what is the relationship between education & philosophy. & education to philosophy?
144091
Not sure I understand your question, but here goes:\n\nPhilosophy is a way, a means if you will, to organize your thoughts, explore new ideas, and evolve your understanding of the world and it inhabitants.\nEducation is the means of transmitting or receiving this information to/from others.\n\nThe Philosophy of education is the evolving process to be the best teacher, teach how others learn best, present the best lesson plans, etc.\nThe Education of philosophy is teaching others the works of Kant, Descartes, Hume, and others.  This allows the student to have a great starting point (standing on the shoulders of giants) to develop their own ideas and thoughts.\n\nDoes this help?
681527
Every teacher designs his/her instruction based on a teaching philosophy.  For example, a teacher who believes in teacher-centered instruction, would give the traditional lectures and homework.  A student-centered approach would require students to learn from each other, engaging in group activities or discussions.  There is a big difference in the way teachers design their classes when you consider their teaching philosophy.  Also, teachers may see the role of education differently.  A teacher who sees education as preparation for college will offer different instruction than one who sees education as preparation for 'the real world'.  Superintendents and principals want to know if the teachers' motives and practices suit the school in which they plan to teach.  This is very important.
534499
it can help since philosophy and specialy socrates philosophy helps people to see the true face of life or of different situations\ntry to find something to read about the Socratic Method or method of elenchos
458998
here's an answer NOT straight from a philosophy book...\nS.E.X.
174737
Good one.  Education is supposed to be a preparation for a lifetime.  It also means the process by which we are "formed" as if we were dough and could be shaped like a cookie.  They also call education to the process of learning and the information which programs our future behavior.  In the new millenium, the paradigm of education is no longer to "form" or "shape" us.  No longer to program or "feed" info on us, but instead, to help us realize our true potentials and help us be free, happy and aware of our own humanity.
202383
I had this exact assignment for university three semesters ago.  I'll give you an idea of the tought process I followed to get to my philosophy.  First I started to think about how I think students learn, their different styles of learning; and my own teaching style.  I try to back all my points by examples, from books or from my own teaching experience, to prove what I believed in.  I think the most important part is to write about what you really believe in.  I'll e-mail you the first draft of my philosophy so you get a better idea of what I'm talking about.  Take into consideration that I'm an ESL teacher in Guatemala and that there are several experiences that deal with my own private teaching.
731306
Philosophy is about asking questions.\nPhysics is about answering questions.
571271
you can get a career in anything!\n\nDefinitions of  epistemology  on the Web:\n\n    * The study of what is meant by "knowledge". What does it mean to "know" something as opposed to merely having an opinion. This issue has been at the core of Western philosophy since before Socrates, since, until it has been answered, all other questions become unsolvable.\n      academic.brooklyn.cuny.edu/history/virtual/glossary.htm
111511
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.
884900
The one rests on the other, and the other rests on the one.  Education and life experience cannot be separated.\n\nI view my life experience through the eyes of my education, I view my education through the eyes of my life experience.
282119
University of Ottawa with a degree in Philosophy.
612634
I have to dispute both previous posters' comments.  Philosophy is not often regarded as a practical degree, but there is something to be said about its practical applications.\n\nFor instance, the study of philosophy requires an intense amount of long-term, intrinsic, and/or analytical thinking.  I believe a development of these skills is something not often found with many other graduates of programs which are considerered practical.\n\nI believe most intelligent HR managers will see the potential of a candidate possessing such a degree as much as they would one with a marketing or business-related degree as a valued asset to a company.\n\nIt comes down to this:  Sell yourself to the people you're going to work for.  The older that I get; the more that I realize that most of the stereotypes associated with the work-force are absolute b.s.  What's important is to keep growing and expanding your knowledge base so that the knowledge can be applied to your profession and you can be continued to be considered an asset.  \n\nA degree is often nothing more than a standard to gauge a potential candidate's likeliness of being a worth-while investment for the company to make.  Therefore, the specialization of the degree is not as important as one may think.\n\nIf you're still not convinced, perhaps you may want to consider obtaining a double major.
444059
that's what philosophy is all about
6594
both are important in their different contexts.  a gangsta in da hood whose being confronted by some brotha getting ready to play his ass will not benefit from knowing the history of philosophy.  a person in the company of intellectuals will be considered a fool if his knowledge consists of how not to get jacked.  \n\nboth are important in their distinct contexts and one would benefit from having both since they each have some value.  what kind of knowledge you should attain depends on what type of environment you hope to live, how you want to live your life etc.  \na person who is academically retarded is a fool in many respects. their mind hasnt been trained to think critically.  a professor who has spent his whole life studying academic books will may be a fool on the streets.
634016
And I know not if you are serious, but assuming you are, and assuming you are an offspring somehow of Ludwig, then you probably know that for him, philosophy was best understood as therapy. He saw it as a crutch to lean on temporarily until clarity of wisdom and knowledge brought healing of the mind and soul that are injured by confused thinking, partly brought on by philosophy, itself.\n\nHe believed that philosphy was best used to get beyond philosophy, a sort of ladder to get to a higher plane of understanding at which point you throw the ladder away.\n\nI think that this is a narrow view of philosophy, suited to Wittgenstein's mystical temper, but in the long run not very useful for us today. Nevertheless, his view contains a profound insight that limits the pretense and arrogance of any philosphy that thinks it can figure it all out and hand over to the masses God, the Universe, and four-leaf clovers neatly bound in a box.\n\nIt might be best to ask not "What is philosophy," as if there is one thing that has always existed without change. We can't even say that about mountains (they rise and decline) why should we think there is such a thing as PHILOSOPHY that is an unchanging subject for all time?\n\nInstead you might ask, "What has philosophy been or done over the last 4000 years?" Then at least you'd be ready for lots of different answers. Most people who care about such things have a favorite thinkers who exemplifies the intellectual struggles and currents of the time and place in which they lived. Some people think of Socrates, Plato, and Aristotle as the definers of philosophy (although each of those three looked at the subject differently from each other).\n\nFor those people philosophy is a speculative task which seeks to understand the nature of reality starting with certain beliefs that are drawn from mathematics and developed by the use of syllogistic logic and applied to whatever it was that they were talking about at the moment. Syllogistic logic has a form something like this: If this, then that. If A is true and B is true, then C must be true. For example, \n\n"If it is true that quadrapeds have four legs, and if it true that horses have four legs, then it MUST by true that horses are quadrapeds."\n\nDid I write that the fundamental ideas that these famous Greeks worked with came from mathematics? Well, so I did. That makes it seem like philosophy is very cut and dried, very abstract and since based on the ideas of mathematics, philosophical statements must be capable of proof. No more fruitless arguments! The reign of reason triumphs over the darkened minds of the religious, the superstitious, and those who argue from their emotions.\n\nWere it only so! In fact, beneath our great Greek philosophers (their greatness is indisputable--we still read them and draw from them to understand things today) were ideas, beliefs, and commitments that were not subject to the same tests that they would subject the arguments that their colleagues and others made. That is, their powerful tools of reasoning were built out of materials that themselves were not products of that powerful reasoning. For example, all three Greeks believed in the rationality and unity of the universe, a belief that they could not test except by saying (a little bit like Immanuel Kant would do 2000 years later) that the condition of rationality and thought itself was dependent on the universe being fundamentally rational and "unified." There could be no logic, for example, if things weren't "true" everywhere and for all time. For example, if the "laws of nature" varied by country or by period of history we couldn't make statements that say "a falling object will continue to fall in a straight line until it meets an object." If in France, for instance, falling objects suddenly reversed trajectory and went off at a ninety degree angle from the original line of
140229
Education is everything. Helps upbring a whole, intact,cultivated person beeing able to distinguish right from wrong, avoid making big mistakes in life, have reason and be difficult to manipulate. Education can not only be aqcuired from books. Family, sentimental experience, social and artistic interests are part of a person's education.
304873
What is important for the students to learn and why.\n\nMost schools (districts, etc.) have a published philosophy that teachers are expected to abide by. Your philosophy may not be exactly the same, but if it's too divergent, it may be hard to work there. The more you agree with the school's philosophy, the easier it will be to do things their way.