Education is one of the main processes of the development and formation of individual’s personality. It is very important to keep the education of young people at high level in order to provide a country with decent population and its future skillful generation. In my opinion, the progress of education as an overall system for everyone is a rational idea. However, it is not able to satisfy the needs of all students. Keeping this in mind, each student should develop his or her own philosophy of education in order to get the maximum benefits from this process. The same matter should be taken into consideration by teachers in order to help each student to become not only part of a class, but also a hard-working person who will be willing to face any challenges and difficulties during educational process.     As for me, I think that my philosophy of education is based on several principles. First of all, it is necessary to understand the purpose of education. Education helps not only to understand some laws, principles, or concepts, but also apply them from the practical point of view. The theoretical knowledge is worth nothing if a student cannot apply it in the real life. Consequently, the educational process should be accompanied with practical lessons as much as possible. In addition, it is also necessary to make students not only learn, but also think about what they learn and how acquired knowledge will help them in the future.It is very essential to understand the essential role of a student in the education. Students being a part of this process usually come to the classrooms and listen to their teachers. However, in order to provide a complete and effective process of education, I believe that they should act not only as passive consumers of presented information, but also actively and independently explore additional material. I mean that they should go beyond the scope of information that they learn in school, college, or university, and look for the additional sources, materials, or other solutions in order to expand their knowledge with new facts and ideas. At present time, when modern students have such advancements as the Internet, it is much easier to perform such behavior.My philosophy of education also includes the role of a teacher as a main unit in educational process. The teacher should be not only a broadcaster who delivers the information to students, but also motivate students to actively participate in all class activities and cooperate with each other. The teacher has to help each individual to reveal the hidden potential and lead him or her from the beginning till the final stage. It is important for the teacher not to choose only several students and actively work with them. The teacher should give the equal possibilities for all students with certain attention on their creative abilities. The role of the teacher should not be limited by his or her work only in classrooms. It is also the responsibility of the teacher to work within the local community and cooperate with parents. He or she has to serve as a role model for students and show them how to respect the elderly and how to interact with them.                   I believe that the philosophy of education presumes an active position of all members in the learning process. All their efforts should be directed with the aim to enrich students with knowledge, teach them think creatively, and provide equal conditions of education for all of them. Education should be filled with many practical lessons. It has to determine not only the future career path of each individual, but also shape and develop his or her unique personality.   So, education is first and foremost a comprehensive development, so I propose to read also my article on one controversial topic "FASHION INDUSTRY SHOULD STOP ABUSE ANIMALS" 

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This course is an introduction to the problems of philosophy—in particular, to problems in ethics, metaphysics, theory of knowledge, and philosophy of logic, language, and science. It takes a systematic rather than historical approach. Readings come from classical and contemporary sources, but emphasis is on examination and evaluation of proposed solutions to the problems.

This course is intended as an introduction to political philosophy as seen through an examination of some of the major texts and thinkers of the Western political tradition. Three broad themes that are central to understanding political life are focused upon: the polis experience (Plato, Aristotle), the sovereign state (Machiavelli, Hobbes), constitutional government (Locke), and democracy (Rousseau, Tocqueville). The way in which different political philosophies have given expression to various forms of political institutions and our ways of life are examined throughout the course.

Word Count: 54231

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Short Description:
It is important for students not only to get an appreciation and understanding of philosophy but also to be exposed to the very words and ideas of those who have shaped our thinking over the centuries. Accordingly, the title of this collection hints at the facts that these readings are from the original sources and that these philosophers were the originators of many of the issues we still discuss today.

Long Description:
It is important for students not only to get an appreciation and understanding of philosophy but also to be exposed to the very words and ideas of those who have shaped our thinking over the centuries. Accordingly, the title of this collection hints at the facts that these readings are from the original sources and that these philosophers were the originators of many of the issues we still discuss today.

Major areas of philosophy covered here are: Ethics, Epistemology, Metaphysics, Philosophy of Religion, Ethics, Socio-Political Philosophy, and finally, Aesthetics.

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Our world history class is mainly focused on recurring world issues of the modern age. We jump around with topics but mainly stay 1945 - today, which the students really seem to enjoy. One of the issues that we tackle is world religions. Attached are also the slides for this unit are also attached so you can see content leading up to this summative. Standard: SS-WH.9-12.21. Investigate cultural advancements within societies with attention to belief systems, ideologies, the arts, science and technology.

Philosophy (from Greek φιλοσοφία, philosophia, literally "love of wisdom") is the study of general and fundamental problems concerning matters such as existence, knowledge, values, reason, mind, and language. The term was probably coined by Pythagoras (c. 570 – c. 495 BC). Philosophical methods include questioning, critical discussion, rational argument and systematic presentation. Classic philosophical questions include: Is it possible to know anything and to prove it? What is most real? However, philosophers might also pose more practical and concrete questions such as: Is there a best way to live? Is it better to be just or unjust (if one can get away with it)? Do humans have free will?

Now that we’ve started talking about identity, today Hank tackles the question of personhood. Philosophers have tried to assess what constitutes personhood with a variety of different criteria, including genetic, cognitive, social, sentience, and the gradient theory. As with many of philosophy’s great questions, this has much broader implications than simple conjecture. The way we answer this question informs all sorts of things about the way we move about the world, including our views on some of our greatest social debates.

Now that we’ve left behind the philosophy of religion, it’s time to start exploring what other ways might exist to find meaning in the world. Today we explore essentialism and its response: existentialism. We’ll also learn about Jean-Paul Sartre and his ideas about how to find meaning in a meaningless world.

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Long Description:
This eText was converted from the original [PDF] file to Pressbooks at the University of Central Florida by James Paradiso and Kylee Woodland so that content consumers would have an easier / more flexible way to retain, reuse, revise, remix, and redistribute according to the Creative Commons license (CC BY) assigned to this work. Cover design: Mireya Ramirez / CDL Graphics.

Word Count: 109651

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This course explores the nature of love through works of philosophy, literature, film, poetry, and individual experience. It investigates the distinction among eros, philia, and agape. Students discuss ideas of love as a feeling, an action, a species of ‘knowing someone,’ or a way to give or take. Authors studied include Plato, Kant, Buber, D. H. Lawrence, Rumi, and Aristotle.
This course is part of the Concourse program at MIT.

It's perfectly human to grapple with questions, like 'Where do we come from?' and 'How do I live a life of meaning?' These existential questions are central to the five major world religions -- and that's not all that connects these faiths. John Bellaimey explains the intertwined histories and cultures of Hinduism, Judaism, Buddhism, Christianity and Islam. Lesson by John Bellaimey, animation by TED-Ed.

Understand the foundation and basics of Moral Philosophy, a subject of morality within philosophy, through this module. This introductory module focuses on the definition of moral philosophy, certain moral principles, argumentation, and begins to look into one ethical theory, utilitarianism. 

This course is a seminar on the nature of love and sex, approached as topics both in philosophy and in literature. Readings from recent philosophy as well as classic myths of love that occur in works of literature and lend themselves to philosophical analysis.

Below is a handout I created that covers *some* of the "space of logical possibility" for how communities might organize themselves around different conceptions of justice. This handout draws from the "space of actuality possibility" or the different sorts of political arrangements that have appeared in the western world over the past 2,500 years. My aim was to give an overview via the three criteria of who rules, who counts as a citizen, and the distribution of goods. As a two page handout, it is necessarily incomplete but hopefully it serves as a good starting point for students new to political philosophy.

I placed a photo that I took below from the new Modesto mural project that appeared downtown in the past month.

Drawing on the author's four decades of experience as a concert oboist, this open access book studies a number of foundational issues in the philosophy of music, such as musical meaning and expression, musical ontology and the existence of the musical work, the relation between music and language, and the phenomenology of music. The book surveys the development of Western classical music from the Baroque era through to the 20th century, both from the perspective of contemporary Lithuanian philosophers such as Girnius, Maceina, Šliogeris, and Jackūnas, and 20th century European philosophy. In addition to discussing key questions in the philosophy of music, the book also analyses technical musical terms such as articulation, phrasing, and rhythm.

On today’s episode...CATS. Also: Hank talks about some philosophy stuff, like a few of the key concepts philosophers use when discussing belief and knowledge, such as what defines an assertion and a proposition, and that belief is a kind of propositional attitude. Hank also discusses forms of justification and the traditional definition of knowledge, which Edmund Gettier just totally messed with, using his Gettier cases.

Many thanks to Index the cat for his patience in the filming of this episode.
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