Biological foundation of education

These three organizations utilize hands-on educational and mentoring initiatives to encourage students in grades K to pursue careers in Science, Engineering, Technology and Math STEM. The long time partnership with Science Buddies supports an online forum for students to connect with real-life science and engineering role models. According to the National Math and Science Initiative, only 44 percent of high school graduates are ready for college-level math and only 36 percent are ready for college-level science.

Biological foundation of education

When physiologists of the late nineteenth century began to use scientific methods to study the mind, psychology became an independent scientific discipline. As a science, psychology relies on objective, systematic observation as its primary source of knowledge.

Philosophy relies more on reasoning. While philosophers argue about reality, scientists make predictions called hypotheses and test them in the physical world, fully accepting the possibility of being wrong.

Biological foundation of education

The Philosophical roots of Psychology The philosophical roots of psychology reach back to the philosophers of ancient Greece, most notably Plato B. C and Aristotle B. Plato, who was renowned for both his physical and mental prowess, excelling as both a soldier and an intellectual, was suspicious of the senses as a source of knowledge.

He believed that our senses can deceive us, as in illusions such as the bent appearance of a straight stick that has been partially inserted into a pool of water. Plato also believed that human beings enter the world with an inborn knowledge of reality, a position called nativism.

He believed that reasoning provided access to this knowledge, a philosophical approach to knowledge called rationalism.

Plato used reason to study a variety of psychological topics, including- dreams, perception and mental illness. Yet, when using reasoning to retrieve supposedly inborn knowledge, even Plato and other philosophers were sometimes wrong.

For example, Plato reasoned incorrectly that we see objects because they are illuminated by beams of light emanating from our eyes. But Aristotle, like Plato, reached some erroneous calculations. For example, because the heart seemed more responsive than the brain during emotional experiences, he believed the heart was the site of mental processes.

Following the decline of the ancient Greece, the early Christians and Medieval eras were given answers to psychological questions more often by theologian philosophers than by secular philosophers like Plato or Aristotle.

The dominant western authority was Saint Augustine Augustine wrote of his views concerning memory, emotion, and motivation in the self analysis he conducted in his classic autobiographical work Confessions. He provided insights into the continual battle between our human reason and our animal passions.

Though Augustine contemplated about psychological processes, neither he nor his contemporaries used the scientific method to study them Pratt, During the middle ages, when the Christian west was guided largely by religious dogma and those who dared to conduct empirical studies risked punishment, scientific investigations became almost the sole province of Islamic intellectuals.

Perhaps the most noteworthy of these was Abu Ibn Sina —better known as Avicenna, who kept alive the teaching of Aristotle. With the reemergence of western intellectual activity in the late Middle Ages scholars who had access to Arabia translations of the Greek philosophers rediscovered Aristotle.

One brave exception was the Franciscan friar Roger Bacon — Bacon was influenced by his contact with Arab scientists who stressed the importance of gaining knowledge through the senses.

Biological foundation of education

As a consequence, Bacon urged philosophers to favor empiricism over authority. With the coming of Renaissance, extending from fourteenth through the sixteenth centuries, western authorities relied less on theology and more on philosophy, once again, to provide answer to psychological questions.

The spirit of the Renaissance inspired Rene Descartes —the great French philosopher-mathematician scientist. Descartes had broad interests, including gambling, traveling, and inventing.

Among his inventions were wheelchair and a method of dying gray hair. Descartes, the first of the modern rationalists, insisted that we should doubt everything unless proved self-evident by our own reasoning.

Descartes contributed to the modern intellectual outlook, which places skepticism above blind acceptance of dogma put forth by authority that his works were put on its list of banned books.Job Openings. Find an opportunity that fits you.

Sort by job type and select from all the organizations within NSF to narrow your search. Directorate for Education and Human Resources (EHR), Employment Opportunity for a Program Director (Open Until Filled) The Division of Biological Infrastructure (DBI), Directorate for Biological.

Philosophy of Education for Foundations of Education. Outline: Philosophy of Education I. Introduction A. Howard Gardner's theory of multiple intelligences B. My future classroom C. My role as a male educator II. Definition of Philosophies A.

Philosophies 1. About. HHMI is a science philanthropy whose mission is to advance basic biomedical research and science education for the benefit of humanity. The study of philosophical foundations of education is typically offered as a master's degree program.

The main goal of a program in philosophical foundations of education is to prepare students for administrative roles in an education environment and prepare them for potential future study in a Doctor of Philosophy (Ph.D.) or Doctor of Education (Ed.D.) program.

We are a private, national foundation that works to expand opportunities in America’s cities through grantmaking and social investing in arts and culture, education, environment, health, human services and community development in Detroit.

We are a private, national foundation that works to expand opportunities in America’s cities through grantmaking and social investing in arts and culture, education, environment, health, human services and community development in Detroit.

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