Trivedi Chitrabhanu Dhumketu Dr.
Varma's next book on the contemporary relevance of Aristotle's ethical philosophy in Hindi, entitled 'Arastoo ke Neeti-darshan ki Samkaaleen Praasangikta', is now under preparation. Besides these books, he has also written about sixty research papers or articles which have been published in various books and. Type: e-book. Genre: Philosophy, Politics & Society Language: Hindi Price: Rs.0.00. Available Formats: PDF. Description of 'दर्शनशास्त्र का भविष्य (eBook)'. Keynote address 'Future of Philosophy', delivered on Philosophy Day, 2010, at the Post-Graduate Department of Philosophy, Patna University.
It is the mark of an educated mind to be able to entertain a thought without accepting it. (Aristotle) Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it?. But in truth I know nothing about the philosophy of education except this: that the greatest and the most important difficulty known to human learning seems to lie in that area which treats how to bring up children and how to educate them. ( de Montaigne, On teaching Philosophy of Education) Plants are shaped by cultivation and men by education.
We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgment. Everything we do not have at our birth and which we need when we are grown is given us by education.
( Jean Jacques Rousseau, Emile, On Philosophy of Education) This crippling of individuals I consider the worst evil of capitalism. Our whole educational system suffers from this evil. An exaggerated competitive attitude is inculcated into the student, who is trained to worship acquisitive success as a preparation for his future career. I am convinced there is only one way to eliminate these grave evils, namely through the establishment of a socialist economy, accompanied by a educational system which would be oriented toward social goals. In such an economy, the means of production are owned by society itself and are utilised in a planned fashion. A planned economy, which adjusts production to the needs of the community, would distribute the work to be done among all those able to work and would guarantee a livelihood to every man, woman and child.
The education of the individual, in addition to promoting his own innate abilities, would attempt to develop in him a sense of responsibility for his fellow-men in place of the glorification of power and success in our present society. ( Albert Einstein, 1949, On Education).Introduction (Philosophy of Education / Educational Philosophy / Teaching Philosophy) My dear children: I rejoice to see you before me today, happy youth of a sunny and fortunate land. Bear in mind that the wonderful things that you learn in your schools are the work of many generations, produced by enthusiastic effort and infinite labour in every country of the world. All this is put into your hands as your inheritance in order that you may receive it, honour it, and add to it, and one day faithfully hand it on to your children.
Thus do we mortals achieve immortality in the permanent things which we create in common. If you always keep that in mind you will find meaning in life and work and acquire the right attitude towards other nations and ages. ( Albert Einstein talking to a group of school children.
1934) This page on Educational Philosophy has some lovely intelligent philosopher's quotes on both the importance of education, and what is a good education. As a philosopher it is clear to me that teaching people how to think correctly and to use language carefully (to work out the truth for themselves) is a pretty good start for education (i.e. By teaching philosophy to students from a young age). However, I realise that this is an unfashionable view in our postmodern times of 'no absolute truths' - where all knowledge is incomplete, evolving, and relative to some cultural construction - thus teaching philosophy is seen as some abstract and largely useless exercise. If you browse around this website you will quickly realise that I do not support this current paradigm, which I see as being very destructive in both its affects on the individual and our collective society.
There are clearly many problems with our current education / teaching system, an evolutionary philosophy of education has important contributions to make to improving things. Below you will find a short introduction and then an excellent collection of education quotes from many of the greatest minds in human history. And as Aristotle so astutely observed; 'All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth.' ( Aristotle), Philosopher of Science, Metaphysics, Theoretical Physics.
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PS - I am currently re-writing all the main philosophy / physics pages. For these education pages I hope to write a short treatise on how we can improve our educational system, founded on one simple principle. All things in the universe are interconnected and evolving (the ). The central thesis is that education should be founded on truth and reality, and in particular how this relates to the interconnection of Mind (cultural knowledge and truth), Matter (biological knowledge and how our bodies are interconnected with other matter around us) and Space (our environment, society). These three things are clearly interconnected (in physical reality), so you could call this an evolutionary / ecological approach to education, founded on a metaphysics of Space / wave structure of matter.
On Teaching, Educational Philosophy, What is a good education. To begin, it is useful to briefly summarise my upbringing as this further explains my interest in education. I believe I learnt more in 14 months of traveling through Europe in a van when I was ten years old, than in any other year at school. (I was most impressed by the Gothic Cathedrals of Europe, and the old ruined castles.) I was a rebellious but generally kind student.
I failed first Year University Physics, largely due to non-attendance of lectures. I have a Bachelor of Education (majored in Physics, Chemistry and Mathematics). I taught Science for 4 years.
Both my parents were teachers/lecturers. Probably the most important reason for taking education seriously though comes from my love of philosophy, which clearly realises that Education is the most important factor in the evolution of both the individual and society. I think there are some good things happening with the new Outcomes based curriculum that is currently being implemented in the West Australian state schools – I was involved with this at Nyindamurra Family School.
What this means is that rather than prescribing a curriculum based upon certain content that must be studied, instead we prescribe the outcomes that we want. A child can add up numbers in their head, or appreciate the importance of Nature and the interconnected ecology of life.) Now the way to teach these skills is open. You could go down the beach and count seashells by the seashore if you wanted. And this is how I bring up my children – every day I use daily things around us to educate them to all sorts of different knowledge. For example, we recently built a giant swing - and children can learn a lot by building and playing on swings (pendulums and pendulum clocks are interesting phenomena, a very great philosopher Christiaan Huygens first studied pendulums at the time of Newton and Leibniz in the late 1600s.). They have to be creative – how do you get a rope over a branch ten meters off the ground? – how do you build a tower using materials in the bush around you, such that you have a platform to jump onto your swing from (using gravity to push you!)?
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I should add that an outcomes based system also has numerous problems, as it is difficult to ensure a uniform quality of education. The real solution is to consider both the curriculum used, and the outcomes you hope to achieve - combined with intelligent use of the internet so that the best curriculums that show empirically that they work (produce desired outcomes) can be shared / adapted by teachers from all over the world (we do not need to keep re-inventing the wheel). I certainly do not believe in just sitting in a classroom – which is unnatural, unhealthy, and should be limited. It is obvious we did not evolve to learn by sitting in classrooms, in segregated age groups - but to be active, out and about doing things, talking, watching and learning from other people and other objects around us. (This is what I would call an evolutionary approach to teaching / philosophy of education - and getting kids more active at school would also greatly help to combat the obesity epidemic of the western world.) I particularly agree with Einstein, that education (and teaching students philosophy from a young age) has two central functions relating to the individual and their society. I) To educate the individual as a free individual – To understand and use critical thinking skills for determining the Truth for themselves.
Ii) To educate the individual as a part of Society – Virtually all our knowledge, our clothes, our food is produced by others in our society, thus we owe Society and have a responsibility to contribute back to Society (that everyone must give as well as take.) This is ultimately why I began to study Physics and Philosophy, and why I have now read most of the great philosophers, because I believe that Nature is being destroyed on this planet, and that the truth is that this is very foolish and dangerous to humanity. That we evolved from Nature, thus we depend upon Nature for survival. This is not just the obvious concern of global warming and climate change, but the very food we eat, the air we breath, the water we need, all these things are produced by Nature and are being forever changed. Of concern is the obvious fact that there are limits to our evolution as to how far we can change our environment before it starts to adversely affect us (we are well past that point now I think.) I also strongly agree with Einstein that education should be fun rather than forced – that force and punishment play no part in a good education. Thus I detest the attitude of punishing children for not doing their homework! I think a lot of education problems could be solved by giving everyone 100 great books to read and discuss with their children - from philosophers like Plato, Aristotle, de Montaigne, Leibniz, Spinoza, Hume, Tolstoy, Einstein etc.
There are many great minds through human history, and I largely agree with Nietzsche that education is often corrupted by educators – that we should seek the source of great knowledge, not the corrupted interpretations of it from lesser minds. (Read the original works!) I further agree with Friedrich Nietzsche that: There is nothing more necessary than truth, and in comparison with it everything else has only secondary value. This absolute will to truth: what is it? Is it the will to not allow ourselves to be deceived? Is it the will not to deceive?
One does not want to be deceived, under the supposition that it is injurious, dangerous, or fatal to be deceived. ( Nietzsche, 1890) The fundamental principle of education is to understand the truth for oneself. The fundamental principle of philosophy is to realise that all truth comes from reality. Thus educational philosophy must be founded on the truth of what exists. Recent discoveries of the properties of Space and the Wave Structure of Matter shows that we can. Geoff Haselhurst.Albert Einstein on Knowledge & Philosophy of Education The only thing that interferes with my learning is my education.
(Albert Einstein) Knowledge of the history and evolution of our ideas is absolutely vital for wise understanding. It is also important to read the original source (not a later interpretation which often leads to misrepresentation and error) and that these original quotes should give confidence to the truth of what we say. As Albert Einstein astutely remarks; Somebody who only reads newspapers and at best books of contemporary authors looks to me like an extremely near-sighted person who scorns eyeglasses.
He is completely dependent on the prejudices and fashions of his times, since he never gets to see or hear anything else. And what a person thinks on his own without being stimulated by the thoughts and experiences of other people is even in the best case rather paltry and monotonous. There are only a few enlightened people with a lucid mind and style and with good taste within a century. What has been preserved of their work belongs among the most precious possessions of mankind.
We owe it to a few writers of antiquity (Plato, Aristotle, etc.) that the people in the Middle Ages could slowly extricate themselves from the superstitions and ignorance that had darkened life for more than half a millennium. Nothing is more needed to overcome the modernist's snobbishness. ( Einstein, 1954) As Philosophers, Scientists and Educators we have a responsibility to maintain great knowledge from the past, for as Einstein beautifully writes. Knowledge must continually be renewed by ceaseless effort, if it is not to be lost. It resembles a statue of marble which stands in the desert and is continually threatened with burial by the shifting sand. The hands of service must ever be at work, in order that the marble continue to lastingly shine in the sun.
To these serving hands mine shall also belong. ( Einstein, On Education, 1950) When, after several hours reading, I came to myself again, I asked myself what it was that had so fascinated me.
The answer is simple. The results were not presented as ready-made, but scientific curiosity was first aroused by presenting contrasting possibilities of conceiving matter. Only then the attempt was made to clarify the issue by thorough argument. The intellectual honesty of the author makes us share the inner struggle in his mind. It is this which is the mark of the born teacher.
Knowledge exists in two forms - lifeless, stored in books, and alive, in the consciousness of men. The second form of existence is after all the essential one; the first, indispensable as it may be, occupies only an inferior position. ( Einstein, 1954) My dear children: I rejoice to see you before me today, happy youth of a sunny and fortunate land. Bear in mind that the wonderful things that you learn in your schools are the work of many generations, produced by enthusiastic effort and infinite labour in every country of the world. All this is put into your hands as your inheritance in order that you may receive it, honour it, and add to it, and one day faithfully hand it on to your children.
Thus do we mortals achieve immortality in the permanent things which we create in common. If you always keep that in mind you will find meaning in life and work and acquire the right attitude towards other nations and ages.
( Albert Einstein talking to a group of school children. 1934) I believe, indeed, that overemphasis on the purely intellectual attitude, often directed solely to the practical and factual, in our education, has led directly to the impairment of ethical values. I am not thinking so much of the dangers with which technical progress has directly confronted mankind, as of the stifling of mutual human considerations by a 'matter-of-fact' habit of thought which has come to lie like a killing frost upon human relations. Without 'ethical culture' there is no salvation for humanity.
( Einstein, 1953) Albert Einstein On Academic Freedom Numerous are the academic chairs, but rare are wise and noble teachers. Numerous and large are the lecture halls, but far from numerous the young people who genuinely thirst for truth and justice. Numerous are the wares that nature produces by the dozen, but her choice products are few. We all know that, so why complain?
Was it not always thus and will it not always thus remain? Certainly, and one must take what nature gives as one finds it.
But there is also such a thing as a spirit of the times, an attitude of mind characteristic of a particular generation, which is passed on from individual to individual and gives its distinctive mark to a society. Each of us has to his little bit toward transforming this spirit of the times. ( Einstein, 1954) Albert Einstein On Freedom of Thought The development of science and of the creative activities of the spirit in general requires still another kind of freedom, which may be characterised as inward freedom. It is this freedom of spirit which consists in the independence of thought from the restrictions of authoritarian and social prejudices as well as from unphilosophical routinizing and habit in general. This inward freedom is an infrequent gift of nature and a worthy objective for the individual.schools may favor such freedom by encouraging independent thought. Only if outward and inner freedom are constantly and consciously pursued is there a possibility of spiritual development and perfection and thus of improving man's outward and inner life.
( Einstein, 1954) Albert Einstein on Philosophy of Education in Schools The school has always been the most important means of transferring the wealth of tradition from one generation to the next. This applies today in an even higher degree than in former times, for through modern development of the economic life, the family as bearer of tradition and education has been weakened. The continuance and health of human society is therefore in a still higher degree dependent on the school than formerly. Sometimes one sees in the school simply the instrument for transferring a certain maximum quantity of knowledge to the growing generation. But that is not right. Knowledge is dead; the school however, serves the living. It should develop in the young individuals those qualities and capabilities which are of value for the welfare of the commonwealth.
But that does not mean that individuality should be destroyed and the individual become a mere tool of the community, like a bee or an ant. For a community of standardised individuals without personal originality and personal aims would be a poor community without possibilities for development. On the contrary, the aim must be the training of independently acting and thinking individuals, who, however, see in the service of the community their highest life problem. To me the worst thing seems to be for a school principally to work with methods of fear, force and artificial authority. Such treatment destroys the sound sentiments, the sincerity, and the self-confidence of the pupil.
It produces the submissive subject. It is no wonder that such schools are the rule in Germany and Russia.the desire for the approval of one's fellow-man certainly is one of the most important binding powers of society.
In this complex of feelings, constructive and destructive forces lie closely together. Desire for approval and recognition is a healthy motive; but the desire to be acknowledged as better, stronger, or more intelligent than a fellow being or scholar easily leads to an excessively egoistic psychological adjustment, which may become injurious for the individual and for the community. Therefore the school and the teacher must guard against employing the easy method of creating individual ambition, in order to induce the pupils to diligent work. ( Einstein) It is, in fact, nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little planet, aside from stimulation, stands mainly in need of freedom; without this it goes to wreck and ruin without fail. It is a grave mistake to think that the enjoyment of seeing and searching can be prompted by means of coercion and a sense of duty. On the contrary, I believe that it would be possible to rob even a healthy beast of prey of its voraciousness, if it were possible, with the aid of a whip, to force the beast to devour continuously, even when not hungry, especially if the food handed out under such coercion were to be selected accordingly. ( Albert Einstein on Education).Plato, Quotations on Education.for the object of education is to teach us to love beauty.
( Plato) 'And once we have given our community a good start,' I pointed out, ' the process will be cumulative. By maintaining a sound system of education you produce citizens of good character, and citizens of sound character, with the advantage of a good education, produce in turn children better than themselves and better able to produce still better children in their turn, as can be seen with animals.' It is in education that bad discipline can most easily creep in unobserved,' he replied. 'Yes,' I agreed, ' because people don't treat it seriously there, and think no harm can come of it.'
'It only does harm,' he said, 'because it makes itself at home and gradually undermines morals and manners; from them it invades business dealings generally, and then spreads into the laws and constitution without any restraint, until it has made complete havoc of private and public life.' 'And when men who aren't fit to be educated get an education they don't deserve, are not the thoughts and opinions they produce fairly called sophistry, without a legitimate idea or any trace of true wisdom among them?' 'The first thing our artist must do,' I replied, ' - and it's not easy - is to take human society and human habits and wipe them clean out, to give himself a clean canvas.
For our philosophic artist differs from all others in being unwilling to start work on an individual or a city, or draw out laws, until he is given, or has made himself, a clean canvas.' 'Because a free man ought not to learn anything under duress. Compulsory physical exercise does no harm to the body, but compulsory learning never sticks to the mind.'
'True' 'Then don't use compulsion,' I said to him, ' but let your children's lessons take the form of play. You will learn more about their natural abilities that way.' -Jean Jacques Rousseau, On the Philosophy of Education Plants are shaped by cultivation and men by education. We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgement.
Everything we do not have at our birth and which we need when we are grown is given us by education. ( Jean Jacques Rousseau, Emile) I will say little of the importance of a good education; nor will I stop to prove that the current one is bad.
Countless others have done so before me, and I do not like to fill a book with things everybody knows. I will note that for the longest time there has been nothing but a cry against the established practice without anyone taking it upon himself to propose a better one. The literature and the learning of our age tend much more to destruction than to edification.