Orhan Seyfi Ari’s deducible educational philosophy on philosophy of education rhymed thus philosophers’ philosophies, educators’, teachers’, educational philosophies’ failures to teach man his difference from wild animals he behaved as:-
I was an ape’ you say, -or ambhibian?..
And now?! Are not , now, ‘man’!?
Failings in educational philosophy were of educational philosophers, eastern and western thinkers of educational philosophy, teachers, in teaching values in educational philosophies.
Were affecting educational philosophies, educational philosophers, educators and education, teachers and teaching, philosophy and science, knowledge and wisdom, the biases in educational philosophy of those who thrived on ignorance and sought to unpopularize in their philosophies of education each other’s kind to the masses with many concerns or under pain of ridicule or other injury and unable not to believe or accept as told, by, e.g., supporting ‘the monkey trial’ or ‘discovering’ the Piltdown man, by abusing the trust and innocence of man in bigotry or ignorance ~ in teaching, educational philosophy, educational philosophers, educators, teachers too readily adopted viewpoint applications of not educators into philosophy of education, teaching -even in the education and teaching of young minds.
Ethical skepticism in philosophy by some philosophers was a concern of daily life in philosophy of education to educators and teachers in teaching -through philosophies of education, educators’ and teachers’ teaching affected society’s learned behavior ~ whether ontology, philosophy, philosophers could explain or not the transcendental, whether man lacked mental capacity for the transcendental as in some philosophers’ philosophies or not, some educational philosophies’ and educators’ suggestion, that ‘truth’ could be only scientifically known in philosophy, psychology’s increased acceptance of philosophy’s and philosophers’ ‘mind’, cosmology’s agreement with eastern and western philosophy and great philosophers on a ‘mysterious force’, made doubtful; science’s, ontology’s, philosophy’s, even great philosophers’ not fully understanding the transcendental did not justify educators’ and teachers’, in educational philosophy, deeming transcendental philosophy untruth in epistemology, education, school teaching; such attitude to transcendental philosophy, in any philosophy of education was disservice to mankind whose expectations from philosophies of education included aspirations global to transcendental philosophy based knowledge.
Philosophers philosophies through philosophies of education, educators’ and teachers’ teaching affected society’s learned behavior ~ whether ontology, philosophy, philosophers could explain or not the transcendental, whether man lacked mental capacity for the transcendental as in some philosophers’ philosophies or not, some educational philosophies’ and educators’ suggestion, that ‘truth’ could be only scientifically known in philosophy, psychology’s increased acceptance of philosophy’s and philosophers’ ‘mind’, cosmology’s agreement with eastern and western philosophy and great philosophers on a ‘mysterious force’, made doubtful; science’s, ontology’s, philosophy’s, even great philosophers’ not fully understanding the transcendental did not justify educators’ and teachers’, in educational philosophy, deeming transcendental philosophy untruth in epistemology, education, school teaching; such attitude to transcendental philosophy, in any philosophy of education was disservice to mankind whose expectations from philosophies of education included aspirations global to transcendental philosophy biased knowledge.
In educational philosophy also, good considered some eastern and western philosophies and philosophers man, bad other philosophies and philosophers; while differed philosophers’ knowledge and wisdom and philosophy and preferred educational philosophy, logic in philosophy on man’s behavior (irrespective of educators’ different policies and teachers’ teaching varied history) suggested that man was neither ‘good’ nor ‘bad’ but his developable original unique mind and intellect impressionable ~ society’s imperfections contributed (also through ethics of some philosophers and philosophy, biased philosophies of education, teaching of and by educators, teachers) to man’s suffering alone -this arose from influences ignorant of man’s morality not being only about society’s retribution, assuming man irrational and neglecting (also in educational philosophy) his being regulated also by intrinsic desires, their confusing strength with power and ignoring most philosophy and philosophers supported by history that man, his rationality always overcoming temporary hysteria representing wicked abuse and ignorance, and most powerful, whenever considered the nature or extent of retribution or neglect of intrinsic values intolerable, always (not necessarily through educators in educational philosophy and teachers of moral philosophy, by education and teaching) changed what he disliked.
Continues the suffering, and continues the wait
But tomorrows there are and the hope is great!
Educational philosophy, philosophers on ethics, morals, educators, teachers, often forgot that, ‘bad’ everywhere in minority, while man’s passion made it impossible always to ‘turn the other cheek’ and, e.g., his various laws extended mitigating circumstances to crimes of passion though cruel when by his biological constitution unchangeable by any philosophy of education he was in fright without flight, man’s morality included a sense of proud fairness and desire not to fail himself or loved ones by behaving badly -but for abuse or ignorance he preferred being thought well of.
‘Truth’ of philosophy, of philosophers, in practice (affecting every philosophy of education) -whether personal or (and especially) impersonal, whether experienced or presupposed, two kinds of existed: truth global, truth environmental; notwithstanding biases in philosophy and prejudices of philosophy of education, both were good, essential in teaching, education, in every educational philosophy. Truth global was truth understood through science, and truth accepted inductively or deductively by the logic of philosophers and philosophy ~ man everywhere, always, desiring to enjoy more, better, including the satisfaction of his intellectual curiosities on metaphysics, aspired to this. Truth environmental was that which, for reasons affected by various factors -e.g., resources or policies and philosophies of education adopted, as distinct from -or as variations of truth global, some of man’s aspirations and behavior had to be based on, for better and more enjoyment of, both, avoiding society’s retribution and extrinsic and intrinsic rewards, in his immediate environment -through philosophy and philosophers, educators and teachers in educational philosophy, this suffered in teaching, education (mostly of history, metaphysics) much bias. In adopted philosophy of education, philosophers on values, in education educators and teachers, had to balance these truths in educating educators, training teachers, teaching.
Philosophers and philosophy of education and teaching, history of teaching and education, showed bias in epistemology, science, philosophy, incorrect knowledge in teaching and education of educators and teachers, through educators, teachers in formal teaching, about nature and man ~ when cultural philosophy of education and teaching ignored another’s cultural philosophy of education and teaching and attitude, and was not balanced environmental truth with global truth, that did not change, e.g., adultery in Austrian law [until 1987] and over 20 states of the USA being crime (severity of punishment [in statue or legal precedent], e.g., for polygamy in Utah and Idaho, for murder in the USA and Europe [also not affected by the former's thrice, e.g., the UK's once having varied it] being not the only or the fundamental measure), nor, e.g., the unacceptability of pre-marital sexual relationships in Turkey being no less in Cyprus and Greece, but gave rise by abuse or ignorance to extreme speculations also through educational philosophers, educators’ adopted educational philosophy in education, teachers’ teaching, causing leanings globally undesirable, injurious to, both, society and individual.
Society is the soil; individuals, the seeds to grow
Honest and sure is the deal: you reap what you sow
Philosophy, science, argued on religion, great philosophers debated God -education and teaching of and by educators, teachers, in educational philosophy, continued its ignorance or obstinacy ~ whether or not on spirituality with accepted unknowns an educational philosophy considered itself more knowledgeable in teaching and education on much eastern and western philosophy by many eastern and western philosophers about afterlife than one when in the womb about the world, was ‘God’ of religion not basically the ‘mysterious force’ of science, and were not the basic values of most philosophers and philosophy in keeping social order, e.g., as rights and wrongs based on ‘the ten commandments’, of all religious, secular, materialist societies?!
Despite some educational philosophers and philosophies of education, educators and teachers, wasn’t also in philosophy of education man’s imagination shameless and unknowns of philosophers and philosophy and science limiting reason -and (irrespective of influences through religion, philosophers, educational philosophy, science, educators and teachers in education and teaching) did not ‘conscience’ matter (which did in religions, philosophy, sociology, psychology) in philosophy of
