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Basilica Nova and St Peters Square
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Basilica Nova and St Peters Square
Imperial Christian architecture and art is an important part of art when it comes to art history based on religion. Early byzantine art is also of great importance when it comes to art history and how this art was used in churches and in worship and how significant it was to the people then as well as now. This art not only communicates about religion but it also shows how the people of that time practiced their culture and how that culture formed a very deep connection to God and spirituality which is displayed through the art. Basilica nova was built by emperor Constantine while St. peters square was constructed under Pope Alexander VII. These two churches are of great importance to the Christian worship and in them there is a lot of art which expresses different beliefs and the way of living at the time the church was constructed. This paper compares and contrasts the two churches in terms of their architecture and the art within the churches.
Constantine came to the top of the roman empire leadership at a time when the empire was divided within itself and it was facing external threats due to its internal weakness. This was a time when a lot of people vied for the position of the roman emperor. In 312 CE, Constantine won over Maxentius in the battle of Milvian Bridge. Due to this win the empire came back together and this was a time when emperor Constantine allowed Christianity to be practiced since he believed that it was the Christian God who had helped him to win the war. This was despite the fact that he came to believe during his deathbed moments. After Constantine won over Maxentius. He realized that Maxentius was in the process of building a grand basilica which he took over and finalized. It is located near the roman forum and it was renamed basilica nova.
When the basilica was complete it came to 300 feet, 215 feet wide and had a height of 115 feet. It was supported by concrete walls which were 15 feet thick. It was decorated with marble stucco and veneer. The northern end had an apse and the southern end was flanked by a porch. The Colossus of Constantine was located at the apse and it was built of many parts and not one. the body was built with wooden framework, brick core and it was gilded. Some parts remain of the colossus and one of them is the head that is over 5.5 feet long and eight feet tall. It portraits an individual with clearly defined features like the jaws, hooked nose, and large eyes. One hand points upwards towards the heavens while the other one held an orb or a scepter. It was a common multipurpose hall during the roman empire times and it functioned as law courts, business transactions and law courts.
On the other hand, St. peters basilica took a long time to build and many people were involved. However, the most important person was the Pope Alexander VII. St peters square houses over 300,000 people at once and it is one of the most famous and biggest squares in the world (Jones). The square was designed by Bernini in the 17th century and it has very many columns and rows. The square faces St. Peters Basilica and it has a lot of art within it. The most spectacular art which can be seen is the two giant statutes of St. peter and St. paul who were the two apostles to Rome. Interior of St peters square is decorated with marble. The entire interior of St. peters square and basilica are decorated with marble, gilding, reliefs, and architectural sculpture (maverickonthemove). It has a large number of tombs especially for popes and these are considered great works. There are also other great works of art and one of the most outstanding ones is the Michelangelo’s pieta as the mother of Jesus holds Jesus after being removed from the cross.
The art which is within the basilica and the square was done by some of the most famous artists like Carlo Maderno, Donato Bramante, Gian Lorenzo Bernini among others. The square also contains the Egyptian obelisk also known as the witness and placed at the center (“St Peter’s Square Vatican Rome Architecture & Facts Guide”). It is 84 feet tall and including the base it is 130 feet. It was originally in Forum Lulium around 25-30 BC. Caligula brought it to Rome and erected in 37 AD.
These two churches represent different people however along the same line of faith. Constantine and his basilica nova represent the people of his time in the year 300 AD while st peters square and basilica represent the people of 17th century (Jones). The two have differences but still also have similarities. Some of the similarities include the fact that the worship is of the same God for both. Therefore, the churches are constructed for the same purpose even though during the time of Constantine the church was used for several difference purposes. Both of the churches have art and this expresses the ability of the people of the two different times to express themselves. The differences include the fact that basilica nova is a small church compared to St. peters basilica and square. St peters basilica and square also have a lot of art which comparing to basilica nova does not exist.
In conclusion, these two churches express the thoughts of its people and the art which they used to have within their abilities. Even though the differences exist, the most important part is the ability of the churches to express faith and art at the same time.
Works cited
Jones, Muffet. “Early Christianity and Byzantine Art.” Boisestate.pressbooks.pub, boisestate.pressbooks.pub/arthistory/chapter/early-christianity-byzantine-art/. Accessed 27 Oct. 2021.
“St Peter’s Square Vatican Rome Architecture & Facts Guide.” Visit Vatican Info – Explore Rome with Our Rome Travel Guide, 15 Aug. 2020, visitvatican.info/st-peters-square/#Astonishing_details_about_St_Peter8217s_Square_Architecture. Accessed 27 Oct. 2021.
maverickonthemove, Author. “St. Peter’s Basilica – Renaissance Architecture at Its Best.” MaverickOnTheMove, 10 Sept. 2016, maverickonthemove.wordpress.com/2016/09/10/st-peters-basilica-renaissance-architecture-at-its-best/.
A Fooled Nation Hitlers Rise to Power
A Fooled Nation: Hitler’s Rise to Power
With a lock of hair falling over his forehead and a square little mustache on his often, somber face, Adolf Hitler seemed a comical figure when he first entered into politics. He was a public speaker who ranted and raved until his voice was hoarse and sweat dripped from his brow. Hitler was an evil genius. With the help of fanatic disciples and gullible masses, he profoundly changed Germany and the political face of Europe; unleashing the most terrible war in history and unprecedented genocide in which more than six million Jews died.
Hitler is called mad; but were the men around him also mad? They were cultivated, educated, learned men. Germany wasn’t a backward country, preyed on by ignorance, but one of the most advanced nations in the world; renowned for great scientific and cultural achievements. His program was one for evil and destruction and yet the majority of the people in Germany accepted it. How did Hitler come to power? His ideas have lived on, unfortunately. Many around the world still find inspiration in his words. Also have lived on, the memories. Time has not dimmed the terms storm troops, gas chambers, death camps, and holocaust. A new generation asks, why?
On the morning of September 15 1930, early editions of newspapers across Germany brought the first reports that Adolf Hitler’s National Socialist German Workers Party (NSDAP) had scored a stunning electoral triumph. Only two years earlier, the party had languished in obscurity. The appeal of the Nationalist Socialists was so small that most commentators, those who recognized them at all, saw them as a minor and declining party. Yet, when the polls closed on the evening of September 14, 1930 the NSDAP had become the second largest party in the Weimar Republic.
The NSDAP was founded as “Deutschearbei Partei”, the German Workers Party (DAP) in Munich, during January 1919. It was one of a number of German political parties clustered along the outskirts of German politics in the immediate post-war period. Initially, it was hardly more than a debate society. It had less than thirty members, only three of which were active political speakers. The organization would probably have remained this way had it not been for the extraordinary leadership and propagandistic talents of Adolf Hitler who joined the party in 1919.
Adolf Hitler was born in Austria in 1889. He stood out in no way as a boy and didn’t finish High School. He moved to Vienna in 1907 and applied to the Vienna Academy of Art, twice, but was rejected. The heads of the department felt he was not talented enough. They had no idea how this decision would affect history. When World War I broke out, Hitler enthusiastically enlisted in the German army. His life was going nowhere and the war provided him with something to fill the void. He was looking for an adventure. In the war, he proved a dedicated and brave soldier. He was temporarily blinded by poisonous gas and was shot on the leg. He learned a lot about violence and its uses. But he was never promoted to a leadership position. His supervisors claimed that he had no leadership qualities. They were quite wrong.
At the end of the war, Hitler was disillusioned and angry: Germany had lost. He became very nationalistic and anti-Semitic like many other disillusioned soldiers. He was sure, suddenly, that the purpose of his life was to lead Germany. Adolf the artist was the dead and Hitler the politician was soon to emerge. It was his remarkable energy and magnetism as a public speaker that first shot the party into the local Munich limelight and later catapulted the movement into national recognition.
From it’s beginning, the DAP was distinguished from other German parties. Like the others, it was extremely nationalistic, anti-Semitic, anti-Marxist and anti-Weimar Republic. But the DAP was determined to win the support of the working class for its cause. The party emphasized its commitment to “ennobling the German worker.” They claimed the Jews were controlling Germany and taking over. In reality, there were only about six hundred thousand Jews living in Germany and they represented less than one percent of the population.
From the very moment of his early entry into the tiny DAP, Hitler was determined to transform the party into a prominent political organization. He had great plans, most of which came true. His tireless activity (he was unemployed) and his surprising success as public speaker soon made him indispensable. By the end of the year, Hitler had become both propaganda chief and a member of the executive committee. At the same time the party changed its name to the National Socialist German Workers Party (NSDAP); or Nazis for short.
Hitler, ordinary as he seemed, turned out to be a mesmerizing speaker. During 1920, his reputation as a fiery and effective speaker continued to attract increasingly large audiences to his carefully orchestrated and powerful public appearances. His voice, his features, his words, the passion he displayed put a spell on his audiences. He was like a magician. But it wasn’t just magic: the meetings were always held in the late afternoons after his audiences had left work. They were more susceptible to what he had to say. The mood in Germany was grim and his public was depressed. Hitler took advantage of all their weaknesses. Doctors, lawyers, teachers and other members of the upper class, as well as workers began to join the Nazi party.
Hitler dressed up his creed with symbols of power. He put his early Nazi followers into brown-shirted uniforms and called them storm troops or SA. The name inspired fear. So did the way they looked and the sound of their boots. Hitler also created a Nazi flag: a red banner with a black swastika on a white circle. He did not invent the swastika and before he adopted it, the swastika was a positive, spiritual symbol that meant life and was used by many cultures.
Hitler’s followers left the meeting halls after he spoke shouting “Heil Hitler! Heil Hitler!” Fired by his words, they went out into the streets singing angrily, “When Jewish blood flows from our knives, things will be better!” Not only did they sing, they looked for Jews to beat up. With bully bravado between 10 and 15 of them would gang up on just one person. Hitler’s followers were everywhere. Out of fear or out of sentiment, the public hesitated to interfere.
Did the German government try to stop the brutality? It did, but by the time, the police got there, the aggressors had dispersed. In addition, the Weimar Republic was not very powerful. From it’s foundation during the coalition of 1918, two days before the end of World War II, until it’s demise with Nazi assumption of power in 1933, the Weimar Republic was burdened by a series of overlapping, political, social, and economic problems. A lot of hostility towards it was due to the Versailles Treaty.
Germany had agreed with the Allies to stop the fighting, believing that President Woodrow Wilson’s idealistic “Fourteen Points” would be the basis for a negotiated peace treaty. They found that the treaty was not negotiable and the German delegation was advised to agree or be taken over. The Allies, against President Wilson’s wishes, were determined to get their revenge on Germany. Under the terms of the treaty, Germany was charged with sole responsibility for the war, stripped of it’s colonial empire and a huge chunk of its land, and forced to pay heavy reparations. The treaty seriously disrupted German political and economic life and was considered horribly unfair by Germans and non-Germans alike.
By early 1923, Hitler was in firm command of the Nazi party. As he was responsible for the growth of the group, he could and did set himself up as its leader. Hitler was ready to test the political waters. He wasn’t willing to wait any longer and ruled out participation in electoral politics as the road to power. He was convinced that the Republic could be toppled by revolution. At the time, the Republic seemed vulnerable.
The Weimar Republic was determined to avoid the postwar recession and mass unemployment among the millions of demobilized veterans. It also had to pay pensions to millions of injured veterans, widows, sons and other surviving dependents of the war dead. It also, of course had to pay billions of dollars in war reparations. The result of all these economic demands was high inflation and the result of the inflation was a dramatic deterioration of the Reichmark’s (RM) value. In January 1922, a dollar was worth 8.20 RM. By December, it was worth 7,589.27 RM. In January 1923, it was worth 17,952 RM. By August the exchange rate reached an astronomical 109,996.15 RM to the dollar.
Economic life in Germany acquired an almost surrealistic quality. Imagine that in August you buy a ticket for a streetcar in Berlin for 100,000 RM. One month later the same ticket costs 4,500,000 RM and by November, it’s 150 million RM. In January you buy a kilo of potatoes for 20 RM. In October, the same kilo costs 90 billion. Bread was more than five times that, eventually at 467 billion. The price of one kilo of beef at 4 trillion simply defies imagination. Life was madness not to mention how it affected the cost of living. As prices went up, salaries went up but not quite as quickly as prices.
Meanwhile, the Allies refused to accept payment for the war offered in devalued German currency. They sent French and Belgian troops to occupy the Rurh. A broad political and economic crisis soon developed in Germany. There was rampant inflation, high unemployment, uprisings in the Rhineland, a communist coup in Hamburg, and mobilization of rightist forces in Bavaria. The Republic had the world on its shoulders.
This atmosphere of political and economic crisis inspired Hitler to enlist the NSDAP in a conspirational alliance with a number of other German, political parties and right-wing groups. They planned to overthrow first the Bavarian government and eventually the Third Reich. When at last the accordingly named Beer Hall Putsch went into action it was a fiasco. It was not very organized nor supported by the army. The conspiracy was immediately crushed, Hitler was arrested and the NSDAP was banned throughout the Reich. The humiliation of the Beer Hall Putsch taught Hitler patience. If he wanted to gain power, he would have to do it the hard way: by getting elected.
Although he was found guilty of treason and sentenced to five years in prison, Hitler was released within a year. During his short stay, he was given private quarters and allowed to receive visits often. While in prison he wrote Mein Kampf (My Struggle), the bible of the Nazi party. In Mein Kampf, Hitler set forth his racial views. He said that Germans were the master Aryan race and deserved to rule the world. Actually, the Aryans were one of the first settlers of India and had nothing to do with Germany. He also said that the Jews were evil. The evil was in their genes and could never be eliminated.
While Hitler was in jail, the NSDAP participated in their first Reichstag election. Although the failure of the Putsch had sent the already shaky movement into disarray, some order was restored in the first few months of the following year. Shortly after the failed rebellion, Hitler had entrusted the leadership of the group to Alfred Rosemberg, a man with little organizational experience and less personal authority over the group; qualifications which may have highly recommended him to Hitler. The future Der Fuhrer didn’t want the Nazis to be entirely without leadership but he also didn’t want to be upstaged.
With it’s leader arrested and it’s organization banned throughout Germany, the NSDAP floundered. Before the Putsch, Hitler had given very little thought to any type of plan B should the plot miscarry. As a result, the party wavered on the brink of disintegration. But the election of 1924, nicknamed the “inflation election” because it was during a time when Germany was in a chaotic state due to hyperinflation, was a successful one. They brought in 6.5 percent of the vote.
Starting in 1925, with the institution of the Dawes Plan, Germany entered a period of relative prosperity and political stability. Just as economic turmoil and political unrest characterized the early postwar period, the years from 1924 to 1929 would be remembered as the Golden Twenties. It was the calm before the storm.
For the National Socialists, the next four years were filled with failed tactic after failed tactic to regain a foothold in German politics. After his release from the Landsberg prison, Hitler was determined to reestablish his control over the National Socialist movement. He was also still determined to climb to power the legal way. In practical terms this meant he needed to recruit more supporters for his Nazi party and needed to get them to vote for him.
But nothing worked. When the Reichstag that was elected four years earlier was dissolved, new elections were set for May 20, 1928. The NSDAP brought in 2.6 percent of the vote. It seemed that the organization was done with. Until Black Tuesday.
Half a world away from Germany was the US. But the distance didn’t stop the Great Depression in America from devastating the German economy just when it was getting back on its feet. In late 1929, industrial production began a steady slide. As production fell, unemployment rose. By January 1930, over three million Germans were unemployed. Once again the state of Germany was disrupted and there was misery.
Meanwhile, the NSDAP was better organized and better financed than at any other time in their brief history. Hitler had used the years spent in obscurity to firmly establish his leadership and came to be seen almost like a god to his fanatic followers. The Nazi machine began to take up steam and they began an extensive propagandistic campaign.
They promised debt relief to desperate farmers, new jobs for the unemployed and the perfect answer to very problem plaguing Germany. But it was more than that. Hitler and his Nazis provided hope. Hitler with his words wove a comforting picture of a united, prosperous Germany, which was exactly what they needed to hear.
He told them he would save them from the long chain of disasters. They had lost World War I and been forced to accept the brutal Versailles Treaty and then had to deal with inflation. Now this, the Depression. Screaming, his voice charged with emotion, he spoke of acquiring territory and winning glory for Germany. He told them they were not to blame for losing World War I, they had lost it because of their enemies, the Jews. Again and again he made the same points. Germans were a master race fit to rule the world. Nazis were a force of good in the world, Jews were a force of evil.
Soon, there appeared an upward curve in the Nazis’ electoral fortunes. They became incredibly popular and had a major breakthrough in the elections of September 1930. Their status as a major political party was instituted. As the depression deepened, the Nazi’s membership began to swell. By 1932, the NSDAP had a membership of 1.5 million. The most important election for the Nazis and for the whole world took place in 1937 after a very illustrious campaign. In its most dramatic stroke, Hitler took to the skies in a highly publicized tour appearing in 21 cities in six days. Their campaign was a great success. At this election, the Nazis took 37.3 percent of the votes. They had finally won.
The result put Hitler in a commanding position. But refused to name him Chancellor. This was a very unpopular decision. The Nazis were not yet the most numerous group in Germany but they were certainly the most active and rather most menacing. They desperately wanted Hitler to be chancellor. In January of 1933, President Hindenburg finally asked Hitler to become Chancellor. Because the Nazis did not have a majority of seats in the Reichstag, Hitler had to form a coalition government. In 1933 after the death of President Hindenburg, the German cabinets combined the offices president and chancellor to make Hitler, Der Furher. He had achieved his goal. He was supreme leader and unlimited master of all Germany.
Now he had the power to make war on the Jews. He wanted to make Germany Judenrein, free of Jews. He was going to scare them out.
As soon as Hitler took power he put his beliefs into practice. He abolished freedom of speech and assembly, banned all parties except for the Nazi party and had his political enemies murdered; including seventy-seven Nazis whose loyalty he questioned. Herman Goering, Hitler’s second-in-command, ran the Gestapo, the dreaded secret police. They arrested, tortured and killed any one who opposed Hitler. Joeseph Goebbels was in charge of propaganda and utilized all media to spread hatred of the Jews. The black-shirted SS wore on their uniforms the death emblem, a skull and crossed bones to signify that they were as obedient as corpses. Their duties were to conduct door-to-door searches looking for Hitler’s opponents. The list was a long one: Jews, communists, Gypsies, Poles, Russians, Jehovah’s Witnesses, socialists, unfriendly writers, homosexuals…. You could be arrested for anything or nothing at all.
Even his precious Germans weren’t always satisfactory. German cripples, the deformed and mentally ill, orphans, and the homeless marred his image of the master race. Hitler wanted to make all Germans perfect physical specimens. All of them tall and strong with blue eyes and blond hair though he himself was short, with brown eyes and hair. The Nazis controlled every aspect of German life. They organized Germany’s schoolchildren into “Hitler Youth Groups”. They wore swastika bands and were taught to hate Jews. They were also encouraged to spy on their parents and other adults and to report anyone who said anything against Hitler or his party.
And what of the German Jews? They were caught in a terrifying, situation. No one had ever expected Hitler to become Chancellor; and certainly didn’t expect him to become Der Furher. HIs raving speeches and messages of hatred were to be ignored in a civilized world. Right? The Jews had suffered from the war and the inflation and the Depression just like everyone else. Now their home was a strange, hostile, dangerous place no matter where in Germany they lived and eventually no matter where in Europe you lived.
The SS beat Jews in the streets, raided synagogues, trod on sacred Jewish objects, and burned holy books, laughing and joking as they did so. They mocked, humiliated and murdered Jews. Goebbels fed the flames of hatred. All over Germany, the press reported false acts of Jewish treachery. Stories about Jews drinking the blood of Christian children. The lies rang like truth when they appeared in bold, black ink on the pages of respected newspapers.
Moviehouses, cafes, concert halls and other public places began to put up signs reading, “Jews not wanted.” Signs at swimming pools read, “No Jews and no Dogs.” As if there was no difference. In cabarets, German entertainers put on mock weddings between a German and a pig that was wearing a sign that said, “I’m a Jew!” Hatred and suspicion were everywhere. Germans began to shun their former neighbors and friends. German mobs felt free to loot Jewish stores and homes. German children felt free to bully their Jewish classmates. April 1, 1933 there was a national boycott of Jewish stores. Armed, glaring, uniformed Nazis stood guard outside every Jewish store and allowed no one to enter.
On March 12, 1938 German troops marched into Austria. They were met not with resistance, but with flowers. Here too, Hitler launched a campaign against the Jews. Soon, Austria hated the Jews too. Jewish stores were, again, boycotted. The SS made Jewish men get down on all fours and eat grass, then climb trees and twitter like birds. They made Jewish women run until they fainted.
Now Hitler wanted Austria to be Judenrein too. But they were so annoying he wanted them out of all Europe. Let the Americans deal with them. Then one day, he decided he wanted them off the face of the Earth. He would make the whole world free of Jews. He needed an excuse to do so and was given one by a very enraged Herschel Grynszpan.
The seventeen-year old was living in Paris when he received word from his Jewish family that, being Polish they had been expelled from Germany and sent back to Poland. But Poland no longer recognized them as citizens and they were wandering around, stateless with invalid passports in the “no man’s land” between Poland and Germany. On November 7, 1938, or Kristallnacht, “Night of Broken glass” the angry boy went to the German embassy in Paris and shot the first official he saw. The boy was arrested and the official died two days later. This act triggered off events the dimensions of which Herschel could not have begun to understand or even guess at. It led to the Final Solution, the systematic murder of millions of Jews all over Europe. The Holocaust.
Hitler committed horrible crimes against the Jews and many others in the concentration camps, and ghettoes but he was never punished. In anticipation of his downfall Hitler killed himself in 1945. Because he did it himself he had the last laugh. His book, Mein Kampf is banned in Germany and considered a dirty word. Most Germans want to forget any of it ever happened. But perhaps they shouldn’t. The holocaust was plain, undeniable truth of the horror of humanity. It has been immortalized in pictures, in visual and verbal accounts of those who experienced it and the horrified minds and hearts of the world. If we always remember it and learn to understand it, then we can prevent it from ever happening again; if we answer the question, how did Hitler come to power?
Perhaps it is the weakness of democracies that anyone can take control. Hitler came to power the legitimate way, through participating in elections. True he broke or bent a few rules and cheated and lied but probably no more than any other politician. It is common belief that had Hitler come along at another less desperate time for Germany, history would have played itself out very differently. Germany was weak. The people were miserable and Germans were scared after being hit with wave after wave after wave of calamity.
The Nazis provided the answer for impoverished farmers, ruined shopkeepers and small-business owners, workers disillusioned with the socialists and communist parties, and a host of frustrated and embittered young people of all classes, brought up in the postwar years and without hope of personal economic security. Hitler did a lot of good for Germany, fulfilling most if not all his promises. He provided employment and stabilized the economy. Hitler told Germans they were the master race and promised them the world. He also provided them with a scapegoat; someone to pinpoint their anger at: the Jew. If someone had to suffer and pay the price for Germany’s prosperity then let it be the Jew. Such was their mentality. History books should not portray the Germans as evil; their eager acceptance of Hitler’s ideas and policies is the product o human weakness and imperfection.
But Hitler was evil. Perhaps the most evil of men. An amoral man he viewed his fellow human beings as mere bricks in the political structure he wanted to erect. Hitler has hurt and permanently scarred the world with his destructive message, a message that still lives. But he too deserves understanding. He was born to a submissive, quiet mother and a cold, fearful father. When he was eighteen, his mother whom he was moderately close to, died. He failed at his life’s ambition, to become an artist and saw the country he loved torn apart in a million directions; saw the people he loved starve. Maybe he did believe in every crazy thing he said. Who knows? But we must never forget the Holocaust or Hitler. Both event and figure have something to show about humanity that is ugly but always there. Always ready to strike out. If we forget, it might happen again.
Bibliography:
Basics in Teaching Philosophy
Basics in Teaching Philosophy
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Basics in Teaching Philosophy
Philosophy is a crucial discipline in human development that deals with ultimate nature of facts, reality, values, and existence. It significantly depends on the attitude and theories that are core in determining the behavioral response and acting as the guiding principle for general manners. Philosophy is interrelated to the psychological concepts by which one believe in and is challenging to put aside one these two aspects when studying the other. Psychology comes up with various theories and facts explaining the level by which the environmental, biological and the ecological factors primarily determine the human and non-human behavior. For instance, the Social Cognitive Theory is an essential element not only in psychology but also in the communication and education sectors. In this paper, aspects of self-analysis and reflection, the teaching philosophy, and personal fit and challenges are elaborated.
Reflection and self-Analysis
To start with is the bit of reflection and self-analysis regarding the critical aspects of this course and change its impacts to the individual’s conscience and psychology. There are many assumptions that people about teaching and psychological development during the learning process and social interactions. Philosophy is a crucial discipline that helps learners to appropriately interpret the fundamental factors affecting mind development and the learning theories that are associated with philosophy. When starting the course, there were some assumptions that I believed in that are entirely different to what I know now and the way if thinking. First is the assumption that philosophy was not in any instance interrelated with psychology. It was difficult to relate the two, and the belief was that these two disciplines could not at any instance correlate.
However, after studying the course, it comes to my realization that these two disciplines go hand in hand and one cannot do without the other. Philosophy widely deals with the curious facts concerning ethics, the nature of mind and knowledge. While on the other hand, psychology composes diversion of matters regarding social cognitive, childhood development, information processing and social interaction among many others. It surprisingly comes to my understanding that these two disciplines are connected, and to study philosophy there must first come the perspective of psychology. For instance, in learning about the nature of mind, there must come the attribute of the factors the lead to mental development, and this automatically comes from psychological aspects such as social interactions and the development of that particular child.
Secondly, the other assumption that substantially changed after the study of this course was about the relationship between social interactions and the development of language and mind. It was a belief that thought and fluency in language could only be achieved through studying if not natural. After the course, it came to my realization as one interrupts with others plays a vital role in the same. It is evident from practical experience that even the sharp students and the perfect ones in speaking are good social interactors. They will at all the time be attentive and active audience whether in class or other areas. As individual struggles to answer and ask a question or be involved in an instance that requires specific reaction, the minds are active leading not only to language improvement but also to their thought development as well as understandability. Therefore, it is essential to interact with others in every field that one is as it also enhances the development of self-expression ability. Parents and teachers should not impact fear to children as they develop so that they will grow with proper social interacting skills.
The third assumption that was there before acquiring the philosophical knowledge involved the effect of physical factors on the behavior of a person. Before, it was not to my recognition that the environment an individual is fostered to impact the psychology and behavior of that particular person significantly. There was a change after going through the education curriculum where I came to understand that environmental factors are critical in shaping the kind of a person that child will become at maturity. For instance, the children who mostly have challenges in language and poor understandability are likely to have nature in the unconducive environment to proper children growth. An excellent example of such physical factor is the torture of a child by the parents at home. The child will at all the time live in fear even to interact with others and to express himself all through unless a change occurs on the growth path. Hence, such a child will not be active in class and will at not instance think broader than what is stipulated to him. It will not only lead to significant retardation of the brain but also poor communication skills as the child will at no any time put into practice the aspects taught in class.
Teaching Philosophy
Furthermore, the other section to be elaborated in this paper involves the teaching philosophy. Considering the application of the knowledge and skills equipped throughout the course, as a teacher there will be perfection in putting in practice the skills to that capability of students understanding the concepts. The activities to be applied in the teaching process includes proper scrutinizing the philosophy learning models and students having practical sessions to put the skills acquired into practice. Also, the use of the psychological concepts is vital to enhance better understanding of philosophy. The learning theory that has shaped the thinking of how student learn best is the social cognitive theory. It postulates that the behavior of an individual is directly related to the environmental and personal factors. It applies to communication, psychology, and education, as it proposes that knowledge gaining of a person, is directly proportional to the observation of others regarding know-how, social media influences, and social interactions.
The social cognitive theory would look like the co-factor in ensuring proper development of the students’ psychology as it perceives learning as an internal process that is achieved through observation and response from the environment. The learning model enhances motivation which leads to attention in observing essential aspects of model’s behavior, retention of the learned ideas in the memory and reproduction where the students emulate the model’s actions. The students’ incentives according to this theory come directly from personal instinct, from the others, and self-reinforcement. In applying the theory puts self-regulatory process as a vital procedure in learning. It involves goal setting regarding one’s plan for change and conduct, self-monitoring through comparison of the performance with the targeted objective and evaluation by determining the quality of judgment and if possible providing self-gained impacts.
For instance, the practical activity to be used in class based on the social cognitive theory reflection and discussion. Each student will take an instance when he or she entirely self-regulated a thing and come up with factors which facilitated to the success of the self-regulation. After that each will present the individual findings to the rest of the class and discuss the psychological aspects related to enhancing effective planning, monitoring and evaluating. Also, self-reinforcement and vicarious are used as the motivational constructs in the class. Through self-reinforcement, the students will have the ability to carry out self-assessment on whether or not have achieved the expected goals. For example, through perfection in presentation, the student will know that the practical psychological aspects such as social interaction have a sound impact. Through vicarious, the student at an individual level will be challenged by the others hence having the incentive to work hard so that at a time to be better off.
Additionally, are the challenging and sensitive social and cultural aspects that affect the interaction of students within the classroom. They include ethnicity, race, sex, gender, family structure, religious identity, sexual orientation and socioeconomic status. The cultural differences that majorly affects social interaction in the classroom are religious identity and ethnicity. Considering religious identity, students come from various cultural backgrounds hence belong to different religious beliefs. It causes a significant effect during the class session and application of psychological aspects as some student claims some activities are bound their religion and others fear to interact with a specific race. For instance, many Muslims are segregated by their colleagues due to the Islamophobia that has emerged in the society relating Islam to assailants. Ethnicity to a greater extent also combats the interactions of the students. Depending on the instinct and the community where an individual is developed some behaviors are out of bond due to cultural restrictions. These students will strictly follow their principles even in class, and they are not willing to do critical things that might improve their skills.
Personal Fit and ChallengesFinally, is the segment involving illustration of the personal fitness and the challenges faced during the teaching experience? The college level is the best to teach in this case. The significant personal that facilitates perfection in teaching this grade level includes the skills and commitment. First, qualification in the philosophy field is accredited to tutoring a tertiary level class. It was evident with the results that were excellent and not only appealing to them but also their parents and other tutors. Secondly, my commitment and availability in providing the teaching services. College students are available at awkward time strategies, hence requires to be taught by a person who is flexible and can accordingly adjust the scheduled program.
According to the discussion above, philosophy is to a great depth related psychological aspects. In teaching philosophy believes, it is inevitable to use the learning theories that are substantially based on psychology. These two disciplines are essential in the society in controlling the socio-economic activities and cultural beliefs. Social cognitive theory is among the best modules that are effective in teaching philosophy and enhancing social interactions. Social interactions are crucial to every human life as they enhance brain and language development which are the critical features in children’s growth. Communications facilitate the development of self-expression skills that are beneficial to human beings social life.
References
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Friedrich, D. (2014). “We Brought It Upon Ourselves”: University-Based Teacher Education and the Emergence of Boot-Camp-Style Routes to Teacher Certification. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 22.
Muijs, D., & Reynolds, D. (2017). Effective teaching: Evidence and practice. Sage
Rogers, C. R., Lyon, H. C., & Tausch, R. (2013). On becoming an effective teacher: Person-centered teaching, psychology, philosophy, and dialogues with Carl R. Rogers and Harold Lyon. Routledge.
Scholl, R. (2014). ” Inside-out Pedagogy”: Theorising Pedagogical Transformation through Teaching Philosophy. Australian Journal of Teacher Education, 39(6), 7.
