Philosophy of Education

Orhan Seyfi Ari

Teacher & Philosopher

On the philosophy of education, and on educational philosophers,

thinkers, teachers, educators, philosophies of education in teaching

The late Orhan Seyfi Ari was a philosopher and educator, a teacher who

was dubbed Teacher of Teachers and who a street was named after; as a

teacher and headmaster hailed for social and cultural educational reform,

a columnist and poet, some of his philosophy on philosophers, educational

thinkers & philosophies of education and teaching, are deducible as below

~ Orhan Ari saw himself as a humble teacher: "I am neither a scholar, nor

a philosopher" he wrote his unfinished treatise - he has been hailed also

as a scholar, a thinker, a philosopher.

 

Dogrusoz -Kibris, on a nation's philosophy of education & educators, teachers, teaching, and teacher Orhan Ari, 5 Feb. 99

Sometimes a great school is a man, sometimes a man is himself  a great school   

Fedai -Halkin Sesi, on a teacher philosopher's philosophy of education of the youth, deeds of illumination, 27 Dec. 92

Seeking of you insight the wonders of the universe into

I knew, at last, this, that the universe was you

Metiner -Birlik, poem, on the social changes in philosophy of education & culture by teacher Ari, 29 Jan 93

Well known and versed, none was he… Than the pilgrim -the teacher: Orhan Ari

… possessions to his near and dear… He settled on the throne of omniscience in the world after here

Orhan Seyfi Ari rhymed thus the philosophies of philosophers, the efforts of educators, teachers, failing to wake man to his difference from wild animals he was behaving as:-

" 'I was an ape' you say -or amphibian?

And now?!  Are you not now.. 'man'!? "

Failings were of.. philosophers, eastern and western thinkers, educational philosophy, teachers, teaching - in teaching values.

Were affecting educational philosophies and educational philosophers, educators and education, teachers and teaching, philosophy and science, knowledge and wisdom, the biases of those who thrived on ignorance and sought to unpopularize 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 scepticism 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, it affected society's learned behaviour ~ 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', teachers', deeming it untruth in epistemology, education, teaching.

Good considered some eastern and western philosophies and philosophers man, bad other philosophies and philosophers; while differed philosophers' knowledge and wisdom and philosophy, logic in philosophy on man's behaviour (irrespective of the 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 and 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 and teachers of morals, or education, teaching) changed what he disliked.

"Continues the suffering, and continues the wait

But so long as tomorrows there are, the hope is great"

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 education he was in fright without flight, his 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 -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. 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 behaviour 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 philosophy 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 affecting the former's people 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 the 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 philosophers, philosophy, educators, teachers, education, teaching, causing leanings globally undesirable, injurious to both society and the individual.

"Society is the soil, individuals the seeds to grow

Honest & sure's 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, continued to be based on obstinacy and ignorance; whether on spirituality with accepted unknowns man considered himself more knowledgeable in teaching and education on much eastern and western philosophy by many eastern and western philosophers about afterlife than 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, as based e.g. on 'the ten commandments', of all of the religious, secular, materialist societies?!

Despite some philosophers and philosophy, educators and teachers and education, wasn't man's imagination shameless, unknowns of philosophers and philosophy and science limiting reason -and (notwithstanding influences through religion, philosophers and 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'?!

Concern with language of philosophers, of philosophy, had to be more, extended beyond its symbolism which knowledge changed: Language was being perverted with biases or ignorance -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 from languages of nations they hailed to be advancement in civilization as 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, teachers, it fell upon, in teaching, to explain, to ensure appreciation of this.         

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 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. of Avicenna's philosophy being right but Abu ibn Sina's philosophy wrong ~much more than man's experiences when young did that at all times enable cruelty by presenting to man his fellow men as bad, his being advocated by abusers of his innocence or by the ignorant to behave badly effecting similar response; there was much to an address to a teachers school that true victory and the greatest service to mankind was defeating ignorance. It fell on philosophy and philosophers in education, on educators, teachers, to take heed of the need to balance practical teaching with academic teaching enabling doers to be (or with them also there to be) thinkers ~man aspired to quiet enjoyment -did not systems that failed man's aspirations to cherish always perish?!

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 'metaphilosphy' 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 that religions advocated a mind usable well or badly as science the intellect and philosophy man's will in systems and orders 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 taught to enable man to apply his own mind, and that appreciation.

     To believe, than to defend is other

To talk about's one thing, to do another

Philosophy was not nonsense divorced from logic, nor affected 'metaphilosopy' 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 e.g. only now it has 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 philosophy and philosophers was considerably based on ignorance, e.g. of psychologists' increasing acceptance of 'mind', of evolutionary theories having come to be accepted 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 philosophy and philosophers, was bad for teaching, education, educators, teachers.

Man had potential, always learned -his appearance of being more capable of learning when young had to do with many concerns of adult life affecting as non-use did a car battery ~love aided in education and teaching but left much to be desired if rapport or response was without conscious understanding.

Educators and teachers in teaching, philosophers in philosophy, did owe care in teaching and education not to couple biases affecting teaching and education contrary to man's aspirations with such innocence -that did begin by exercising thought in education, and teaching to think.

  "Never the thinker expires

Who in others thinking inspires"

'Read.. the life of this extraordinary.. poet & thinker'-Internet Adviser Jul 01 -click MAIN PAGE - ANA SAYFA