When someone is honestly 55% right, that's very good and there's no use wrangling. And if someone is 6o% right, it's wonderful, it's great luck, and let him thank God. But what’s to be said about 75% right? Wise people say this is suspicious. Well, and what about 100% right? Whoever says he's 100% right … Continue reading Realism and Revelation: Dostoevsky’s Demons as Prophecy
In this essay, it will be argued that the mathematics unique to Aboriginal and Torres Strait Islander culture are not appropriate for inclusion in our national mathematics curriculum. This will be argued in regard to the integrative and impartial nature of mathematics, the importance of antecedent structuring in teaching mathematics, and the limited engagement Aboriginal … Continue reading Questioning the Role of Indigenous Mathematics within the National Australian Curriculum
Before one develops their praxis (the application of theory into practice) one should first seek to develop, as by logical antecedence, their understanding of nexus - the relationship between theory and practice (Lyon, Ford & Slee, 2014). It is this principle that will guide the structure of this essay, beginning first with the identification and … Continue reading Comparing Behaviourism and Humanism in Classroom Management
This essay concerns a case study based upon a single student's essay response to a text (Appendix A). The student has not achieved a satisfactory level of engagement with the deeper ideas of the text through the prompt. This is the main issue which underpins the several focus areas of improvement that I would set … Continue reading Hermeneutics & re-approaching the literary analysis essay
This essay concerns the teaching strategy I would employ to teach the overarching idea, or philosophy, behind poetry. This strategy will be supported by three key principles: usefulness as opposed to inertness, the scaffolding of tasks, and the philosophical essence of education. It will be aimed at a Student X, an amalgamation of many students … Continue reading Educational Philosophy & Poetry
‘Poeta nascitur, non fit’ dictates the famous aphorism - poets are born, not made. And though this three-lesson plan will concern itself with writing literary criticism and not poetry proper, it will nonetheless need to accommodate the subjective and didactic-resisting nature which rightfully belongs to the tradition of poetry. In admitting this, I do not … Continue reading Teaching Poetry as a Living Tradition
If a line be not directly pointed towards a point, it will go further away as it comes nearer. Conceptions 0. Good ideas are easier to hold onto than to find, so goes a popular justification for conservatism. And if considered reasonable then it’s inverse must also be considered, as a justification for progressivism, that … Continue reading Asthenocracy
"God creates out of nothing, man out of ruins. We must break ourselves to pieces before we know what we are, what we can be and do! Horrible Fate!" - Christian Dietrich Grabbe The popular task of Art in the Middle Ages was to create a unified and shared world via the spread of religious ideals. … Continue reading Introduction to Moscaism
In the wake of Greta Thunberg, the vapidity of environmentalism and the associated cringing from, if you're anything like me, any pathetic attempts to adapt it to a romantic narrative (i.e the polar bears as martyrs dying for the sins of modernity) has confused me. I know full well as do you that the state … Continue reading Environmentalism: The Distant Phenomenology of the Apocalypse
I would argue that Heidegger’s account of art unconcealing a world is still relevant to contemporary art and would use the example of Pablo Picasso’s Guernica to elaborate this point. Like Heidegger’s own example of the Ancient Greek Temple which “first gives to things their look and to men their outlook on themselves”, Picasso’s Guernica … Continue reading The incomplete Heideggerian World
