Submitted by admin on Mon, 05/30/2011 - 04:34
On Judgment, Proposition, and Sentence: A Lecture in Logic
IN LOGIC, term represents idea or concept. Ideas are the raw materials of knowledge but they cannot be said to be true or false in themselves. Only after we compare or contrast two or more ideas, or express relations, or an agreement or disagreement between them that we can speak of truth or falsity. The mental operation involved here is called judgment.
Judgment is an act in which the mind pronounces the agreement or disagreement of ideas among themselves. It is an act in which the intellect affirms or denies one idea of another. For instance, our intellect may relate the ideas this dog and Dalmatian and affirm, This dog is a Dalmatian. This is an example of a judgment expressed in a proposition. The proposition therefore is the oral or written expression of the judgment. Often used interchangeably with statement, it as a verbal expression proclaiming a truth or falsity ...
Submitted by admin on Mon, 05/30/2011 - 04:24
DEFINITION IS A STATEMENT that gives the meaning of a term or explains what a term means. As it clarifies the limits by which a word or term should be used and understood, definition helps eliminate confusion and ambiguity in the use of terms, thereby minimizing, if not totally eradicating, misunderstanding and misconception in communication.
Definition comprises two elements: the definiendum or the term to be defined; and the definiens or the defining term. In the definition, “Mathematics is the study of the relationships among numbers, shapes, and quantities,” Mathematics is the definiendum and the study of the relationships among numbers, shapes, and quantities is the definiens ...
Submitted by admin on Mon, 05/30/2011 - 04:11
BASICALLY, THE SUBJECT MATTER in studying Logic is argument. Argument comprises statements or propositions and propositions necessarily contain terms. Hence, studying Logic formally starts with the study of term.
Concept, idea, word, and term
One of our basic mental operations is simple apprehension. Our intellect apprehends or abstracts the nature or essential qualities (essence) of the things we perceive. The product of this mental function is called concept. Hence, we have a concept of a dog, for instance, which refers to our intellectual image or grasp of an animal called dog.
Though some logicians and epistemologists regard concept and idea as synonymous, the two have distinct meanings in the sense that concept is made up of ideas.
A word is the simplest unit of written or spoken language. It is the fundamental medium of communication. Without words, sentences and statements cannot be constructed. When employed to express an idea or group of ideas (concept), a word or group of words (phrases) is called term. A term is the oral or written representation of an idea or group of ideas (concept). It is also the basic component of a statement ...
Submitted by admin on Sat, 05/21/2011 - 03:37
DEBATE, as an academic subject or cocurricular activity, is related to argumentation which is similar to reasoning ...
The following are just some of the significance of debate and argumentation:
1. Debate provide students with the opportunity to think critically, improve their communication abilities, solve problems creatively, and increase their self-confidence as it affords training in rhetoric, persuasion, organized communication, and argument.
2. It engages students in writing (e.g. speeches), information analysis, and in-depth library and Internet research, thereby developing their academic research skills.
3. It enables students to express their views effectively and to respond cogently to arguments with which they disagree ...
Submitted by admin on Sat, 05/21/2011 - 03:28
THE FOLLOWING ARE HYPOTHETICAL AND FICTIONAL CASES and the decisions rendered for each case are, of course, ‘unofficial’ and subject to scrutiny by legal experts. Nonetheless, the article somehow gives educational managers and administrators a glimpse on how to address school problems that involve legality.
Case #1: Germany
Facts:
ALEXANDER PARIJS, a skilled Belgian professor, was accepted to teach General Knowledge in Grundschule Schulkamp, a primary school in Hamburg, Germany. Parijs, being a former seminarian who got his MA from Catholic University of Leuven in Belgium, is a devoted Christian. Because of his great religious dedication, he made it a ‘classroom rule’ for his students to utter Catholic prayers before and after his classes as practiced in his alma mater. He even gave away pieces of crucifix which his students must wear at least during their classes.
Eventually, this matter became known to the parents of his students and they reported to the school administration insisting that Parijs must be sanctioned because his acts can be classified as gross violation of the “separation of church and state doctrine” which was guaranteed by the Constitution of Germany ...
Submitted by admin on Sat, 05/21/2011 - 03:22
1. Calmness
Being good at helping students de-stress or be relaxed for learning to take place.
2. Compassion for students
Caring about students as individuals and wanting to help them. Willing to speak up for them to other people, if need be.
3. Confidence
Believing in oneself despite setbacks and not letting problems get him/her upset.
4. Creativity
Being imaginative in using various methods in teaching to make learning fun.
5. Dedication to excellence
Wanting the best from students and oneself, not settling for mediocrity ...
Submitted by admin on Sat, 05/21/2011 - 03:02
Outcome-Based Teaching and Learning (OBTL): Some Strenghts
OBTL is a student-centered learning philosophy that focuses on empirically measuring student performance, which are called outcomes as opposed to traditional learning’s emphasis on resources or inputs. Like in Competency-Based Education, it requires students to demonstrate that they have learned the required skills and content. The following are some of its strengths:
Self-evaluative
The students’ outputs measure the students’ performance as well as the teachers’ effectiveness and the deficiency in curriculum which would require corrective actions.
Systematic
It requires identification of not only what students are supposed to learn but also how and to what standard. (What do I intend my students to be able to do after my teaching that they couldn’t do before, and to what standard?) ...
Submitted by admin on Sat, 05/21/2011 - 02:54
Question:
1. In an instance when the principal is out with all the staff to attend to an important activity called by the superior, to whom do you leave the school/office? Why?
Answer:
THE SCHOOL could be entrusted to the Assistant Principal or anybody next in line. If the principal has no assistant and there is no clear next in line in the roster, a competent substitute (OIC) could be chosen and assigned while the principal is out. The substitute may come from the faculty or from outside the school—provided that he/she is capable and knowledgeable in holding the temporarily vacant position. (For more qualities to consider in looking for a substitute, please see answer in question number 2 ...
Submitted by admin on Sat, 05/21/2011 - 02:49
I. COURSE CODE:
ED.D. 101
II. COURSE TITLE:
ANTHROPOLOGICAL and SOCIOLOGICAL PERSPECTIVES in EDUCATIONAL MANAGEMENT
III. COURSE CREDIT: 3 units
IV. PRE-REQUISITE/S: none
V. COURSE DESCRIPTION:
This subject is a study of the various Anthropological and Sociological viewpoints in managing educational systems and institutions. As suggested by its course title, this course presents a number of anthropological and sociological concerns and foundations which should be taken into account by educational managers to become effective and dynamic. This field of study also attempts to apply to educational management the well known Anthropological and Sociological findings and theories as this subject explains the effects in learning of different Anthropological and Sociological factors ...
Submitted by admin on Sat, 05/21/2011 - 02:37
UNDERSTANDING BY DESIGN is a tool for educational planning focused on "teaching for understanding". It emphasizes on "backward design" or the method of identifying the outcomes first to design the curriculum, performance assessments, and classroom instruction ...
Strengths:
Student-centered
It assesses the students’ ability before planning for the appropriate materials and activities. It enables students to have a better understanding of the lessons.
Makes learning interesting and multi-dimensional
It helps the students to practice the six facets of understanding—to explain, interpret, apply, have perspective, empathize, and have self-knowledge about a given topic. The approach also aims to make learning more focused, engaging, coherent, effective, and rich in context ...
Provides a better plan of curriculum
Many pertinent factors are considered before designing the curriculum. It carefully determines students’ ability that teaching will be effective and a good student learning is provided ...
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