Impact Of Assessment For Learning

Impact Of Assessment For Learning This paper considers the impact of Assessment for Learning on childrens progress in a particular strand of the Primary Maths Curriculum. It does so firstly through a review of the relevant literature, and then employs some empirical examples to illustrate how the cycle had helped to secure learning points in a particular context. The specific strand under consideration is the solving of multi-step problems, and problems involving fractions, decimals and percentages; choose and use appropriate calculation strategies at each stage, including calculator use. (DCFS 2009). Literature Review Changes in the professional framework for the teaching and assessment of Primary maths have been reflected in a constantly expanding literature. This is now so expansive, that it can only really be reviewed here through some representative examples. There are two principal sub-genres which feature here: specifically, these are official publications, and range of commercially produced texts which may be characterised as critical, professional, or vocational self-help literature. It is also the case that some generic texts on the subject of Primary Assessment for Learning may be pertinent here, although they do not relate specifically to mathematics. The official literature emphasises the holistic nature of assessment by asserting that assessment of childrens achievements and progress should be based on the expected learning outcomes identified through the learning objectives. In mathematics, assessing childrens progress in a core strand of learning should be informed by the objectives in the strand. (DCFS 2009). The fruition of this process may be visualized in the motivation and empowerment of the learners themselves, supported by Constructive feedback that identifies how childrens work and responses have led to success this, it advises, should provide a shared understanding of the achievements on which to build to make further progress. It helps children to see how the next steps take account of this success and are attainable. (DCFS 2009). There is a sense in which this acknowledges that Assessment for Learning has an importance, over and above what is revealed in outcome-based results, i.e. those from standardised tests. In other words, the latter no longer implies that it can stand as proxy for other kinds of learning. (Campbell et al. 2004: p.119) The commercially published literature is constantly being updated by texts which engage with official policy and curriculum changes, interpreting them for practitioners and parents. However, the majority of these, although they make some reference to assessment, do not do so in the terms now prescribed by the DCFS, i.e., day-to-day and periodic assessment. This is possibly because these models have only been operating in the official discourse for a relatively short period. Overall, this genre may itself be split into sub-groups, the most significant of which are the reflective or critical genre, and the vocational or self-help group. One of the most prolific authorities within this group is Sharon Clarke, whose Targeting Assessment in the Primary Classroom: Strategies for Planning, Assessment, Pupil Feedback and Target Setting (1998), Unlocking Formative Assessment: Practical Strategies for Enhancing Pupils Learning in the Primary Classroom, (2001), and Active Learning Through Forma tive Assessment (2008) straddle successive developments in the teaching and assessment of Primary mathematics. Also helpful in these areas is Hansens Primary Mathematics: Extending Knowledge in Practice (Achieving QTS Extending Knowledge in Practice) (2008), and David Clarkes Constructive Assessment in Mathematics: Practical Steps for Classroom Teachers (Key Resources in Professional Development), (1999). As Shirley Clarke indicates, the sharing of a learning intention is more complex than simply repeating what is in the teachers plan. In order for the learning intention to be shared effectively, it needs to be clear and unambiguous, so that the teacher can explain it in a way which makes sense. (2001: p.20) This may be taken as supportive of the official position: it endorses the idea that planning should draw not only on the learning outcome, but also on the prior knowledge of the students in question. If they are expected to objectively assess their own progress, they must understand the frame of reference, and be able to envisage the learning outcome, even if they havent yet attained it. This idea is also implicit in the ideas of David Clarke: as he points out, earlier approaches to assessment focussed on à ¢Ã¢â€š ¬Ã‚ ¦measuring the extent to which students possess a set of tools andà ¢Ã¢â€š ¬Ã‚ ¦the extent to which they can apply them. However, he further indicates that à ¢Ã¢â €š ¬Ã‚ ¦to be mathematically equipped, a student must also understand the nature of mathematical tools and be able to select the correct tool for a given problem-solving situation. (1999: p.11) This perspective is also endorsed in the reflections of Hansen, who argues that, à ¢Ã¢â€š ¬Ã‚ ¦it is possible to help children to learn mathematical content through effectively integrating problem-solving, reasoning and communication into mathematics lessons. (Hansen 2008: p.5) Texts such as Gardners edited collection, , Assessment and Learning, (2006), Gipps and Murphys A Fair Test? Assessment, Achievement and Equity, (1994), and Tabers Classroom-based research and evidence-based practice, (2007), go some way to bridging the gap between the official and the educational literature, specifically by looking at how policy and curriculum matters are linked by research and ideology. These are, however, not specifically devoted to Primary mathematics, and neither are they wholly accepting of the orthodoxies which pervade the official literature. Gipps and Murphy make the point that evaluating assessment is à ¢Ã¢â€š ¬Ã‚ ¦not just a question of looking at the equity in the context of assessment but also within the curriculum, as the two are intimately related. (1994: p.3) As Taber points out, practitioners are at the end of a very long and often remote supply chain when it comes to weighing the evidence on what is best practice. As they put it, à ¢Ã¢â€š ¬Ã‚ ¦teac hers are told what research has found out during their initial training, and are updatedà ¢Ã¢â€š ¬Ã‚ ¦through courses and staff development days, but largely through centralised official guidance. (2007: p.4) This is reinforced by commentators such as Rist, who argues that, We are well past the time when it is possible to argue that good research will, because it is good, influence the policy process. (2002: p.1002). These are academic but not unimportant points in terms of the overall discussion, even if they are not particularly prominent in the day to day responsibilities of the class teacher. The point is that, as reflective practitioners, we might all benefit from some awareness of what shapes the frameworks which inform our approach to teaching and learning. With regard to the current Assessment for Learning conventions, the ideas in Assessment for Learning, Beyond the black box (Assessment Reform Group, 1999), are acknowledged by the QCA to have been constructive of the whole approach. (QCA 2003: p.1). As the latter state, The study posed three questions: is there evidence that improving formative assessment raises standards?; is there evidence that there is room for improvement in the practice of assessment?; and is there evidence about how to improve formative assessment? This research evidence pointed to an unqualified yes as the answer to each of these questions. (QCA 2003: p.1). These are important points, as the teaching, learning and assessment frameworks which define contemporary practice are profoundly adaptive of them. Discussion/Example from Experience. A strand of the Primary curriculum where day to day and periodic assessment was found to be particularly important in the overall Assessment for Learning approach, was securing number facts, relationships and calculating. The examples used here are from Year 6 block E, especially Ma2, Written and calculator methods, and Ma2, solving numerical problems from Unit One, and focused on dealing with errors and misconceptions. One context where assessment was found to be particularly relevant was in dealing with upper school (i.e. Years 4, 5 and 6) learning of multiplication and division. The assessment process had to be multi-faceted, taking in all of the associated knowledge and skills, the errors and misconceptions which arose, and the modelling of questions to identify the origin of such problems. This may be illustrated by focusing on one example, taken from Year 6 Key Objective 2, Multiplying and dividing by powers of ten and the associative law, where commonly, the unprepared or conf used learner à ¢Ã¢â€š ¬Ã‚ ¦Misuses half understood rules about multiplying and dividing by powers of ten and the associative lawà ¢Ã¢â€š ¬Ã‚ ¦ (2009). The important thing about multiplication and division through successive addition or subtraction respectively, is that, once mastered, they can demonstrate to learners that the application of basic skills will enable them to break down seemingly complex problems into a manageable format. Multiplying or dividing a three digit number by a two digit number depends on the use of a number of skills: knowledge of number facts, i.e. times tables, place value, to quickly assess the viability of an answer, and organisational skills, i.e. being able to apply the correct steps in the appropriate order. It may also be useful to augment these with calculator use, in order to verify answers. The important point here is that day to day and periodic assessment and reflective feedback from the learners themselves was indispensable in the planning, pitching and delivery of this input. The interdependence of each step in these calculations meant that the failure to execute one step, often resulted in the failure to complete the overall objective. For example, if times tables and multiplication by 10 and 100 were not securely in place, the learner would get bogged down in the arithmetic. Conversely, the securing of one of the incremental skills involved in these calculations was a positive factor in the learners overall approach: i.e., if they knew their times tables facts, place value, or multiplication by 10 and 100 were in place, it gave them a starting point from which to analyse errors or problems. For some learners, this had the generic effect of making them realise that their long-term work in achieving these positions of strength had a positive outcome, rather than b eing an abstract, stand-alone process. This in turn made them more interested in acquiring other general mathematics skills. Looking beyond specific mathematics skills, this may also have the propensity to develop the students own capacities for self-realisation and self-motivation. As the QCA points out, à ¢Ã¢â€š ¬Ã‚ ¦In many classrooms, pupils do not perceive the structure of the learning aims that give meaning to their work. Therefore they are unable to assess their own progress. (QCA 2003: p.3) Achievement in a multi-step process such as long multiplication or division might therefore enable them to map out where they are within the overall standards. However, it was only through a combination of day to day and periodic assessment that the practitioner could be confident of planning effectively with regard to these tasks. There was no point in assembling sessions which relied on a range of skills when they were not secure, either in individual learners, or sufficiently across the cohort as a whole. In mixed ability groups, this approach was obviously the key the necessary differentiation. The logical corollary to this is that discursive feedback from the learners themselves was also important in defining the next stage of planning, i.e. what worked, what didnt, who tried which method, were there any preferences etc. The appeal of this activity also lays in its fine balance of mental and pencil and paper methods, and the way in which estimation is the necessary accompaniment to concrete calculation. Overall, these experiences may be deemed supportive of the proposals of commentators such as Clarke and Hansen, (see above) in that th ey emphasize the need for the continuous reinforcement of planning with assessment. Summary, Analysis and Reflection: Implications for Future Teaching. In summary, the conclusion of this paper is that both the literature and practical experience discussed here are mutually supportive of the need for complimentary assessment and planning. Outcome orientated results can illustrate individual and whole school performance in certain contexts, but practitioners need to be aware of assessment in a holistic way, as a daily part of their approach to teaching and learning. As the QCA expresses it, à ¢Ã¢â€š ¬Ã‚ ¦Teachers are experiencing an increased sense that pupils are working with them rather than for them. For example, pupils are asking for more questions or examples to practice applying their understanding of a topic or to repeat homework or tests if they have not met the standard and the objectives that they and the teacher have set. (QCA 2009: p.48). Whilst this dynamic sounds very positive, practitioners have new and different responsibilities within it. In terms of assessment, these can be itemised in the following waysà ¢Ã¢â€š ¬Ã ‚ ¦ Day to day: within this level of assessment, specific learning objectives should explicitly communicated, and augmented with both peer and self assessment as appropriate. Periodic: ideally, this should assemble a broader overview of progress across the subject for both learner and teacher. It is also an opportunity to interweave the national standards in a sensitive way with classroom practice. The practitioner can use the insights gained from this process to inform both long and medium term planning. Overall, it should be recognised that the ideal situation, i.e. of self-motivated, self-actuating learners, involved in their own self-assessment, is unlikely just to happen. Considered superficially, it might seem that the practitioners role in assessment has lessened, whilst the remainder has been taken up by the learners themselves. The reality is rather different: pupils will only become adequate and effective assessors of their own progress if they are provided with the appropriate support and guidance. In a sense, this facilitating role is a much more challenging and subtle one than that implied in a more top-down, didactic model. Also, there are obvious problems in considering the learner as a passive or generalised aspect of this approach: it is much more likely that there is a staggered and variegated uptake of the model, as different learners are engaged at their own pace and level. This in turn indicates that, as with all aspects of the curriculum, the social and emotional aspects of learning should be taken into consideration.

Pros and Cons of Inclusion Essay -- Education Disabled Children School

Pros and Cons of Inclusion Inclusion 'mainstreams' physically, mentally, and multiply disabled children into regular classrooms. In the fifties and sixties, disabled children were not allowed in regular classrooms. In 1975 Congress passed the Education of all Handicapped Students Act, now called the Individuals with Disabilities Education Act (IDEA). IDEA mandates that all children, regardless of disability, had the right to free, appropriate education in the least restrictive environment. Different states have different variations of the law. Some allow special needs students to be in a regular education classroom all day and for every subject, and others allow special education students to be in a regular education classroom for some subjects and in a separate classroom for the rest. There are many different views on inclusive education. In this paper I will address some of the positive and negative views on inclusion and ways to prepare educators for inclusive education. PROS Perhaps the strongest argument for greater inclusion, even full inclusion, comes from its philosophical/moral/ethical base. This country was founded upon the ideals of freedom and equality of opportunity. Though they have not been fully achieved, movement towards their fuller realization continues. Integration activists point to these ideals as valid for those with disabilities, too. Even opponents agree that the philosophical and moral/ethical underpinnings for full inclusion are powerful. (SEDL, 1995) Many agree that inclusion can be a positive experience for special education students, general education students and educators. Inclusive classrooms provide a diverse, stimulating environment for special education students. Vaughn and Klingner, 1995 found that special education students believe that inclusive classrooms provide them with more of an opportunity to make friends (Turnbull et al., 2004, p.70). Special education students who are included in regular education classrooms become part of a much larger learning community and they are able develop more of a positive self view. General education students also benefit from the diversity of an inclusive classroom. Duhaney and Salend, 2000 found that parents of children without disabilities identified benefits for their own children such as greater sensitivity to the needs of other children, more helpfulness in meeti... ...hanging concerns that their staff, parents, and others have as greater inclusion begins to be implemented. By attending to these issues, a more inclusive educational system is possible. (SEDL, 1995)   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Works Cited Douvanis, G. and Hursley, D. (2002). The Least Restrictive Environment Mandate: How Has it Been Defined by the Courts?. Arlington, VA: The Council for Exceptional Children. (ERIC Document No. E629). Doyle, M.B. (2002). The Paraprofessional?s Guide to the Inclusive Classroom. Baltimore, MD: Paul H. Brookes. Goldstein, S. and Mather, N. (2001). Learning Disabilities and Challenging Behaviors. Baltimore, MD: Paul H. Brookes. Lindsay, G. (2003). Inclusive Education: a critical perspective. British Journal of Special   Ã‚  Ã‚  Ã‚  Ã‚  Education. 30(1). Pappanikou, A.J. and Paul, J. (Eds.). (1997). Mainstreaming Emotionally Disturbed Children. Syracuse, NY: Syracuse University. Shank, M., Smith, S., Turnbull, A. & Turnbull, R. (2004). Exceptional Lives Special Shore, K. (1986). The Special Education Handbook. New York, NY: Teachers College Southwest Educational Development Laboratory. (1995). Inclusion: The pros and cons.   Ã‚  Ã‚  Ã‚  Ã‚  Issues?about Change.4(3).

The Neo-Kantians and the Logicist Definition of Number :: Mathematics Math Mathematical Papers

The Neo-Kantians and the 'Logicist' Definition of Number ABSTRACT: The publication of Russell's The Principles of Mathematics (1903) and Couturat's Les principes des mathematiques (1905) incited several prominent neo-Kantians to make up their mind about the logicist program. In this paper, I shall discuss the critiques presented by the following neo-Kantians: Paul Natorp, Ernst Cassirer and Jonas Cohn. They argued that Russell's attempt to deduce the number concept from the class concept is a petitio principii. Russell replied that the sense in which every object is 'one' must be distinguished from the sense in which 'one' is a number. I claim that Russell was wrong in dismissing the neo-Kantian argument as an elementary logical error. To accept Russell's distinction would be to accept at least part of Russell's logicist program. The expression 'a class with one member' would presuppose the number 'one' only if one simultaneously accepted the analysis which mathematical logic provides for it (the class u has one member when u is not null a nd 'x and y are us' implies 'x and y are identical'). My point is that the aforementioned analysis provided by mathematical logic was something that the neo-Kantians were not ready to accept. Although Frege published the first informal exposition of his 'logicist' programme in Die Grundlagen der Arithmetik (1884), his thesis that all mathematics follows from logic was almost completely neglected in Germany for a long time. Frege remained an isolated figure whose works were either strongly criticised or completely neglected by German philosophers. Frege's ideas started to have an impact in Germany only in the first decade of the twentieth century. In particular, the publication of Bertand Russell's The Principles of Mathematics (1903) and Louis Couturat's Les principes des mathà ©matiques (1905) incited several prominent German philosophers to state their opinion about mathematical logic and the logicist programme. In this paper I shall discuss how the neo-Kantians Paul Natorp (1854-1924), Ernst Cassirer (1874-1945) and Jonas Cohn (1869-1947) criticised Russell's and Frege's theories of number. The study of their criticism will also throw some light on the historical orig ins of the current situation in philosophy, that is, on the split between analytic and Continental philosophy. 1. The 'logicist' definition of number as a class of classes According to Russell, the goal of the logicist programme is to show that all pure mathematics deals exclusively with concepts definable in terms of a very small number of fundamental logical concepts, and that all its propositions are deducible from a very small number of fundamental logical principles (Russell 1903: v). The Neo-Kantians and the 'Logicist' Definition of Number :: Mathematics Math Mathematical Papers The Neo-Kantians and the 'Logicist' Definition of Number ABSTRACT: The publication of Russell's The Principles of Mathematics (1903) and Couturat's Les principes des mathematiques (1905) incited several prominent neo-Kantians to make up their mind about the logicist program. In this paper, I shall discuss the critiques presented by the following neo-Kantians: Paul Natorp, Ernst Cassirer and Jonas Cohn. They argued that Russell's attempt to deduce the number concept from the class concept is a petitio principii. Russell replied that the sense in which every object is 'one' must be distinguished from the sense in which 'one' is a number. I claim that Russell was wrong in dismissing the neo-Kantian argument as an elementary logical error. To accept Russell's distinction would be to accept at least part of Russell's logicist program. The expression 'a class with one member' would presuppose the number 'one' only if one simultaneously accepted the analysis which mathematical logic provides for it (the class u has one member when u is not null a nd 'x and y are us' implies 'x and y are identical'). My point is that the aforementioned analysis provided by mathematical logic was something that the neo-Kantians were not ready to accept. Although Frege published the first informal exposition of his 'logicist' programme in Die Grundlagen der Arithmetik (1884), his thesis that all mathematics follows from logic was almost completely neglected in Germany for a long time. Frege remained an isolated figure whose works were either strongly criticised or completely neglected by German philosophers. Frege's ideas started to have an impact in Germany only in the first decade of the twentieth century. In particular, the publication of Bertand Russell's The Principles of Mathematics (1903) and Louis Couturat's Les principes des mathà ©matiques (1905) incited several prominent German philosophers to state their opinion about mathematical logic and the logicist programme. In this paper I shall discuss how the neo-Kantians Paul Natorp (1854-1924), Ernst Cassirer (1874-1945) and Jonas Cohn (1869-1947) criticised Russell's and Frege's theories of number. The study of their criticism will also throw some light on the historical orig ins of the current situation in philosophy, that is, on the split between analytic and Continental philosophy. 1. The 'logicist' definition of number as a class of classes According to Russell, the goal of the logicist programme is to show that all pure mathematics deals exclusively with concepts definable in terms of a very small number of fundamental logical concepts, and that all its propositions are deducible from a very small number of fundamental logical principles (Russell 1903: v).

Invincible :: essays research papers

Invincible   Ã‚  Ã‚  Ã‚  Ã‚  At the age of ten, most boys either scrape their knees playing kickball or break their wrists playing football. I had it a little worse than most, I died, twice. I can remember that terrible day, when I was riding my bike down my street, and I was having a grand time going up people's driveways and speeding back down. It was a warm summer's day around noontime, and I was on my way home for lunch. I was alone, and I was no more than a mile from my house. I went up this very steep driveway and began to turn around to get that omnipresent rush of going so fast down a hill that I felt like I was flying. I opened my eyes to see a car pulling up the driveway just ahead of me. I jammed on my handlebar brakes, but it was too late, and before I could do anything, I was actually flying through the air. I landed on my head, and to this day I don't remember what happened after my collision with that very inhospitable surface known as the road. I awoke to several nurses rushing around me and a doctor asking me what day it was. It was a few days later, and I had the worst headache and an upset stomach. It turned out that I had given myself a severe concussion, and I was in a comatose state for several hours and had to be revived from death twice. I was now paying for my adolescent stupidity as I threw up for what seemed like hours. I was vomiting profusely like this because of the beating my brain took from its impact with the road. A few days after the accident, I was reunited with what used to be my shiny, new, midnight blue Huffy BMX bike. The front tire was flat, and the rim was bent up beyond repair. My seat was bent back and would probably take a machine to fix. In essence, my new bike was â€Å"totaled.† When I was feeling a little better, I learned that an elderly man was the first one to my side as he drove by my accident, and he had called the ambulance. He wasn't even the person who had been turning up the driveway and had hit me. That person had taken off, and to my knowledge, was probably just turning around at the wrong place at the wrong time.

Over all Impacts of Hobby Lobby Case Essay

As the Supreme Court has ruled against the ObamaCare mandate recently, commonly referred as the The Affordable Care Act (ACA), many of the religious communities are overwhelmed about the decision and take it as a victory whereas others are outraged about this situation as women community will be greatly affected by the rulings of the court. It is a setback for the women society that in the name of religious liberty they will be deprived of their medical concerned issues. The companies that consist of religious ideology will be able to legitimize something that may harm others. Certainly these events will have constant series of effects on the society and as well as some changes may also occur in the legislation relating to ObamaCare. Obamacare covers twenty types of birth control, upon four of them; the court has objected (Tom Cohen, 2014). Hobby lobby states that it is showing efforts to provide religious freedom but majority of the public don’t agree with this statement. Instead people are outraged that it is interfering in their personal lives. It will not let them exercise there constitutional rights. Moreover they would be forced to obey or practice something that they don’t agree upon. People will not tolerate that there liberty and freedom will be in risk. Soon the similar types of entities like Hobby Lobby will be legitimizing discrimination against gays and lesbians by businesses (Salon.com, 2014). Defintly it would be unethical of doing so because what kind of an individual is having relationships is their personal right. In the name of faith and religion they will be creating barriers in there jobs and at work places. On the stance of ethical issues, the question arises about the religious liberty. Will it really make us a good Christian or minimizing our choices and freedom? It will be unacceptable by the public that the Supreme Court has legalized something that creates discrimination and deprives women from their medical rights. Indeed it is a biased decision made by the Supreme Court. In the light of the decisions made, employees of any company will be obliged to practice the religious beliefs practiced by their owners. Common people have a religious perspective that, every individual is responsible for his or her own deeds and will be answerable to God. But the decision that has been taken in this case by the court will certainly snatch the liberty from the company’s employees. Upper management will be able to force their religious beliefs and customs down the throats  of their employees. On the other hand, the decision will have negative effects on the women employees as majority of them may have a chance of suffering from medical problems for example in case of ovarian cancer, ovarian cysts, they won’t be able to get enough or no treatment because of the objection of contraceptives. Thousands of women employees of these companies would have to pay double or be out of their birth control plan (Tom Cohen, 2014). It would be unethical for the companies for interfering in their employee’s private personal medical matters. References Tom Cohen, C. (2014). Hobby Lobby ruling much more than abortion. CNN. Retrieved 4 October 2014, from http://edition.cnn.com/2014/07/02/politics/scotus-hobby-lobby-impacts/ Salon.com,. (2014). Hobby Lobbyà ¢Ã¢â€š ¬Ã¢â€ž ¢s secret agenda: How ità ¢Ã¢â€š ¬Ã¢â€ž ¢s quietly funding a vast right-wing movement. Retrieved 4 October 2014, from http://www.salon.com/2014/03/27/hobby_lobbys_secret_agenda_how_its_secretly_funding_a_vast_right_wing_movement/

Aristotle Virtue Theory Essay

Aristotle’s Virtue theory is based on Teleology and the Golden Mean. He says that to be virtuous that we need to act with excellence. He believed that everything on this earth has its own virtue, meaning that if it performs the way it’s supposed to by its nature then it is virtuous. He asserted that every event had four causes or four factors that work on it and to bring it into being; 1) Material Cause- the â€Å"stuff the thing is made of. 2) Efficient Cause- the force that has brought it into being. 3) Formal cause- the shape or idea (the Form) of the thing. 4) Final cause- the purpose of the thing. Virtue is not just for humans; it means that everything that exists has a purpose. The Golden Mean-is an action or feeling that corresponds to a particular situation at the right time, in the right way, in the right amount, and for the right reason. Not too much, not too little, everything in moderation. It is what is â€Å"Good for man† where a human can excel, what a human is meant to do and where a human will find happiness. He determined that if we are able to choose the proper response to every situation in life then we are morally good. It is all about the reasonably thought  out decisions we make and the action we take after we have made them. The virtuous person finds and choses the one that is intermediate. These are human concerns that are constant and remain the same concerns throughout the ages. Since we are human beings and capable of rational decision making we can be prone to go toward one extreme or the other, we must beware of our own short comings. It is only through habitually practicing to try to make the right decisions that we can aspire to become virtuous. It is not our response to a single situation but how we respond as a general rule. We need to be consistent in our actions. Aristotle realized that this is something that doesn’t come overnight but that it takes time to mold ourselves. How we find out what the mean is in every situation is through reason, the more times we have done it and acted correctly the better we can build the habit of responding appropriately. He specifies that there are some acts that are just wrong by themselves, i. e. stealing, lying and murdering, and cannot be done in the right amount. There are also acts that cannot be done too often such as justice. You can never be â€Å"too just†. It takes a lifetime of training and commitment we are not inherently born this way. It is not enough that you just act on your intentions but you need to succeed in order to be virtuous. Once you have succeeded in living a virtuous life then as a virtuous person your future actions will be generally virtuous because you developed virtuous habits. There are three dispositions to every situation: two vices, one on either side of virtue which in the middle. Aristotle advises us to keep trying until we get it right. Some extremes are closer to the middle than others. If you don’t know which one to choose, stay away from the extreme that is more opposed to the mean than the other extreme. We each have our own ideals and failings but our responses to a situation need to remain flexible and a virtuous response will reveal itself. The appropriate way to handle the situation will fall within a range that is recognized by other virtuous people. He believed that there could be a perfectly virtuous person. He also believed that if you are virtuous in one respect but fail terribly in another then you have lost out completely. If you deviate only slightly you are still a virtuous person, a person who is good at being human and at realizing the human potential. His thoughts on courage were that if you had too little courage you were a coward and that if you had too much courage you could be fool hardy, rush in and make rash decisions. He felt that there was nothing wrong with enjoying pleasure, but if you overdid it you are intemperate. If you are not capable of enjoying pleasure at all then you are unimpressionable. The virtue is to know in what amount to enjoy your pleasure, which would be temperance. The key is to enjoy in moderation. His opinion on spending money was that if you spend too much you are prodigal and spend too little  you’re a miser, just the right amount at the right time on the right people for the right reason makes you liberal. It is also possible to overestimate your honor, and become vain or underestimate it and become humble. He described proper pride as the virtuous way to estimate yourself and your accomplishments. There is nothing wrong with feeling angry but you need to be even tempered. Being hot tempered is 1 / 2 a vice but so is also being meek. Let your anger be in proportion to the offense against you. Truthfulness is a virtue but his idea of a deficiency of truthfulness is irony â€Å"mock modesty†Ã‚  (downplaying the situation), the excess of truthfulness, bragging. It is all about assessing the situation and acting accordingly, don’t underplay the truth but don’t overplay the truth either. The sole reason for designing the development of virtuous character was that Aristotle felt that being virtuous makes you happy. Happiness is what is good for a man. A good life means a happy life, but a good person also means a moral person. We can be happy only if we are good. Our highest goal, our purpose as a human being, is to live well, be happy, and to do well. He also warned that if  we rely too much on pleasures that one day they won’t give us the thrill they used to. What is good for us can’t be something that harms us and over indulgence in too many pleasures can be harmful. The requirement of true happiness is that it must be stand the test of time. Something that no one can take away from us and that is not harmful but beneficial that would be our good reasoning and contemplation. The ultimate happy life is that of the life of a thinker. He did not believe in an afterlife or a god that watches over humanity. He states that the soul is the  Ã¢â‚¬Å"form† of a human and the body is the â€Å"matter†, but since form cannot exist separately from matter when the body dies the soul ceases to exist. Happiness is only for the living and must be achieved in the here and now for a person to have fulfilled their purpose. One of the weaknesses of Virtue Ethics is that Aristotle was talking about the ruling class. If there is to be equality for all then there needs to be a moral theory that everyone follows regardless of whom they are. The laws need to be reasonable and clear. Virtues were also too vague and weren’t helpful in solving problems. When you have two virtuous  people that disagree how can you tell which one is correct. How is it decided which one is more virtuous than the other? With a clear set of morals and laws the problem is much easier resolved. Also why can’t humans have more than one purpose? There are many people that are equally good at several different things. Look at the musician that is equally good at playing the guitar and singing. Which purpose are they supposed to choose? Aristotle’s Virtue theory is basically based on the fact that everything has a purpose and as humans our happiness is determined by the choices that we make. We should always strive to achieve our purpose whatever that may be and during that struggle hopefully we will achieve happiness. His theory may have some weaknesses but some of the ideas are supportable in my opinion. You need to use your logic to make informed decisions. Practice making the right choices, this practice will eventually turn into a habit. Make decisions that don’t cause harm to yourself or others. Lastly everything in moderation is a good rule to live by. This I believe will go a long way in helping human beings to achieve happiness. POWERED BY TCPDF (WWW. TCPDF. ORG).

A Scholar-Painter’s Diary: Response on the Contents of the Diary of Guo Bi

The necessity of ensuring that the upper-class men of ancient China were both trained in the various forms of the arts [i. e. poetry, painting, and calligraphy] as well as the duties involved in official service may be seen as a result of Chinese philosophy’s ethical realism. Ethical realism is the belief that there is a dynamic and relational association between man and the world and as such man’s duty is to follow the rational and ethical principle which will bring him into harmony with society and the universe (Mei, 1967, p. 150). This harmony however may only be achieved through the individual’s mastery of the arts since the arts are the manifestation of the spirit of conduct. The development of the virtue of conduct, along with the other virtues of righteousness, propriety, and wisdom necessitate the individual’s attention to continuous self-cultivation. Since self-cultivation entails the development of the virtue of conduct, it is thereby necessary for the individual to continually develop as well as manifest his virtue of conduct through the contemplation of art and nature as well the creation of his own art works. The manner in which an upper-class man develops his virtues through the arts is evident in the diary of Guo Bi. Providing a brief description of the events that occurred during his stay at Xinghua from the 12th day of the sixth month, 1309 to the 27th day of the same month in the same year, one notices that the main occupation of Guo Bi, along with his companions, involves the production and contemplation of artworks and the contemplation of nature while drinking wine. During this period, Guo Bi was able to produce ‘twenty wine poems’, ‘a picture of an impressive stone’, ‘a calligraphy scroll’, ‘a picture of orchids’, ‘calligraphy and bamboo drawings’ as well as a calligraphy inspired poem (Ebrey, 1993, p. 199). In the course of his stay in the region, one notices that the various art works mentioned above were used as a means of showing gratitude towards the individual visited by Guo Bi. Artworks, in this sense, may be seen as the material manifestation of conduct towards other individuals in Chinese society during that period.