What Is The Meaning Of Life? | Issue 59 | Philosophy Now

Let your boat of life be light, packed with only what you need—a homely home and simple pleasures, one or two friends, worth the name, someone to love and someone to love you, a cat, a dog, and a pipe or two, enough to eat and enough to wear, and a little more than enough to drink; for thirst is a dangerous thing.
You will find the boat easier to pull then, and it will not be so liable to upset, and it will not matter so much if it does upset; good, plain merchandise will stand water.

What is your philosophy of life? | Yahoo Answers

What is your philosophy of life essay by Rhonda …

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Introduction to Philosophy What is Philosophy?. Plato’s Myth of the Cave What is Plato’s myth of the cave? Please describe it in your own words.

What Is Your Philosophy Of Life Essay - …

~Garrison Keillor

Look, I don't want to wax philosophic, but I will say that if you're alive you've got to flap your arms and legs, you've got to jump around a lot, for life is the very opposite of death, and therefore you must at very least think noisy and colorfully, or you're not alive.

What is your philosophy of life
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What is Stoicism and How Can it Turn your Life to Solid …

The educational principles developed by Rousseau and Dewey, andnumerous educational theorists and philosophers in the interregnum,are alive and well in the twenty-first century. Of particularcontemporary interest is the evolution that has occurred of theprogressive idea that each student is an active learner who ispursuing his or her own individual educational path. By incorporatingelements of the classical empiricist epistemology of John Locke, thisprogressive principle has become transformed into the extremelypopular position known as constructivism, according to which eachstudent in a classroom constructs his or her own individual body ofunderstandings even when all in the group are given what appears to bethe same stimulus or educational experience. (A consequence of this isthat a classroom of thirty students will have thirtyindividually-constructed, and possibly different, bodies of“knowledge”, in addition to that of the teacher.) There isalso a solipsistic element here, for constructivists also believe thatnone of us—teachers included—can directly access thebodies of understandings of anyone else; each of us is imprisoned in aworld of our own making. It is an understatement to say that thisposes great difficulties for the teacher. The education journals ofthe past two decades contain many thousands of references todiscussions of this position, which has become atype of educational “secular religion”; for reasons thatare hard to discern it is particularly influential in mathematics andscience education. (For a discussion of the underlying philosophicalideas in constructivism, and for an account of some of its varieties and flaws,see the essays in Phillips (ed. 2000.)

Philosophy of Life Free Essay, Term Paper and Book Report Philosophy of Life Life is a very hard obstacle to live by. Everyone has his or her own life to live.

Your lifestyle does look like taking the best of Stoicism

The different justifications for particular items of curriculumcontent that have been put forward by philosophers and others sincePlato's pioneering efforts all draw, explicitly or implicitly, uponthe positions that the respective theorists hold about at least threesets of issues. First, what are the aims and/or functions of education(aims and functions are not necessarily the same)? Alternatively, asAristotle asked, what constitutes the good life and/or humanflourishing, such that education should foster these? (Curren,forthcoming) These two formulations are related, for it is arguablethat our educational institutions should aim to equip individuals topursue this good life—although this is not obvious, both becauseit is not clear that that there is one conception of the good orflourishing life that is the good or flourishing life for everyone,and it is not clear that this is a question that should be settled inadvance rather than determined by students for themselves. Thus, forexample, if our view of human flourishing includes the capacity to actrationally and/or autonomously, then the case can be made thateducational institutions—and their curricula—should aim toprepare, or help to prepare, autonomous individuals. A rival approach,associated with Kant, champions the educational fostering of autonomynot on the basis of its contribution to human flourishing, but ratherthe obligation to treat students with respect as persons. (Scheffler1973/1989, Siegel 1988) Still others urge the fostering of autonomy onthe basis of students' fundamental interests, in ways that draw uponboth Aristotelian and Kantian conceptual resources. (Brighouse 2006,2009) How students should be helped to become autonomous or develop aconception of the good life and pursue it is of course not immediatelyobvious, and much philosophical ink has been spilled on thematter. One influential line of argument was developed by Paul Hirst,who argued that knowledge is essential for developing and thenpursuing a conception of the good life, and because logical analysisshows, he argued, that there are seven basic forms of knowledge, thecase can be made that the function of the curriculum is to introducestudents to each of these forms. (Hirst 1965; for a critique seePhillips 1987, ch.11.) Another is that curriculum content should beselected so as “to help the learner attain maximumself-sufficiency as economically as possible.” (Scheffler1973/1989, p. 123)

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SPOILER: college is crazy-expensive