Philosophy of Education
Educational Philosophy
Orhan Seyfi Ari
Educator & Thinker
On Philosophy of Education - Educational Philosophies
The late teacher Orhan Seyfi Ari was a thinker, reformer educator, dubbed Teacher of Teachers, who streets have been named after; as
teacher, head teacher hailed for social-cultural & educational leadership reforms in popularizing education, columnist, poet, some of his
educational philosophy on educational philosophers, thinker in education and teaching, are deducible as below ~thinker teacher Ari saw
himself as a humble teacher: "I am neither a scholar, nor a philosopher" -he has been hailed in prose & poetry as a scholar & philosopher.
Dogrusoz in Kibris -on a nation's philosophy of education & educators, teachers, teaching and teacher Orhan Ari, 5 Feb. 1999
Sometimes a great school is a man, sometimes a man is himself a great school
Fedai in Halkin Sesi -on teacher philosopher's philosophy of education on youth morality, 27 Dec. 1992
Seeking of you insight the wonders of the universe into
I knew, at last, this, that the universe was you
Metiner in Birlik -poem on social changes in philosophy of education & culture & deeds of illumination of teacher Ari, 29 Jan. 1993
Well known and versed, none was he… Than the pilgrim -the teacher: Orhan Ari
… He settled on the throne of omniscience in the world after here
Orhan Seyfi Ari's
'I was an ape' you say, -or amphibian?
And now?! Are not , now, 'man'!?
Failings in educational philosophy were of educational philosophers, eastern and western thinkers of educational philosophy, teachers, in teaching of values in educational philosophies.
Were affecting educational philosophies and educational philosophers, educators and education, teachers and teaching, philosophy and science, knowledge and wisdom, the biases in educational philosophy of those who thrived on ignorance and sought to unpopularize in their philosophies of education each other's kind to the masses with many concerns or under pain of ridicule or other injury and unable not to believe or accept as told, by e.g. supporting 'the monkey trial' or 'discovering' the Piltdown man, by abusing the trust and innocence of man in bigotry or ignorance ~ in teaching, educational philosophy, educational philosophers, educators, teachers too readily adopted viewpoint applications of not educators into philosophy of education, teaching -even in the education and teaching of young minds.
Ethical skepticism in philosophy by some philosophers was a concern of daily life in philosophy of education to educators and teachers in teaching -through philosophies of education, educators' and teachers' teaching affected society's learned behavior ~ whether ontology, philosophy, philosophers could explain or not the transcendental, whether man lacked mental capacity for the transcendental as in some philosophers' philosophies or not, some educational philosophies' and educators' suggestion, that 'truth' could be only scientifically known, psychology's increased acceptance of philosophy's and philosophers' 'mind', cosmology's agreement with eastern and western philosophy and great philosophers on a 'mysterious force', made doubtful; science's, ontology's, philosophy's, even great philosophers' not fully understanding the transcendental did not justify educators' and teachers', in educational philosophy, deeming it untruth in epistemology, education, school teaching; such approach, in any philosophy of education was disservice to mankind whose expectations from the adopted philosophies of education included aspirations global.
In educational philosophy also, good considered some eastern and western philosophies and philosophers man, bad other philosophies and philosophers; while differed philosophers' knowledge and wisdom and philosophy and preferred educational philosophy, logic in philosophy on man's behavior (irrespective of different policies resulting in educators' and teachers' teaching varied history) suggested that man was neither 'good' nor 'bad' but considerably (subject also to a mind) impressionable ~ society's imperfections contributed (also through ethics of some philosophers and philosophy, biased philosophies of education, teaching of and by educators, teachers) to man's suffering alone -this arose from influences ignorant of man's morality not being only about society's retribution, assuming man irrational and neglecting his being regulated also by intrinsic desires, and from their confusing strength with power and ignoring most philosophy and philosophers supported by history that man, his rationality always overcoming temporary hysteria when he represented wicked abuse and ignorance, and most powerful, whenever considered the nature or extent of retribution or neglect of intrinsic values intolerable, always (alas not necessarily through educators in educational philosophy and teachers of morals, by education and teaching) changed what he disliked.
Continues the suffering, and continues the wait
But so long as tomorrows there are, the hope is great
Educational philosophy, philosophers on ethics, morals, educators, teachers, often forgot that, 'bad' everywhere in minority, while man's passion made it impossible always to 'turn the other cheek' and, e.g., his various laws extended mitigating circumstances to crimes of passion though cruel when by his biological constitution unchangeable by any philosophy of education he was in fright without flight, man's morality included a sense of proud fairness and desire not to fail himself or loved ones by behaving badly -but for abuse or ignorance he preferred being thought well of to being thought ill of.
'Truth' of philosophy and of philosophers, in practice (affecting every philosophy of education) -whether personal or (and especially) impersonal, whether experienced or presupposed, two kinds of existed: truth global, truth environmental; both were good, essential in teaching, education, in every educational philosophy. Truth global was truth known as perceived -or through science, and truth accepted inductively or deductively by the logic of philosophers and philosophy, sometimes despite adopted policies and philosophies of education -man's 'understanding' ~ man everywhere, always, desiring to enjoy more, better, including the satisfaction of his intellectual curiosities on metaphysics, aspired to this. Truth environmental was that which, for reasons affected by various factors -e.g., resources or policies and philosophies of education adopted, as distinct from -or as variations of truth global, some of man's aspirations and behavior had to be based on, for better and more enjoyment of, both, avoiding society's retribution and extrinsic and intrinsic rewards, in his immediate environment -through philosophy and philosophers, educators and teachers, this suffered in teaching, education (mostly of history and in metaphysics) much bias. In adopted philosophy of education, philosophers on values, in education educators and teachers, had to balance these truths in educating educators, training teachers, teaching pupils and students.
Philosophers and philosophy of education and teaching, history of teaching and education, showed bias in epistemology, science, philosophy, incorrect knowledge in teaching and education of educators and teachers, through educators, teachers in formal teaching, about nature and man ~ when cultural philosophy of education and teaching ignored another's cultural philosophy of education and teaching and attitude, and was not balanced environmental truth with global truth, that did not change, e.g., adultery also in the laws of Austria [until 1997] and over 20 states of the USA being a crime (severity of punishment [in statue or in practice], e.g., for polygamy in Utah and Idaho, for murder in the USA and EU [not even affected by the former's peoples twice and, e.g., the UK's once having abolished it] being not the only or the fundamental measure), nor, e.g., the extent of unacceptability of pre-marital sexual relationships in Turkey being no less in Greece, but gave rise by abuse or ignorance to extreme speculations also through educational philosophers, educators' adopted educational philosophy in education, teachers' teaching, causing leanings globally undesirable, injurious to, both, society and individual.
Society is the soil; individuals, the seeds to grow
Honest & sure is the deal: you reap what you sow
Philosophy, science, argued on religion, great philosophers differed on God -education and teaching of and by educators, teachers, in educational philosophy, continued to be based on obstinacy and ignorance ~ whether or not on spirituality with accepted unknowns an educational philosophy considered itself more knowledgeable in teaching and education on much eastern and western philosophy by many eastern and western philosophers about afterlife than one when in the womb about the world, was 'God' of religion not basically the 'mysterious force' of science, and were not same the basic values of all of the philosophers and philosophy in keeping social order, e.g., as rights and wrongs basically based on 'the ten commandments', of all of the religious, secular, materialist societies?!
Despite some educational philosophers and philosophies of education, educators and teachers, wasn't man's imagination shameless and unknowns of philosophers and philosophy and science limiting reason -and (notwithstanding influences through religion, philosophers and educational philosophy, science, educators and teachers in education and teaching) did not in religions, major faiths, beliefs no differently came into play in regulating the philosophers', philosophy's, psychology's 'conscience'?!
Concerns of philosophers, philosophy, with language had to be more, extended beyond symbolism which knowledge changed -just as, e.g., in dream symbolism white man no longer considers a black man a bad omen; but, also, (and especially) in social and educational philosophy language teaching should not pervert it biasedly or ignorantly: it was disservice to future generations that, e.g., 'gaiety' they would hardly understand the meaning of as used in great literature ~ it was as wrong for artistes, intellectuals, academics, to consider forceful replacing of words with those of languages of nations they hailed advancement in civilization -or internationally to fund literacy programs to teach basic 'international language'; language, competently used, had been responsible for social reforms through, e.g., Dickens or Ibsen, such enjoyment through, e.g., Shakespeare or Fuzuli, such mystical and philosophical literature as, e.g., Goethe's -the long term effect might be comparable to, e.g., the loss of great works of literature and philosophy by mobs' burning of the library of Alexandria. Philosophers in education, educators in every educational philosophy, language teachers, it fell upon, in teaching, to explain, to ensure this appreciation.
In philosophy philosophers, in teaching and education educators and teachers, did innocent disservice where on the lines of the biases or the ignorance of the influences on them, also, through educational philosophy, they based in philosophy and teaching the truth of two and two making four dependent on who said it, even in terms of, e.g., Avicenna's philosophy being right but (the same philosopher) Abu ibn Sina's philosophy wrong ~ more than man's experiences when young did man's innocence enable cruelty, his fellow men being presented to him as bad, his being advocated to behave badly, affecting so. The need in educational philosophies for every philosophy of education to balance practical teaching and education with academic teaching and education enabling doers to be (or with them also there to be) thinkers was based also on man's aspirations to, and cherishing, quiet enjoyment, often so upset -did not systems that failed man's aspirations to cherish always perish?!
In educational philosophy also, it would not help knowledge in philosophy or in teaching and education of and by educators and teachers for philosophical thought to resign itself to silence on what none could deny but many could not explain; philosophy and philosophers, philosophical thought and philosophical logic, unaffected by 'meta-philosophy', existed because man's curiosity compelled him what he could not know to seek to have an appreciation of, although one could not identically experience another's, e.g., joy or pain in respect of which disagreement on, e.g., the extent of it, was possible and argument in view of unequal knowledge possibly impossible ~in philosophy philosophers, in teaching and education educators, teachers, aspiring to prevent forcing on or distorting young minds were forgetting in philosophy of education that religions advocated a mind usable well or badly (as science the intellect and philosophy man's will) in systems requiring faith in unknowns or faith in reasons secret and both abusable, e.g., by unequal measure hailing Dewey or Darwin than St. La Salle or monk Mendel -that disregarded man's reasons in requiring, e.g., as in the UK's Education Act, when a theory is taught other theories on the matter also to be discussed to enable man to apply his own mind, and that appreciation advocated in every educational philosophy.
To believe, than to defend, is other
To talk about is one thing, to do, another
Philosophy was not nonsense divorced from logic, nor affected 'meta-philosophy' the application of philosophical logic, inductive or deductive, to the known about, both, the known and the unknown -also in the latter respect capable of useful sense. Scientific research on philosophy, even though many a philosophy of education, e.g., only now it had eventually agreed with millennia old philosophy and philosophers on man's faculties in relation to teaching and education, was good ~ but that scorn through educators and teachers in formal teaching and education for some philosophies and philosophers was considerably based on ignorance, e.g., of psychologists' increasing acceptance of 'mind', of evolutionary theories having come to be accepted by science as not being as originally hypothesized, of the uncertainty principle of quantum physics as regards the mere act of observing affecting the observed, of personal development theories being adaptations from ancient philosophy and philosophers, was bad for teaching, education, teachers, reflected in educational philosophy badly as that or bias on educators on the purpose of education.
Educational philosophy, with growing interest also in adult education, could only benefit students and society by not disregarding man's potential to always learned -his appearance of being more capable of learning when young had considerably to do with many concerns of adult life affecting as non-use did a car battery ~ and, love, increasingly popular in many a philosophy of education, aided in education and teaching but left much to be desired if rapport or response was without appreciation of issues affecting education and consciously understanding the student.
Philosophers in philosophy, educators and teachers in school teaching and in adult education, in every philosophy of education, owed care while teaching and educating not to couple biases affecting teaching and education and students' knowledge and learning contrary to man's aspirations with young minds' or man's innocence ~ that began by exercising thought in education and teaching to think -society's purpose of education in every educational philosophy.
Never the thinker expires
Who in others thinking inspires
'Read.. The life of this extraordinary.. Poet & thinker'
(Internet Adviser -a best Site, Jul. 2001)
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