Online Philosophy Class Help

Online Philosophy Class Help "I hope the students find self-examination very useful when trying to sort out their feelings and move on." - Jhulsika Patel, University of Massachusetts, Amherst Dear Course Instructor, With the approach of end of the term and before the final assignment is graded, I have an offer to help students in various small groups. My students vary in age from 19-29. (all of them married with non-traditional work schedules: 15 day working week; 10 day coming weekend; even 7 day work week) and self-reported intelligence. From time to time I will cover relevant things with my students (some have had personal experience): -a wide range of issues (weight, job satisfaction, relationships, finances, emotional concerns) -many different personalities and communication styles are seen: from different gender, sexual identity, racial identity, religious identity and so on -history of abuse, denial, anger and my blog on and so forth I found one colleague who really helped students and did it in an atmosphere of respect and acceptance. His approach is to give students time (for questions) and space (to respond individually). I have adopted his policy and found it to be rewarding and helpful for my students.

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What is interesting is that my students did not appear to have any preconceived ideas about gay and lesbian people or about transgender people. Over the years, I can sense a sense of tension and the need for freedom of expression, sometimes even a resistance to any expression of sexuality. At the beginning, I have found the space and time to explore this side of my students' lives. For most of the students, having my "friend" (the gay professor) on our "team" has been very gratifying and a very important part of their life. I think that my students benefit by learning to express themselves and to use open-minded questions to explore issues and feelings in a respectful and supportive setting. Students come to see me as a truly human, warm and caring "friend". -Jhulsika, Faculty of Arts and Sciences, University of Massachusetts, Amherst Dear Instructor, I'd like to start with a pretty straightforward question: How would you use the term "self-examination?" Please be specific--something like, "I trust that practice self-analysis at periodic intervals will lead to a much clearer understanding of my thoughts and feelings about each issue.

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" I hope the students find self-examination very useful when trying to sort out their feelings and move on. It's a skill that they may need when time and maturity permit. But it's also a skill that many of them don't always have. Second, I wonder how would you use the term "open communication"? Would you simply say, "We will give a wide berth to anybody who is homophobic or sexist or homophobic in order to be fully open and communicative" or would you suggest (although it doesn't seem to do any harm) that you don't tell me: "Don't worry: you're not homophobic." Also, please take some time to consider whether you allow a group of tenured and veteran professors to use this kind of "open communication" to get rid of tenured scholars that they don't like--all those who have said ridiculous things over the years. You probably also don't try to be responsible for everyone elseOnline Philosophy Class Helpers This is a lesson that I started a long time ago on my online philosophy class. I never seem to have time for much else, but this has to make its own time.

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On the first level the student is encouraged to find one of his beliefs to which he agrees. Then he is encouraged to ask himself what he can do to make that belief happen. I will first start with the statement, from Socrates' Apology, The highest good is health. I would expect that it is not so easy to make a good life that can be sustained in health. I will let him do this on my initiative. When he is done writing it out in our common workbook; I will look it over and give advice on good health. In this way the students will build a good self esteem and be able to set aside their need for God as well as their need for success.

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Now it gets interesting. He is advised to be cheerful and positive. To put a smile on your face. It always helps to be happy and optimistic. In this same lesson he is asked to tell five positive things about himself and write them on his common workbook. The reason for this is I want to encourage them to see themselves in strong positive light. And to do so it must stand on its own while maintaining its relationship to the great question "What is the Good life?" Who would have thought that so few would not benefit from participating in a good philosophical class like this? In keeping with the philosophy of the learning I will ask him to invite someone to the class to share their own happy and meaningful life with you.

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You will have to tell him who it was and talk to him. This should encourage him from our school and our purpose. Once he has been to your house he is given permission to bring two people into the class. One is his peer and one is from the school. These two should be accepted by him as friends. Your reason for this invitation is to give a general orientation to the class as well as to welcome her response guest philosopher. It is also a test of the students patience.

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If he gets in a situation where he cannot manage to fit two people in and is either late or very late or gives either a reason that you have not provided for it yourself, it should be taken seriously and a test allowed. First and foremost the student needs practical wisdom and one that is well earned in life. This type of class is taken serious. Whoever thinks of this as a philosophy class should begin to think they are involved in a classroom for a try this web-site Perhaps this is a philosophy test. A good class would begin with some philosophy to go with. In this class we know each other as students and that is good.

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Now we are going to focus on the question of how best to live and if there is a purpose we can accomplish while living. How to find happiness in a world of limited happiness. How to work through things. browse around this site are not interested in theories on happiness or life and what a person would do to get happy or get over things. This is a practical question that the class will try to answer. This book will hopefully be completed. We will go through my answers to the question above and to your questions.

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As our class starts to work we will begin to change the focus of our class. This is the point of great danger in this type of class when the teacher is so focused on these goalsOnline Philosophy Class Help Category Archives: Philosophy Online Philosophy class. Your online course assistant thinks that this online class is a very good idea for you. You can use your iPad or laptop, use WiFi if you have it, and you don’t even need to be standing in front of your computer. However online, you would do better training yourself in a different direction and hopefully also learn more from a live, face-to-face human. I’ve tried it twice now and it has been a unique teaching tool and an excellent experience. I disagree quite a bit with the main statement here.

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I believe the real issue is not that a personal interaction is good or bad for learning. Instead, it depends upon the person and how willing they are to be in front of a class. In the case of the personal interactions: The world changes enough As we learn new skills and develop new abilities, the world changes. We can’t expect to stand in front of a classroom full of experienced developers and be the best of ourselves. Nor are we trained to easily jump on a plane and become an expert in China, over-seas, and then return home and immediately become the best teacher back in the United States. No matter how self-disciplined one is, they will only be better than they were at the previous time than they were when they were taught. We interact with old and new cultures I’d like to think that by now most people in the world have developed more weblink an ability to read and understand cultural differences.

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People can now easily be exposed to different languages, time differences, language changes, as well as politics and world events. As a result, we are able to better understand ‘who is in charge of other countries and how did they get to that version of things.’ We are able to understand it as adults. We compare ourselves to the people we want to train but cannot exactly make ourselves. Yet people often change to compensate for not having a natural way or ability. They try to make themselves in ways like others. This may have the effect of weakening them as well as improving.

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It’s about building the ability to work with these people click to read more varying situations. Having all their unique characteristics. How best to deal with them. While knowing how they deal with the same situation. The world we work in changes enough to help our knowledge and understanding even if we weren’t standing in front of the room with them. The classroom just wants to make it as well as it can while we are there and nothing else. If you would take over the class and change enough to completely derail it, this would be a teaching aid.

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We’ve had many firsts with this online class. I’ve taught it to almost every one of my students at some time in their education, and this first-time experience has not been a wasted one. I have reached multiple cross-cultural situations in a short format over the course of the lesson, and yet I still had no idea what I was to bring to them. It’s almost as if anyone anywhere can go on-line and have a personal, non-instructional teacher of the same quality as me. That says a lot about the worldwide, easily-accessible, fast-paced revolution in education we offer students today. We spend our lives living in different cultures. Different time zones, different languages, different people and different political situations and perhaps even different countries or continents.

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All of us are exposed to new cultures all the time. We train and learn new things (never mind perfect them) when we speak about different cultures. We learn new things about history, global issues, philosophies, different countries, their governments, religious changes, and so on. All of this changes our thinking at some points and is the real reason for this course. All of this information is available for anyone who takes the time to go online. In 5 minutes a world’s knowledge is there just waiting to be acquired. There is no need for an hour-long lecture down in a classroom, and no one has an agenda other than to develop their own skills and understanding.