Happiness within the State Essays - Emotions,

Happiness within the State With Adeimantuss idea aimed towards Socrates that the people of the city are not happy Socrates reminds Adeimantus of how the goal of the State is to establish a perfect city based on justice, not happiness or pleasure. The idea that the State, as a whole, will be happy based on the system of justice the two have created for the city. The question of justice could be an opinion in and of itself. The goal (as Socrates states) is for the city to be happy as a whole. If happiness for the whole is negligent of happiness for a select few then where is the justice. Essentially the State would have to exist as utopian idea of perfect morality. By the creation of the guardians as the declassified rulers possibly this State they have created is exact to the relation of the gods and mortals. Furthering back to Euthyphro, are not the gods examples of guardians in correlation of piety? With this in mind the argument against Socrates resolve that the happiness of the State as a whole might not be the result of justice. If the State is happy as a whole would there not be any need for justice within the State? If, in accordance with the State created, all classes commit to their duties then is that being just or simply finding contentment within their life. If an individual is born to a contractor and as the State dictates the importance of full commitment to his duty then he will be a contractor as well. So the individual grows and is trained to be a contractor. He works and receives food and shelter to live and the tools/materials needed to due his job. His contribution to the State adds to the happiness as a whole. But is he happy because of what he does or simply that what he does contributes to the happiness of the State. If the latter of the two is correct and is how justice within the State is to defined then where do all the contributions go? Who is happy as a result of the contributions? Going back to the guardians, are they to be presumably the happiest of the State? Possibly the happiness of the State as a whole is a result of the duty of its citizens in accordance with justice. Well if guardians live by justice than how can they dutifully be the leaders of a State in which each class only lives and dies within its own specific duty which is goal for the State to be happy as a whole?

All Teachers are Reflective Teachers

All Teachers are Reflective Teachers While there is agreement among education researchers that reflective teachers are effective teachers, there very little evidence in recent research to recommend just how much reflection teachers need to do. There is also very little evidence in past research that outlines just how a teacher should reflect on his or her practice. Yet there is undisputed evidence that suggests that teaching without reflection can lead to bad practice, imitation in instruction  Lortie (1975). So how important is the use of reflection  to a teachers practice? The research suggests that the amount of reflection or how that reflection is recorded is not nearly as important as when the teacher has had the opportunity to reflect on his or her teaching. Teachers who wait to reflect may not be as accurate in their reflections about what happens during the swampy lowlands of practice. In other words, if a teachers reflection is distanced by time, that reflection may revise the past to fit a present belief.    In an article titled Teacher Reflection In a Hall of Mirrors: Historical Influences and Political Reverberations (2003), the researcher Lynn Fendler makes the case that teachers are already reflective by nature as they continuously make adjustments in instruction.   ...the laborious attempts to  facilitate  reï ¬â€šective practices for teachers ï ¬â€šy in the face of the  truism expressed  in the epigraph of this article, namely, that there is  no such  thing as an unreï ¬â€šective teacher. Teachers spend so much time preparing for and delivering lessons, that it is easy to see why they often do not spend their valuable time to record their reflections on lessons in journals unless required. Instead, most teachers reflect-in-action, a term suggested by researcher Donald  Schon   (1987). This kind of reflection-in-action  is the kind of reflection that occurs  in  the classroom in order to produce a necessary change at that moment. This form of reflection-in-action is slightly different than reflection-on-action. In reflection-on-action,   the teacher considers past actions relative soon after instruction in order to be ready for an adjustment in a similar situation.   So, while reflection cannot be packaged as prescribed practice, there is a general understanding that teacher reflection-in-action or on-action results in effective teaching.   Methods of Teacher Reflection Despite the lack of concrete evidence supporting  reflection as an effective  practice and the lack of available time, a teachers reflection is required by many school districts as part of the  teacher evaluation  program. There are many different ways that teachers can include reflection as part of their own path towards professional development and to satisfy evaluation programs. A daily reflection is when teachers take a few moments at the end of the day to debrief on the days events. Typically, this should not take more than a few moments. When reflection is done over a period of time, the information can be illuminating. Some teachers keep a daily journal while others simply jot down notes about issues that they had in class. Consider asking, What worked in this lesson? How do I know it worked? At the end of a teaching unit, once assessments have all been graded, a teacher may want to take some time to reflect on the unit as a whole. Answering questions can help guide teachers as they decide what they want to keep and what they want to change the next time they teach the same unit. For example, Overall which lessons worked and which didnt?With which skills did students struggle the most? Why?Which learning objectives seemed the easiest for students? What made those work better?Were the end results of the unit what I had expected and hoped for? Why or why not? At the end of a semester  or school year, a teacher may look back over the students grades in order to try and make an overall judgment about the practices and strategies that are positive as well as areas that need improvement. What To Do With Reflections Reflecting on what went right and wrong with lessons and classroom situations is one thing. However, figuring out what to do with that information is quite another. Time spent in reflection can help ensure that this information can be used to produce real change for growth to occur.   There are several ways teachers can use the information they learned about themselves through reflection: Teachers can reflect on their successes and find reasons to celebrate. They may use their reflections to recommend the actions that lead to success for students in next years lessons.Teachers can individually or collectively reflect on areas that need improvement and look for areas where lessons did not have the desired academic impact.Teachers can reflect on any housekeeping issues that arose or areas where classroom management needed some work.   Reflection is an ongoing process and someday, the evidence may provide more specific guidelines for teachers. Reflection as a practice in education is evolving, and so are teachers.

Historical and Social Science Research Essay Example | Topics and Well Written Essays - 3000 words

Historical and Social Science Research - Essay Example Witch hunt soon began to be regarded as politically motivated, associated with corruptions and intrigues rather than a means of alleviating evil. It was hindered when severe economic conditions took toll on the economy and made witch hunt difficult (Lemieux, 2007). The article relates in detail the case of Anne Bodenham, an old woman who was executed for being a ‘stereotypical witch,’ who owned things symbolic of witches, predicted future and was even able to transform into different animals. Her association with the well-known astrologist and wizard, John Lambe, is also strongly confirmed in the accounts. The source for most of the information available on Bodenham is Edmond Bower, a legal clerk from Dorset, who, as a religious writer and ‘an eye and ear Witness of her Examination and Confession, was inspired to write a descriptive pamphlet. According to Bower, this was in order to warn ‘good Christians’ against the seduction of such ungodly practises. His eagerness to declare Bodenham as a witch could be seen from his constant efforts to make her confess before her death. Through this, he could establish himself as a successful witch hunter. Diane Purkiss also tells of he used politics to disgrace her complete ly in Britain along with an highly implicit line of attack. It is hence, inappropriate to base evidence on religious clerics like Edmond Bower as his account may involve bias resulting from the friction between religious and the then emerging unconventional ways that need not be evil, as mentioned in the article itself. Apart from religious clerics, historical pamphlets have been used in the article that indicates sexual relationship between Dr John Lambe and student, Anne Bodenham and other such major affairs. Their adherence is attributed to extensive height of politics and low morality. Another source is Anne Styles, a maid servant of Richard Goddard,