Early life[ edit ] R. Narayan was born in Madras now ChennaiBritish India.
Translate this page from English Print Page Change Text Size: Making special reference to the educational context, the aim is to offer teachers an insight into what it would mean for their work to be influenced by this ideal, and to lead students to a deeper appreciation of open-minded inquiry.
From assumptions to zealotry, the glossary provides an account of a wide range of concepts in this family of ideas, reflecting a concern and a connection throughout with the central concept of open-mindedness itself.
An intricate network of relationships is uncovered that reveals the richness of this ideal; and many confusions and misunderstandings that hinder a proper appreciation of open-mindedness are identified. Introduction Many people would agree with John Dewey and Bertrand Russell that open-mindedness is one of the fundamental aims of education, always elusive but eminently worth pursuing.
For Dewey, it is the childlike attitude of wonder and interest in new ideas coupled with a determination to have one's beliefs properly grounded; and it is vitally important because we live in a world that is characterized by constant change.
For Russell, open-mindedness is the virtue that prevents habit and desire from making us unable or unwilling to entertain the idea that earlier beliefs may have to be revised or abandoned; its main value lies in challenging the fanaticism that comes from a conviction that our views are absolutely certain.
A review of certain key ideas provides a clearer sense of the dimensions of the ideal of open-mindedness for all those who are determined to make this aim central to their work as teachers.
What follows is a road map to the terrain which surrounds the idea of open-minded inquiry. Always potentially problematic when they remain invisible. Not being properly aware of the beliefs we take for granted, we are in no position to consider what is to be said for or against them.
The open-minded teacher tries to uncover such ruling prepossessions, as Dewey calls them, and subject them to critical examination. Hidden assumptions of this kind are not, of course, to be confused with assumptions we consciously make in order to see what follows if they are regarded as true.
Often mistakenly equated with simply having an opinion or a preference. An opinion, however, that results from an impartial review of the evidence would precisely merit being seen as unbiased.
Similarly, a preference for reviewing evidence in a fair-minded manner before drawing conclusions is not a bias in favor of impartiality; it is a determination to avoid bias. A biased view distorts inquiry because factors have entered in favoritism, ignorance, omission, corruption, misplaced loyalty, threats, and so on that undermine a fair examination.
Open-minded teachers seek to avoid bias in their teaching, or to compensate for biases that experience tells them they have a tendency to slip into, except when they deliberately present a biased perspective in order to stimulate open-minded reflection.
Russell's term for the attitude which makes a virtue of openness to ideas and experience while guarding against sheer mindlessness. Open-mindedness would not be an intellectual virtue if it implied a willingness to accept an idea regardless of its merits.
Ideas must be given due consideration, of course, unless we already have good reason to believe that they are worthless, but the open-minded person is ready to reject an idea that cannot withstand critical appraisal.
There may be good reason in the context of teaching, of course, to postpone critical scrutiny temporarily so that the ideas in question are properly understood and appreciated before difficulties and objections are raised, and to ensure that mutual respect and trust will allow people to entertain challenges to their views.An Exploration of Factors that Lead to Failure of Small Businesses in the Kagiso Township by BOYSANA LEPHOI MBONYANE MINI-DISSERTATION submitted in partial fulfillment of the requirements for the.
Get an answer for 'What is the summary, critical analysis, paraphrase and main theme for the poem "Cargoes" by John Masefield?explain the contrast between the last stanza and the frst two stanza's.
This is a brief guide to the ideal of open-minded inquiry by way of a survey of related notions. Making special reference to the educational context, the aim is to offer teachers an insight into what it would mean for their work to be influenced by this ideal, and to lead students to a deeper.
Exploration of a critical appreciation between the reflected concepts of 'the now' and 'the then'. Fauvism Notes. HENRI MATISSE () 'Green Stripe - Madame Matisse', (oil on canvas) Fauvism was a style of painting developed in France at the beginning of the 20th century by Henri Matisse and André Derain.; The artists who painted in this style were known as 'Les Fauves'.
Early Exploration of Tibet, Nepal, Tartary, the Himalaya, Karakoram, Introduction. Rather than provide a comprehensive history of the area or its discovery and exploration by the west, the main purpose of this section is to provide an overview that ties together my books and reading on these topics.