The contents of the examination
In such a short period of time is not always possible to assess with certainty the total student preparation: If the first questions are about 10% of the student master less well, the entire examination may be compromised. To avoid the false initial impressions, teachers tend to do bursts of questions, in order to verify “to sample” the actual extent of knowledge of the student. But this choice has its downsides: for sample to sample an extensive ground in a short time, applications must necessarily be “closed”; In addition, the student must be prevented the possibility of “sweep” when the captain instead of the themes on which feels well prepared, to allow the teacher to probe other soil–and this is an additional source of frustration.
Several teachers instead, always according to the same study, go against trend and invest up to three times longer to student (then reach an average of 45 minutes per question). They do it with the commendable desire to authentically impact a relationship. The examination becomes a sort of fingerprint Socratic tutorial. Unfortunately only a part of the students manage to exploit this great occasion. Others are those who, persecuted by the nightmare of “ugly vote”, live each examination as if it depended on their college career: seek therefore to say what they believe that the teacher wants to hear and, clearly, this by preventing the construction of a genuine dialogue. At least this has been the experience of the writer, who has repeatedly tried this solution. So, with all due respect to those who succeed, we must conclude that the final exam, when the vote for the whole course, it is not the appropriate venue to try to establish a relationship of dialogue would be quite true: attempted during the academic year–for example, in meetings if tuition tutorials.
But the main defect of traditional university examination, in the opinion of the writer, is that measures only the ability to explain concepts fully and with ease. Knowing how to expose concepts is undoubtedly an important intellectual capacity–but this is not the only one that deserves to be taken into account. Knowing how to do it then by speaker Cavalier could be anything but an advantage: the Ministers with the most suave eloquence on TV are notoriously those with less original ideas in his head. Ultimately, this type of test does not evaluate whether the student “can do” in the discipline–and even if he knows the discipline–but only if we can speak of the discipline.
Understanding problems
What is the philosophy of education? The answer to this question may vary, depending on what is meant by philosophy (and, of course, of what is meant by education, but the very conceptualization of education already involves some philosophize on education). To the layperson may seem incredible that professional philosophers have not been able to reach an agreement as to what is philosophy, that is, about his own study object, but this is the truth. The question of the nature and the task of philosophy is itself a philosophical problem, and, as such, holds a variety of answers. To many it may seem that this proliferation of responses is indicative of own failure of philosophy. Others see in this situation the great wealth of human thought, that for every problem that you proposed, is able to imagine a range of solutions, all of them, to a greater or lesser extent, reasonable and worthy of consideration, and they all contribute in one way or another, for a wider and deeper understanding of the problems faced by the human being. We agree with the latter, and it is our opinion that while many millennial philosophical problems have not (yet?) been resolved, our understanding of them, today, is not identical to that of philosophers who have formulated for the first time, being much deeper and wider on account of several answers that already have been suggested. This means that there is progress in philosophy, although this progress cannot be measured quantitatively, in reference to the number of problems solved, but can only be seen through a qualitative vision, that takes into account the deepening and expansion of our understanding of these problems. We do not believe, therefore, be inappropriate to offer an attempt “definition” of philosophy, if you keep in mind that this suggestion is not dogmatically definition made, as if it were the only possible, or even the only reasonable. Other proposals for the definition of philosophy there are that are plausible and reasonable, and that possibly instead of contraporem that we suggest, as alternatives, juxtaposed to it as additional ways of viewing the philosophy.
Education today
Today we are all adults, even you, sitting a little school desks. After years of learning at school is, without doubt, the most exciting, the most intense and unforgettable period of human life, and the most responsible. Education today is the main basis for a successful career and a normal, decent life “in all senses. We hope to see you. Believe that you, our children are the most capable, most talented, most intelligent and understanding of what you dream. Your courage and imagination, your creativity, your ability to come up with new ideas, finally, your desire to change the world for the better — will provide each of you and all you decent future.
Special attention throughout the country focused on teachers and professors, rectors, directors and specialists and all those who have linked their lives to education. Their hard work and professionalism is a guarantee of high quality education. It is my great honor, they have a major responsibility in their hands the future of the country, because they directly depends on how successful our children in school and in life.
Dear employees of science, today is your immense work, endless flow of ideas and unwavering striving for the future is becoming increasingly important. Science determines largely the place that each country takes in the modern world. Let it gives you a ton of new knowledge, let him be generous at the opening. Happiness you success and professional growth. Learn and work with pleasure.
Abstract on philosophy
Technology is applied science. Science is engaged in the production of knowledge and technology is the application of knowledge in practice. This model of interaction of science and technology-linear, it is an oversimplification of real relations between science and technology through the centuries. Science and technology develop independently of each other, but these processes are still coordinated. This model of interaction-evolutionary; Sometimes science uses technical devices to get their own results, sometimes scientific results have been successfully used in technology. In this model, three interrelated but distinct areas: Science, technology and production. Science evolved depending on the level of modern it technology-the point of view, something inverse linear models. Its proponents argue that scientific knowledge developed through the study of technical apparatus and instruments in an attempt to uncover the mysteries of their functioning. The most realistic and relevant to many historical facts is the position in accordance with which, before the end of the 19th century science and technology truly have evolved separately, regular application of scientific knowledge in technical practice, but now the technology is implemented on the basis of modern science. One of the principles of the classification of Sciences is the distinction of science on an object, method and practical application.
Living paintings
All work is directed on development of creativity of pupils. The aim is to increase knowledge, interests, abilities, skills, education work. Some they are bright and immediately. Others are visible. Need a lot of work to understand what is implied in this small man that could help him in life; give a direction in which the student will develop, seek, take, believing in themselves, in their capacity. All together gives self-fulfillment in life. Students start with small compositions, which grow to large paintings. Pictures come alive: dread ears of wheat, spread their pine and spruce branches, grass, Glitters water expanse. Nature is calling, beckons, attracts. And this is creativity – continuous development, searching, taste, spirituality.
Technological sequence of work
1. Search landscape. It is that very much.
2. Familiarity with the creativity of the artist.
3. Selection of natural material (miniature trees of mosses, grasses, etc.)
4. Primer dry natural material in the color you want.
5. Natural material to cover landscape, so that is not visible. During the work changed accents landscape, time of year and other (everyone sees on his).
6. Bonding of natural material.
7. Drawing on natural material, shadow (beginning to draw even those who are not painted, so great a desire to create.)
8. The picture is ready.
Finished product is a sigh of relief, subdued its own peak. Not everyone can become an artist, but everyone can learn to understand the beauty of transfigured soul, which makes it a good and responsive, creative. Painting plants called floristic through these works. In the process (and this may be a module technology-creative project, or as work):
-is the transfer of skill from highest to lowest;
-the development of communication;
-the mutual controls implicit;
-care for the younger;
-the gradual change of roles.