Mathematics has its own internal logic and creates and obeys its own 'rules,' just as a beautiful picture obeys the rules of proportion (or deliberately violate but acknowledges the rules of form as seen in the artwork of Picasso). Great art or important science holds true to the logical rules of a discipline. What is good in art and science holds true to valid principles of a correspondence to

In many learning situations, however, there is no ultimate truth upon which the teacher can call to instruct her students. Instead, many topics are still controversial, even as they are a part of history. In this case, teachers must acknowledge this fact as true, leading to a valuable lesson for students who may assume that textbooks and authority figures are always right. In some cases, however, the teacher must

Here the emphasis is on complete neutrality, the child being exposed to all different ways of thinking and believing (Cahn, p. 421). In the end the child will make his own choice as to what is best. Such complete freedom; however, rests upon a notion that children might indeed make incorrect choices; ones that are base don incomplete knowledge of the real world. The need to make rational choice

Educational Philosophy Comparison: John Dewey vs. William Bagley There have always been philosophical battles between progressive thinkers and conservative thinkers when it comes to the education of America's children. Those wars were waged in the 18th, 19th, and 20th Centuries, and educators from both sides, and some in the middle or the far left or far right, are still involved in the same philosophical scrimmages today. It's healthy though, to look

Synthesize traditional and progressive education for today's students. Education digest. Vol. 68, Issue 7, 4-8. Retrieved January 17, 2011, from: http://web.ebscohost.com/ehost/detail?hid=12&sid=90682ec6-64e1-4958-adc2-32dc1555fcc4%40sessionmgr13&vid=4&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&an=9317873 Cohen, L.M. & Gelbrich, J. (1999). Philosophical perspectives in education. Oregon State University, School of Education. Retrieved January 17, 2011, from: http://oregonstate.edu/instruct/ed416/PP2.html Moser, R.D. (1951, July). The educational philopophy of William T. Harris. Peabody Journal of education. Vol. 29, No. 1, 14-33 Retrieved January 17, 2011, from http://www. Jstor, org/stable/1489104 Nehring,

The author presents a much broader concept of what the point of schooling is that includes preparing individuals for becoming competent caring adults. I have often noticed that some of the highest performing students are comparatively less well developed socially. On the other hand, I disagree somewhat with Kohn's conclusion that preparing students for vocational success is necessarily an all-or-none proposition that corrupts education for corporate needs to the extent