Dualism And The Mind Body Problem Essay - 1223 Words

Dualism and the Mind-Body Problem The mind is perhaps the most fascinating part of the human body due to its complexity and ability to rationalize. In essence, the mind-body problem studies the relation of the mind to the body, and states that each human being seems to embody two unique and somewhat contradictory natures. Each human contains both a nature of matter and physicality, just like any other object that contains atoms in the universe. However, mankind also is constituted of something beyond materialism, which includes its ability to rationalize and be self-aware. This would imply that mankind is not simply another member of the world of matter because some of its most distinctive features cannot be accounted for in this manner. There are obvious differences between physical and mental properties. Physical properties are publically accessible, and have weight, texture, and are made of matter. Mental properties are not publically accessible, and have phenomenological texture and intentionality (Stewart, Blocker, Petrik, 2013). This is challenging to philosophers, because man cannot be categorized as a material or immaterial object, but rather a combination of both mind and body (Stewart, Blocker, Petrik, 2013). Man embodies mind-body dualism, meaning he is a blend of both mind and matter (Stewart, Blocker, Petrick, 2013). The mind-body problem creates conflict among philosophers, especially when analyzing physicalism in its defense. This paper outlines soundShow MoreRelatedThe Mind Body Problem And Cartesian Dualism1024 Words   |  5 PagesDayna Gelman Justin Pannell April 24, 2015 PHI 107 The Mind-Body Problem and Cartesian Dualism In this paper I will argue for Cartesian dualism to be the most plausible solution to the mind-body problem. Cartesian dualism argues that there is a two-way interaction between mental and physical substances. Renee Descartes, the creator of the theory, believed that a man consisted of matter, the physical things that walk and talk etc., and mind, the nonphysical substance (often correlated with the soul)Read MoreThe Mind Body Problem And Substance Dualism869 Words   |  4 PagesWhat is the mind-body problem? The mind-body problem asks the question, are the mind and body separate substances of elements of the same substance? In this paper I wish to propose, and try to provide support for Descartes notion of the immaterial mind, by critically discussing the view of substance dualism, pertaining to the relationship between the mind and body. The two arguments of which I will provide in this paper to support this view are divisibility and disembodied existence. There are twoRead MoreT he Use Of Dualism With The Mind Body Problem Essay923 Words   |  4 PagesJohn Locke is an English philosopher born in 1632 and died in 1704. He is one of the most influential philosopher to attack the concept of dualism with the Mind-Body problem. Topic: John Locke is very keen on personal identity. He believes that consciousness creates personal identity. The body isn’t essential, so when a person’s soul fleets to a different body, they are still the same person because their consciousness thrives: â€Å"Personal Identity is wherever the consciousness is† (John Locke’s pdf)Read MoreThe Mind Body Problem By Mark Rowlands957 Words   |  4 PagesWarm Bodies, paints a beautiful picture of what love actually looks like, especially if it was between a zombie and a human being. This movie tells the story of a brain-dead, non-mentally functioning zombie and how true love has the power to turn this creature into a real man again. As stated later, according to the dualism, zombies do not exist, so that whole story line can be thrown out the window. Dualism separates the properties of the mind and the body. By looking at the mind-body problem, theRead MoreGraham On The Mind Body Problem1502 Words   |  7 PagesC lines PHIL 290-16 April 15, 2015 Paper 2: Graham on the Mind-Body Problem The Mind/Body Problem: Dualism, Physicalism, or Both? In â€Å"The Disordered Mind†, author George Graham claims the mind/body problem to be one of the most famous problems in the history of philosophy. The mind/body problem is â€Å"the question of the place of consciousness and intentionality or of the mind in the physical world† (Graham 76). In other words, are the brain and mind two separate entities, or are they one physical entityRead MoreI, Myself, And My Body1222 Words   |  5 Pagesand My Body The mind is about mental processes and thought, while the body is the physical aspects of the brain. For years, philosophers have been perplexed by the mind-body problem. The mind is about mental processes and thought, while the body is the physical aspects of the brain. The mind-body problem discusses the mind and body, along with the relationship between them. Dualists and monists are the two types of people that take a stand on the issue. While Dualism may spilt mind and body, monismRead MoreWhat are the strengths and weaknesses of dualism and monism?1569 Words   |  7 PagesDualism and monism is a famous philosophy topic from ancient to now. The word Dualism means that our physical and our mental are independent. And our body and our mind cannot be the same. It is because of mind and body is two separate substances. In the contract, the monism means that both of the physical and mental are combined being one. And our mind and body are indivisible and are each influenced by the other. The monism and dualism individually has its strengths and weaknesses. The mindRead MoreThe Mind / Brain Identity Theory1718 Words   |  7 Pagesexperiences. The former is associated with one having a (non-physical) mind, which contains beliefs, desires, feelings and so on, while the latter involves having a (physical) brain. The Mind/Body problem questions whether the mind and brain are the same or different objects. For a long time, the interpretation of these experiences has been much debated by philosophers and scientists. One influential interpretation is Descartes’s Dualism of substances, which became one of the most lasting legacies in hisRead MoreThe Brain Identity Theory, Logical Behaviorism, And Dualism Essay989 Words   |  4 PagesHave you ever stop to think if your thoughts, beliefs, and desires can be described as something physical? The mind-body problem focuses on identifying the relation between the physical and the mental. Physical objects include our body, brain, and much more such as our neurons and the chemicals in our b ody. When we mention a physical object we can describe it by having properties of texture, shape, color, and size. The mental objects are said to be our beliefs, desires, and emotions. But can theseRead MoreThe Concept of Dualism Essay1013 Words   |  5 Pagesmachinequot; form of substance dualism best solves the mind body problem. My views in this area have been influenced by my twelve years of Catholic education. The soul, or mind, depending on your level of belief, was a complete and separate entity and was the center of a human being. The body was an ambulatory device that the soul directed. The idea that the mind is a separate entity and that it is independent of the physical body is the central point of substance dualism. nbsp;nbsp;nbsp;nbsp;nbsp;

Investigating The Risk Factors Among Youth Within The...

Examining the Risk Factors Among Youth Within the Juvenile Justice System: Can We Predict if a Child Will End Up in the Criminal Justice System? Clare Fenty Alfred University Table of Contents Abstract †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...4 CHAPTER 1 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...6 Problem Statement †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...6 Rationale †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...7 CHAPTER 2 Literature Review †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Theories on Juvenile Delinquency †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....8 Individual Risk Factors †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...10 Family Risk Factors †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.12 Community Risk Factors †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦15 School and Academic Performance †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...15 Church and Religious Affiliation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...17†¦show more content†¦Results of the analysis indicates that whereas there is a potential for a single risk factor to predict criminal behavior among the youth, the Keywords: 1. Juvenile delinquency: An offense committed by a child who is between 7 and 15 years old. All juvenile delinquency cases are heard in family courts. It is not treated the same as adults (Juvenile Justice Process, 2016) 2. Minors: In most states, minors are defined as individuals who are below 18 years old. The term is sometimes used simultaneously with juveniles, children, and youth. Their offenses are not called crimes but delinquent acts (Thomson Reuters, 2017). 3. Juvenile justice system. A branch of the criminal justice system that is responsible for handling youth who are charged of a criminal offense. The juvenile justice system intervenes through the police, family courts, and rehabilitation facilities. 4. Risk factors. These are elements, to which when a subject is exposed to, increase the likelihood that he or she will develop the problem behavior (Shader, 2001). Risk factors are not necessarily causes though. 5. Protective factors. These are influences that acts as a cushion between the presence of risk factors and the onset of delinquency. They restrain the effect of exposure to risk factors resulting in lowered incidence ofShow MoreRelatedJuvenile Justice Facilities : Protecting The Health And Wellness Of Our Youngest Inmates1370 Words   |  6 PagesPREA Mandates in Juvenile Justice Facilities: Protecting the Health and Wellness of our Youngest Inmates Jennifer Hulvat Kaplan University, J.D. Full Time Faculty March, 2015 The month of April brings a change of seasons around the country, and a new focus issue to the table; Health and Wellness. In the area of Juvenile Corrections, we might take this opportunity to revisit a topic I wrote about in February, â€Å"Incarcerated Youth at Risk: Is Your Facility Doing Enough to Avoid Liability?† UltimatelyRead MoreEssay on The Most Prevalent Causes of Juvenile Delinquency1164 Words   |  5 Pagesreported (Juvenile Justice Basic Statistics, 2011). Creating interventions to assist at-risk youth means preventing them from starting on a path to crime is a priority. Juvenile justice system researchers and professionals must gain a better understanding of the contributing elements that cause delinquent behavior. The study seeks to determine the most prevalent causes among the criminal population that induce a propensity for criminal behavior. There needs to be a balance among attributing behaviorRead MoreMinorities and Justice Essay1793 Words   |  8 Pagesand Justice Television shows such as Dateline, 60 Minutes and 20/20 have often aired segments on discrimination within the justice system through hidden cameras recording police behavior towards minorities, interviews with minorities falsely accused or mistreated, and by referring to capital punishment statistics seemingly biased especially towards blacks. The Justice Files has produced several biographies on minorities who were subjected to some atrocity by the American justice system. GeneralRead MoreThe Application of Cognitive Behavioral Therapy Within a Prison Setting1434 Words   |  6 PagesThe current prison and criminal justice system has not proven to be helpful in rehabilitating offenders and preventing recidivism. To successfully alter this situation it is important to understand what steps and measures are available to assist those who find themselves imprisoned. The techniques used in cognitive behavioral therapy have proven to be effective in treating depression, anxiety and drug addictions among other things. Analyzing the techniques developed in cognitive behavioral theoryRead MoreCjs 240 Intro to Juvenile Justice the Juvenile Justice Systems Need to Focus on Rehabilitation1888 Words   |  8 PagesThe Juvenile Justice System’s Need to Focus on Rehabilitation The Juvenile Justice System’s Need to Focus on Rehabilitation Amanda R. Molnar Axia College of the University of Phoenix The Juvenile Justice System Needs to Focus on Rehabilitation The juvenile justice system has long been in debate over whether its focus should be rehabilitation or punishment. From its birth in the early 20th century, the juvenile justice system has changed its focus from punishment to rehabilitation and backRead MoreThe Theory Of Crime Causation Theory1648 Words   |  7 PagesIntroduction Within this document, we will examine Social Bonding theory. We will define what that theory is, then explain why crimes occurs and the reason why crime causation theory is currently relevant and effective. Since this is important to the public safety organization, we hope that when the document is complete, we will have a better understanding of crime causation and if there are additional ways to identify how it may be applied to circumstances on and off the job. But, we also need toRead More Hope for Rehabilitation for Institutionalized Youth Offenders4628 Words   |  19 Pagessociety in regard to juvenile delinquency. It has been suggested that a punitive response to the problem of youth violence in America is an effective means of solving the issue of youth crime, and would also deter future offenders. As a result, the existence of rehabilitation strategies within the system available to offenders is under threat. A harsh and punitive response to youth violence was, in part, brought about by a moral panic across America. Exaggerations by the media and politicalRead MoreWhat Are the Major Issues That Cause Inner City Youth to Join Gangs and Become Delinquent? Discuss Whether the New Labour Government’s Policies Have Been Effective in Solving These Issues?8138 Words   |  33 PagesSOCIAL POLICY PROJECT MODULE: SS3P02N Question: What are the major issues that cause inner city youth to join gangs and become delinquent? Discuss whether the New Labour Government’s policies have been effective in solving these issues? 2010 Project by: Alice Mutumba Student No: 05038460 CONTENTS PAGE 1. INTRODUCTION 1.1 Summary The perception that gang culture in relation to youth crime is growing in the UK is intensified by the media, it is very rare to read a daily paper these days withoutRead MoreYouth Gang Violence in Australia2230 Words   |  9 PagesYOUTH GANG VIOLENCE IN AUSTRALIA A report by Sam Brown The legal argument being stated in this report refers to the developing issue of youth gang criminology that has somewhat flourished and further advanced in the suburban areas of Australia since the 1990s. The term ‘gang’ is debated throughout the cases presented to psychological and criminal observers, argued to be diverse in definition because of its variety to identifiers. What causes the most uncertainty towards the issue is the queryRead MoreDescription and Analysis of the Different Types of Gangs in the US1060 Words   |  5 Pagesfor their members. The gang becomes their family. They are able to trust them, rely on them, and the gang gives them a sense of self and importance. Gangs have the ability to offer status, refuge, protection, and opportunity of stigma free life within this population (Tower, 2013, p. 82). In the PBS show Interrupter ex-gang members and ex-gang enforcers joined together to help prevent shootings and killings that accompany life and gang related activity. The main concerns are how to stop shootings

Traditional Education Free Essays

Traditional education From Wikipedia, the free encyclopedia Traditional education, also known as back-to-basics, conventional education or customary education, refers to long-established customs found in schools that society has traditionally deemed appropriate. Some forms of education reform promote the adoption of progressive education practices, a more holistic approach which focuses on individual students’ needs and self-expression. In the eyes of reformers, traditional teacher-centered methods focused on rote learning and memorization must be abandoned in favor of student-centered and task-based approaches to learning. We will write a custom essay sample on Traditional Education or any similar topic only for you Order Now However, many parents and conservative citizens are concerned with the maintenance of objective educational standards based on testing, which favors a more traditional approach. Depending on the context, the opposite of traditional education may be progressive education, modern education (the education approaches based on developmental psychology), or alternative education. [1] Contents * 1 Definition * 2 Instruction Centre * 3 Marking * 4 Subject Areas * 5 Criticism of the concept of teaching in traditional education| Definition The definition of traditional education varies greatly with geography and by historical period. The chief business of traditional education is to transmit to a next generation those skills, facts, and standards of moral and social conduct that adults deem to be necessary for the next generation’s material and social success. [2] As beneficiaries of this scheme, which educational progressivist John Dewey described as being â€Å"imposed from above and from outside†, the students are expected to docilely and obediently receive and believe these fixed answers. Teachers are the instruments by which this knowledge is communicated and these standards of behavior are enforced. [2] Historically, the primary educational technique of traditional education was simple oral recitation:[1] In a typical approach, students sat quietly at their places and listened to one student after another recite his or her lesson, until each had been called upon. The teacher’s primary activity was assigning and listening to these recitations; students studied and memorized the assignments at home. A test r oral examination might be given at the end of a unit, and the process, which was called â€Å"assignment-study-recitation-test†, was repeated. In addition to its overemphasis on verbal answers, reliance on rote memorization (memorization with no effort at understanding the meaning), and disconnected, unrelated assignments, it was also an extremely inefficient use of students’ and teachers’ time. This traditional approach also insisted t hat all students be taught the same materials at the same point; students that did not learn quickly enough failed, rather than being allowed to succeed at their natural speeds. This approach, which had been imported from Europe, dominated American education until the end of the 19th century, when the education reform movement imported progressive education techniques from Europe. [1] Traditional education is associated with much stronger elements of coercion than seems acceptable now in most cultures. [citation needed] It has sometimes included: the use of corporal punishment to maintain classroom discipline or punish errors; inculcating the dominant religion and language; separating students according to gender, race, and social class, as well as teaching different subjects to girls and boys. In terms of curriculum there was and still is a high level of attention paid to time-honoured academic knowledge. In the present it varies enormously from culture to culture, but still tends to be characterised by a much higher level of coercion than alternative education. Traditional schooling in Britain and its possessions and former colonies tends to follow the English Public School style of strictly enforced uniforms and a militaristic style of discipline. This can be contrasted with South African, USA and Australian schools, which can have a much higher tolerance for spontaneous student-to-teacher communication. citation needed] Instruction Centre | | Topic| Traditional approach| Alternate approaches| Person| Teacher-centred instruction: * Educational essentialism * Educational perennialism| Student-centred instruction: * Educational progressivism| Classroom| Students matched by age, and possibly also by ability. All students in a classroom are taught the same material. | Studen ts dynamically grouped by interest or ability for each project or subject, with the possibility of different groups each hour of the day. Multi-age classrooms or open classrooms. [3]| Teaching methods| Traditional education emphasizes: * Direct instruction and lectures * Seatwork * Students learn through listening and observation[4]| Progressive education emphasizes: * Hands-on activities * Student-led discovery * Group activities| Materials| Instruction based on textbooks, lectures, and individual written assignments| Project-based instruction using any available resource including Internet, library and outside experts| Subjects| Individual, independent subjects. Little connection between topics[3]| Integrated, interdisciplinary subjects or theme-based units, such as reading a story about cooking a meal and calculating the cost of the food. | Social aspects| Little or no attention to social development. [3] Focus on independent learning. Socializing largely discouraged except for extracurricular activities and teamwork-based projects. | Significant attention to social development, including teamwork, interpersonal relationships, and self-awareness. | Multiple tracks| * A single, unified curriculum for all students, regardless of ability or interest. Diverse class offerings without tracking, so that students receive a custom-tailored education. * With School to work, academically weak students must take some advanced classes, while the college bound may have to spend half-days job shadowing at local businesses. | Students choose (or are steered towards) different kinds of classes according to their perceived abilities or career plans. Decision s made early in education may preclude changes later, as a student on a vo-tech track may not have completed necessary prerequisite classes to switch to a university-preparation program. Student and teacher relationship| Students often address teachers formally by their last names. The teacher is considered a respected role model in the community. Students should obey the teacher. Proper behavior for the university or professional work community is emphasized. | In alternative schools, students may be allowed to call teachers by their first names. Students and teachers may work together as collaborators. | Marking Topic| Traditional approach| Alternate approaches| Communicating with parents| A few numbers, letters, or words are used to summarize overall achievement in each class. Marks may be assigned according to objective individual performance (usually the number of correct answers) or compared to other students (best students get the best grades, worst students get poor grades). A passing grade may or may not signify mastery: a failing student may know the material but not complete homework assignments, and a passing student may turn in all homework but still not understand the material. | Many possible forms of communicating achievements: * Teachers may be required to write personalized narrative evaluations about student achievement and abilities. Under standards-based education, a government agency may require all students to pass a test; students who fail to perform adequately on the test may not be promoted. | Expectations| Students will graduate with different grades. Some students will fail due to poor performance based on a lack of understanding or incomplete assignments. | All students need to achieve a basic level of education, even if this mean s spending extra years in school. | Grade inflation/deflation| Achievement based on performance compared to a reasonably stable, probably informal standard which is highly similar to what previous students experienced. The value of any given mark is often hard to standardize in alternative grading schemes. Comparison of students in different classes may be difficult or impossible. | Subject Areas Topic| Traditional approach| Alternate approaches| Mathematics| Traditional mathematics: * Emphasis is on memorization of basic facts such as the multiplication table and mastering step-by-step arithmetic algorithms by studying examples and much practice. * One correct answer is sought, using one â€Å"standard† method. * Mathematics after elementary grades is tracked with different students covering different levels of material. Mathematics is taught as its own discipline without emphasis on social, political or global issues. There may be some emphasis on practical applications in science and technology. | * Curriculum de-emphasizes procedural knowledge drills in favor of technology (calculators, computers) and an emphasis on conceptual understanding. * Lessons may include more exploratory material supportive of conceptual understanding, rather than direct presentation of facts and methods. * Emphasis may be on practical applications and greater issues such as the environment, gender and racial diversity, and social justice. Mathematics lessons may include writing, drawing, games, and instruction with manipulatives rather than filling out worksheets. [5] * Lessons may include exploration of concepts allowing students to invent their own procedures before teaching standard algorithms. * Grading may be based on demonstration of conceptual understanding rather than entirely on whether the final answer is correct. * In some countries (e. g. the United States), there may be expectations of high achievement and mastering algebra for all students rather than trackin g some students into business math and others into mathematics for math and science careers. Science| Fact-based science: Science class is an opportunity to transmit concrete knowledge and specific vocabulary from the teacher (or textbook) to the students. Students focus on memorizing what they are told. â€Å"Experiments† follow cookbook-style procedures to produce the expected results. | With Inquiry-based Science a student might be asked to devise an experiment to demonstrate that the earth orbits the sun. The emphasis changes from memorizing information that was learned through a scientific method to actually using the scientific method of discovery. Language learning| Phonics: The focus is on explicit training in sound to letter correspondence rules and the mechanics of decoding individual words. Students initially focus on phonics subskills and reading simplified decodable texts. When they have mastered a sufficient number of rules, they are allowed to read freely and e xtensively. (In many languages, such as French, Spanish and Greek, phonics is taught in the context of reading simple open syllables. )| With whole language the child is exposed to rich, relevant language that can heighten motivation to read. Learning to read is assumed to be as natural as learning to speak, so students are not formally taught sound to letter correspondences, but assumed to infer them on their own. (Note that this issue is limited to languages such as English and French with complex phonetics and spelling rules. Instruction in countries with languages such as Spanish and Greek, which have relatively simple phonetic spelling, still depends mainly on phonics. )| Criticism of the concept of teaching in traditional education Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without it being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Critics argue that most of what is taught in classroom settings is forgotten, and much of what is remembered is irrelevant. How to cite Traditional Education, Papers