Social Responsibility and Timberland Essay Example for Free

Social Responsibility and Timberland Essay How would you characterize Timberlands exercise of its corporate power in society? Timberland uses its corporate power in society not only to make a profit, but to help others. It is a rarity for a company to go as far as Timberland has gone to make a huge difference in society. Whether participating in its City Year to Service program that serves its communities; or becoming carbon neutral, Timberland has paved the way and reflects a company that not only cares about its communities, but also cares about the environment. I would characterize Timberland’s exercise of its corporate power in society as â€Å"Corporate Social Responsibility†. That is, timberland is being socially responsible towards society and it is acting in a way that enhances society. By exercising its power, Timberland is practicing the â€Å"iron law of responsibility† which says that in the long run, those who do not use power in ways that society considers responsible will tend to lose it. Moreover, by acting in the general public interest, Timberland is following the â€Å"Stewardship Principle† Yes, Timberland is engaging multiple stakeholders in its business operations, starting from Timberland’s management (CEO- Jeff Swartz) who is has managerial duties at Timberland and he is personally involved in the social activities sponsored by Timberland. Timberland’s employees are main stakeholders who in addition to their job tasks at Timberland are participating voluntarily in its social activities. The community service organization (City Year) is another stakeholder which is supported financially by Timberland. Non-profit organizations which benefit from the grants Timberland makes annually are also stakeholders for the company. Other communities and society members who benefit from Timberland’s community services activities are another set of stakeholders to Timberland. Q2) Has Timberland balanced its economic and social responsibilities through its various programs, such the Path to Service program and sustainability goals? Are the company’s programs examples of enlightened self-interest?

Small local grocery store: disadvatages in metropolitan area

Small local grocery store: disadvatages in metropolitan area EST1 Task 1 Being a small, local grocery store chain in a major metropolitan area is daunting. National and regional chains are regularly putting out of business small stores owned by local companies. This reason, along with the at large social responsibility taking hold of consumers requires all companies to adjust their organizations from solely a profit-seeking motivation to being socially and ethically understanding in their business outlook. Company Q recently closed two stores in higher-crime-rate areas. Those closures where attributed to the consistently negative balance sheets of those stores. If these stores in higher-crime areas were not making a profit, what is the reason they were losing money? To take a socially responsible approach to all of our store locations will mean understanding our customers. For example, if a store in a predominately-Jewish neighborhood is selling non-kosher items we could expect these items to not be sold in the same volume as kosher items. Taking a Jewish-centric approach to a stores marketing in a Jewish neighborhood makes good business and ethical sense. When we understand our costumers and their communities, we understand that business flourishes where society thrives. Company Q, after many years of customer requests, began to offer a limited selection of health-conscience and organic products in all of their stores. Offering organic and other health-conscience offerings in response to customer demand is a positive step in forming a social contract with our customers instead of merely offering them what we feel they need. Understanding our customers means providing them what they want and what they need. Offering high margin products to customers who have neither the financial ability to afford the higher costs associated with those products, nor have a desire to purchase these products will not help Company Qs bottom line. Product choices must be targeted to the consumer. Ethnic foods must be endemic to the neighborhood their being offered in. Marketing of stores in cultural or racially specific communities must be stocked with products that meet the needs of those people. It takes very little effort to understand our customers, but that little effort can be the difference between a store being successful or failing. Insuring that Company Qs stores differentiate themselves in the marketplace will help give the company a competitive edge in these tough economic times. Company Qs current policy of disposing of day-old products is a perfect example of missing a great public relations and corporate social responsibility opportunity. When asked by the areas food bank to donate product that would otherwise be thrown away, management declined. Employees concerned management over lost revenue through possible fraud and theft instead of donating the food. The first concern with this issue is understanding its costs and actual or perceived benefits. Company Q will write-off any product that needs to be disposed off due to exceeding the expiration date. The products are disposed of in a dumpster and that is the end of the products usefulness in Company Qs current viewpoint. The company, if paying by weight or volume, will incur greater disposal rates from the waste removal company for disposing of the unsellable product instead of donating it to the local food bank. The second concern with not donating product that would otherwise be thrown away is employees attitudes. If weve communicated to our employees that we will not be socially conscience to those people in need in our community, what does that say to our employees since they are also a part of the local community. In our digitally connected society it would be foolhardy to not expect a socially aware employee to film the disposal of food that we may not be able to sell but which could be given away and used by those in need. The potential negative feedback of such an event for a small chain like Company Q cannot be overstated. The above concern dealt with not just the direct financial costs to our company but the possible social capital loss that we find in our current position. Thankfully, Company Q doesnt need to expend much in the way of financial or employee effort to make a considerable difference in our store neighborhood community respect. One delivery van can be used to pick-up the product that would otherwise be thrown away at the end of the workday and transported by the stores supervisor to the local food bank. The food would be unloaded by food bank staff while the Company Q supervisor could discuss with the food bank managers the impact that those donations will have on the community. The marginal time spent loading and travelling to the local food bank is a minor inconvenience for the storeowner at worst and a major public relations benefit for not only the local store but also Company Q in general. We could also expect a reduction in our waste removal services since less product will be thro wn away. â€Å"The point is to attract customers wanting to make a difference in society through their purchasing† (Bronn, 2001, p.2). The intrinsic and extrinsic benefits for not only Company Q management but also storeowners and store employees alike, clearly proves the need for a socially conscience corporate attitude. References Bronn, P.S., Vironi, A.B. (2001). Corporate social responsibility and cause related marketing: an overview. International Journal of Advertising, 2. Retrieved February 27, 2010, from http://www.basisboekmvo.nl/files/cause-related.pdf

Harriet Beecher Stowe Biography

Harriet Beecher Stowe Biography Katie Rarick Multi-source Research-based Paper Harriet Beecher Stowe Harriet Beecher Stowe was born June 14, 1811. She was born into a large, famous family. Her siblings all became ministers, educators, or founders of an organization; but she believed her purpose in life was to write. Stowe started off not as successful as her siblings, but she stuck to her gut feeling and eventually created some of the greatest pieces of writings that opened the publics eyes towards slavery. What was it about Stowes writings that made slavery more aware to the nation? Stowe attended school at Sarah Pierces Litchfield Female Academy and Hartford Female Seminary, which was founded by her sister Catherine. At the Seminar is where she gained most of her writing talents. She spent many hours and nights writing essays. She was well prepared for her writing career from not only her schooling, but also the education and discipline she learned at home. She graduated when she was only 13. At her graduation, she had one of her essays read in which her father had no idea. When he had heard she had written it he was, to say the least, surprised and proud. She later married Calvin Stowe, who was nothing more than a college professor. She stated he was rich in Greek and Hebrew, Latin Arabic, alas rich in nothing else. This motivated Stowe to begin to do something with her writings. Her and her husband could not afford living on Calvins salary, therefore she began to write stories and publish them. Another huge influence was her attitude towards slavery and the wrong doings that she could not speak out about because she was a woman. They only way she could get her words out was to write about the issue that was bothering her and many others as well. She had a group of friends with the same beliefs as her and they began to create some writings together. Once she married Calvin, however, that was her final push to publish her works. Her writings were not only a source of income but also an educational source. Harriet Beecher Stowe was not only an author, but also an abolitionist. Stowe created over 30 pieces of work, with Uncle Toms Cabin being her greatest piece. (Impact of Uncle Toms Cabin, Slavery, and the Civil War). She wrote it in response to the Fugitive Slave Act. It showed readers the effects slavery had on families and people began to empathize with the characters in the story. It has been said that because of Stowes book, the Civil War began. No one knows if this is true or not, but President Lincoln once said to Stowe, so youre the little woman who wrote the book that started this great war!. It wouldnt be a surprise if that was the case, because the book influenced people in the way of political and economic arguments about slavery. After the book was published, Stowe got many reviews that both applauded the book as well as stated it was inaccurate and not powerful enough. Some said the main character, Tom, wasnt forceful enough. They said it wasnt powerful enough to move slavery and that she was being one-sided about slavery. Those who praised the book, said it made slavery seem more realistic and opened peoples eyes to what slavery was doing. Stowe responded to the critics by writing The Key to Uncle Toms Cabin. It stated her sources of Uncle Toms Cabin, therefore people couldnt say her information was false or that she was being one-sided. Harriet Beecher Stowe became an international celebrity after the publication of Uncle Toms Cabin (Impact of Uncle Toms Cabin, Slavery, and the Civil War). She travelled to Britain to seal rights for another novel of hers, and while she was there people crowded around her on the streets. She was given a 26-page petition signed by British women all over the world who were wanting Americans to end slavery. She was also invited to anti-slavery marches and rallies and was asked to speak before many people. However, she didnt like to speak it public, so she stood back as her husband and brother spoke on her behalf. Queen Elizabeth wanted to meet her, but Harriet declined. Queen Elizabeth still gave Stowe and her sister a ride out of the city so they wouldnt get rushed by city people(Impact of Uncle Toms Cabin, Slavery, and the Civil War). Harriets second anti-slavery novel was less influential than Uncle Toms Cabin but still a good piece of work. Dred, A Tale of the Great Dismal Swamp talks about abolition but doesnt have the outlook of an end to slavery (Harriet Beecher Stowe Dred: A Tale of the Great Dismal Swamp Essay- Critical Essays). Stowe directed this novel towards people in the south, where she directed Uncle Toms Cabin to those of the north. She focused on legal aspects of slavery as while as plantation life to try to expose the wrong doings of the said system. When people criticized this book, they said Stowe wasnt as inspired as she was when she wrote her first anti-slavery novel. Some said Dred was not as sentimental but more realistic than Uncle Toms Cabin. There were also critics who said Dred was less successful because Stowe lost confidence in the abolition of slavery. Harriet Beecher Stowe made many powerful movements through her writings. She proved women can speak out and make a difference. She started many riots and rallies for slavery, which eventually leaded to abolition of slavery all together. Her contribution to literature and the world will forever be remembered. As Uncle Toms Cabin is read in six different languages and is used all around the world in history and literature classes. Harriet Beecher Stowe died July 1, 1896 at 86 years old (Harriet Beecher Stowes Life). She is still known all around the world today. There are museums, landmarks, and her works still exist and are used today. The house she wrote Uncle Toms Cabin in in Maine was bought by Bowdoin College and restored. The house she lived in for the final years of her life is restored and is now a museum. It keeps Stowes items and a research library as well! Harriet Beecher Stowe is still an important woman in history more than a century later! Stowe accomplished so much with a pen and her words. Women of her time couldnt publicly speak, so writing was the way women got their thoughts and ideas out to the world. It is incredible to imagine the world we would be in without a simple piece of work that a young woman from Litchfield, CT published. Uncle Toms Cabin was one of the main reasons people started speaking out about slavery. If her writings werent around, would somebody else have raised their voice? Would we still have slavery? Would the bloodiest war in American history have taken place? It is amazing what one piece of writing can do for the world. References (Harriet Beecher Stowes Life) (Harriet Beecher Stowe Dred: A Tale of the Great Dismal Swamp Essay-Critical Essays) (Impact of Uncle Toms Cabin, Slavery, and the Civil War)

oxygen :: essays research papers fc

Oxygen   Ã‚  Ã‚  Ã‚  Ã‚  Oxygen Atomic number8Atomic weight15.9994Melting point-218.4oC (-361.1oF) Boiling point-183.0oC (-297.4oF) Density (1 atom, 0oC) 1.429 g/lValence2electronic config.2-6 or 1s22s22p4.Oxygen is one of the must important factors that made it possible for life to exist in this planet. Oxygen is also one of the elements must found in earth. Oxygen can be found in in metals, water, and even the one thin that protects us from the powerful sunrays. Oxygen is a very unstable element, which makes it easy to make compounds with other elements creating different kinds of solids and liquids. Oxygen is found in the air as O2, and found in the ozone as O3. Oxygen is essential to all planets’ life. The Discovery of Oxygen   Ã‚  Ã‚  Ã‚  Ã‚  On August 1, 1774, Joseph Priestly examined the effect of intense heat on mercuric oxide. He noted that an air or gas was readily expelled from the specimen. To his surprise a candle burned in this with a remarkably vigorous flame. He called this new substance dephlogisticated air in terms of the current chemical theory of combustion. When he went to Paris on 1775 he showed his discovery to Antoine Lavoisier. When Antoine examined the gas he found that dephlogisticated air combined with metals and other substance. Because some of the compounds form acids he called the gas Oxygen form the Greek words for sour and I Produce.   Ã‚  Ã‚  Ã‚  Ã‚  Oxygen in the Atmosphere   Ã‚  Ã‚  Ã‚  Ã‚  The Atmosphere surrounding the earth is a mechanical mixture of gases. The most important of these gases are oxygen, nitrogen, and carbon dioxide. Oxygen is the essential element for life. It is odorless, colorless, tasteless, and slightly heavier than air. The chief commercial source of oxygen is the atmosphere. Oxygen may be separated from the mixture of gases that make up the atmosphere. This is done by physical means by subjecting air to very high pressures and low temperatures until a point is reached where it passes form the gaseous into the liquid state. Than the liquid is introduce to some warm, so that nitrogen, which has a lower boiling point then oxygen, evaporates off. Oxygen as first prepared by heating certain metals oxides, including mercury oxide. Ozone   Ã‚  Ã‚  Ã‚  Ã‚  Ozone (O3), named for the Greek word for â€Å"smell,† is a poisonous, colorless and tasteless gas with a distinctive smell. Molecules of ozone are probably the source of the smell that can be detected close to working electrical equipment such as motors and TVs.

Erich Maria Remarque’s All Quiet on the Western Front †An Accurate Des

Erich Maria Remarque’s All Quiet on the Western Front – An Accurate Description of the Honors and Horrors of War Ellen Glasgow said, "Violence commands both literature and life.† Violence commands Erich Maria Remarque’s literature in his novel All Quiet on the Western Front. Remarque accurately depicts both the physical and mental repercussions of war. All Quiet on the Western Front should be read by all members of the Armed Forces for several reasons. First, the novel describes in detail the worst case scenarios associated with war. By being exposed to such a portrayal of war, unprepared citizens would be able to make better decisions regarding enlisting. Second, those citizens who do decide to enlist would be better prepared mentally for the mental horrors that occur after war. Finally, All Quiet on the Western Front sets a standard for the patriotism needed to serve one’s country and the consequential honor that comes with that patriotism. Perhaps the biggest argument for not mandating the reading of All Quiet on the Western Front is the possible decline in enlisting in the Armed Forces. Such an argument is moot, though. All Quiet merely depicts war as it actually is. In All Quiet, Remarque describes a moment of war by writing, â€Å"Everywhere wire-cutters are snapping, planks are thrown across the entanglements. . . the earth shudders, it crashes, smokes, and groans, we stumble over slippery lumps of flesh, over yielding bodies† (Remarque 117). The possibility of war is manifest in the duties of the military. Gulf War Veteran Alan Parks asserts, â€Å"If a man is going to be deterred from the military by the occurrences of war, he is not the type of man [one] would want defending [one’s country]† (Parks). By reading All Quiet ... ... feels after a war by saying, â€Å"While in the ‘spotlight,’ it is the single greatest feeling anyone could ever imagine† (Parks). Erich Maria Remarque’s novel All Quiet on the Western Front accurately describes both the horrors and honors of war. If the Armed Forces would require this novel to be read, more men would be better prepared for the feelings that await them in the military. By telling of the negative aspects of war, Remarque’s novel could successfully weed out those whom the army does not suit. By telling of the positive aspects of war, Remarque’s novel could encourage more men to join the military. Whether a man decides to join or not to join, Remarque’s novel can provide guidance in making the choice. Works Cited Parks, Alan. Personal interview. 3 April. 2001. Remarque, Erich Maria. All Quiet on the Western Front. New York: Ballantine, 1956.

Philosophical Perspectives on Music Education Essay

Music is one subject that is very rarely given attention in the academe. The most controversial issue that is attached to this is whether or not music should be taught in schools, or why music should be taught, for that matter. Contrary to what most people believe, music education is an imperative part of student growth (Davidson, 1932). This issue has resulted to the perceived need to change public opinion. Several â€Å"music advocacies† which come in many forms were established, seeking to change this mindset that people have about music education. Most music advocacies are based on legitimate findings and scientific arguments, although many others rely on unconvincing and rather controversial data. It should be noted that students should be exposed to music so that they are able to communicate and understand their own feelings (Zbikowski, 2002). Arts, whether it be visual or audio allows us to have an insight to our emotional self and cultivates the growth of intrapersonal and interpersonal intelligence. In colleges, music education is usually one of the densest subjects. Although some schools and organizations encourage incorporation of arts in classes, such as music with other subjects such as Math, Science, or English, people still fail to see the importance of arts in the academics (Zbikowski, 2002). For many people, academic subjects should go beyond what is best for the students to learn. It should also incorporate things that will help students cultivate the need to learn. Music has taken the biggest cut on the academe—it has not been given importance as it should be. In this paper, the philosophical perspectives of three authors will explain why music is among the most important subjects that should be taught in schools and why there is a need to do so. Charles Fowler Charles Fowler believes that through artistic representations such as music, people are able to share, at some point, a common humanity. In the same manner, life would be meaningless without shared expressions which make people understand one another. He also very firmly believes that Science is not the only conveyor of what we may consider true. Science may be able to explain how flowers bloom or how humans are conceived, but it fails to convey its emotive meaning and impact, as the Arts does. He emphasizes that both are important, and that both should be given importance (Fowler, 1996). He considers Arts such as music as an act of intelligence and should be treated no less compared to other subjects as it is a form of thought that is every bit as important as science and mathematics when it comes to what these subjects convey. Inasmuch as the pyramids of Egypt, the Statue of Liberty, and the Hanging Garden of Babylon can be mathematically or scientifically explained as to how they were built, a musical piece can also show people many other evenly important aspects of its existence. Arts allow us to create our own representation to concepts, ideas and feelings as perceived by people. In the same manner, music was created for us to be able to react to the world in the form of music, to record our impressions and to analyze things and share them with other people. Like science and mathematics, music needs to be studied before being fully understood (Fowler, 1996). Because today’s schools are understood to be concerned as they should be to teaching literacy, it should be noted that literacy also includes understanding of music. This is because music allows us to fully express, represent, and communicate the full scale of human life, which is a pre-requisite to understanding the real essence of language, mathematics, science, economics, philosophy, and the list could go on and on. If one is asked, â€Å"What constitutes a good education? † one is expected to hear an answer which would mention about a full knowledge about Sciences and Math. True enough, this is very critical in a person’s life if he aims to have a place in the work force. Very few would also argue with that. However, this idea should not and never make us overlook how important music is and what it can do for the mind and spirit of people (Fowler, 1996). Fowler believes that school administrators, teachers, professors and educators should be reminded that one obligation that a school has for their students is to inspire them, in whatever way, and ignite their minds for them to be better individuals. Music often ignites that goal and serves as the fuel. It is one way to apply one’s imaginations, thoughts and feelings. In relation to the reform movement of America which focuses on improving the quality of education by inspiring them, introducing self discipline, discovering the joys of learning, the uniqueness of one’s being, the possibilities and wonders of life and the achievement and satisfaction, Fowler believes that arts can be used to attain these goals (Henry, 1958). He also emphasizes that the world does not need better and more arts education simply because the world needs more artists. He believes that there are far better reasons for schools to provide a healthy and in-depth education in Arts. Quite simply, this is one way people communicate with each other, although not generally verbally, but emotionally. Music is the language of the world which helps people express fear, anger, anxiety, curiosity, hunger, hopes, dreams and so on. Music is the universal language by which the world is able to express itself to its constituents; the world speaks through music. Music is not just important—Fowler believes that it is a center force of human existence. Arts in school should never be isolated from any other subjects in the academe. It should be included in the framework of general education and should be part of the curriculum of all American schools, or all schools in the world for that matter. Arts should at all times be related to general education because it is essential in establishing a strong curriculum. Every person should then be given the opportunity to learn as much as they can about arts (Fowler, 1996). Charles Leonhard  Leonhard believes that although it is an easy task for educators to make their students love music, they should still consider finding ways to make music education more effective and enjoyable. He discussed that there is a raising concern for higher standards of music education. For instance, students nowadays are more informed about music, which is why educators should also adapt to this by teaching higher standards of musical literature and musical performances, and using better musical instruments that will best fit the taste of students and will thus inspire them to learn more about music. By doing so, he stresses out that school administrators all over the world will be inspired to make music education as an equal part of the general education (Elliot, 1995). He was also concerned about music being part of everyone’s lives. As the motto of music educators has for years been â€Å"Music for every child and every child for music†, this applies that every child and youth should be taught to love music, regardless the degree of understanding or talent in music they have. Just as this is important, he also believes that the music teaching should be on the same footing to that of the regular academic subjects and should be made functional, instead of treating it like a fad. Leonhard feels that now is the time to firmly establish music in the school curriculum, to gain increased acceptance of the idea that music should be an essential part of general education for everyone. Achievement of this ambition requires an expanded range of communication between music educators and all other educators, plus the interested public. It is only by a wider sharing of ideas that changes can occur. To achieve this, a very sensible approach has been used. This approach is placing ideas about the values of music education in a broader context of ideas about education in general and of building relationships between the intellectual resources of music educators. This is surely advisable, even necessary. Nevertheless there are difficulties in this kind of operation. Estelle Jorgensen Estelle Jorgensen contested many philosophers who treated music as a â€Å"difficulty†, and who considered music not to be part of the general education. Jorgensen sees the importance of having people be aware of the need to understand, appreciate and use music for one to apply it in his or her everyday life. The arts then have a potential contribution to the general education, as it has in general life. While school subjects often included music, arts were not always present. She believes that most people fail to see the importance of arts in the reality of life, and what difference it does to the world. For instance, love in itself is art; the human body is an art; everything around us is an art, yet many fails to understand and realize this fact. In American schools where there is willingness on the part of the authorities to accord a reasonable amount of time to music, she believes that work in appreciation is sometimes undertaken. But to accomplish anything systematic and lasting, teachers would have to be content to attack the problem in a less spectacular manner than commonly maintains in our schools. In view of the experience which precedes this work, the study of music appreciation in the high school should begin at the beginning and be satisfied to cover comparatively little ground. There are, moreover, three requisites without which any course of this kind would be practically worthless. First, the teacher must be a reasonably well-educated musician, possessing knowledge of the subject far more extensive than that required by his immediate work, and an acquaintance with other branches of education such as would enable him to draw parallels between music and other fields of learning. He should have, too, a highly cultivated taste, and a faith in the capacity of youth to perceive and enjoy beauty without the aid of sugar-coated musical palliatives or sensational devices which are calculated to enhance interest, but which, in reality, distract attention from the music itself. And last, the illustrations should offer as nearly as possible a true presentation of the work under discussion. She believes that music should be thought in an ideal way for it to be appreciated (Rogers, 1998). Conclusion Like other subjects in the curriculum of American schools, the arts provide an opportunity for children to realize certain talents and potentials. Particularly in their creative modes, the arts ask students to reach inside themselves to explore their own fascinations and perceptions and to give them suitable and precise representation. In the process of translating their inner discernments and revelations into a symbolic form, children discover and develop their capabilities and uncover some of their human possibilities. Because they are so personal in what they require of each would-be artist, the arts can disclose important insights and impart crucial–and practical-habits of thought that are generally not taught as well through other subjects (Swanwick, 1996). Among the three philosophers, Charles Fowler had much to say about Arts being an essential part of a school’s curriculum. It is precisely because the creative act flows from the inside out rather than the outside in that it helps youngsters discover their own resources, develop their own attributes, and realize their own personal potential. Education generally does not do this. That is, usually students are told, â€Å"Here is the way the world is,† rather than asked, â€Å"What do you think the world is or might be? † Through the process of refining their own personal visions, students discover and develop their own intellectual resources. Because the arts ask students to determine their own abilities, they are self motivating. They propel and stimulate, fascinate and captivate because they engage students personally with their true inner selves, not some concept of self imposed from outside. All human beings want to know what they can do. By having to draw on their own ideas, students discover and explore their own cognitive capacities (Swanwick, 1988). All three authors, Fowler, Leonhard and Jorgensen had similar views on music education. The three agreed that music should be treated as a vital part of student education. Just who is responsible for educating the next generation in the arts –the schools, other agencies, or a combination of both? Each community is responsible for providing opportunities to its youth to ensure that they will be adequately educated in the arts. How those responsibilities are carried out differs from one community to the next. In those communities with few cultural resources, the schools must assume the primary responsibility. In urban and suburban communities that have access to museums, arts centers, and living artists of all kinds, the responsibility can and should be shared between the schools and the community.

Lesson Plan Essay

â€Å"In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul†¦. And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials†¦. And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. † Aristotle wrote that passage more than 2,300 years ago, and today educators are still debating the issues he raised. Different approaches to resolving these and other fundamental issues have given rise to different schools of thought in the philosophy of education. We will examine five such schools of thought: Essentialism, Progressivism, Perennialism, Existentialism, and Behaviorism. Each has many supporters in American education today. Taken together, these five schools of thought do not exhaust the list of possible educational philosophies you may adopt, but they certainly present strong frameworks from which you can create your own educational philosophy. Essentialism â€Å"Gripping and enduring interests frequently grow out of initial learning efforts that are not appealing or attractive. † William Bagley Essentialism refers to the â€Å"traditional† or â€Å"Back to the Basics† approach to education. It is so named because it strives to instill students with the â€Å"essentials† of academic knowledge and character development. The term essentialism as an educational philosophy was originally popularized in the 1930s by the American educator William Bagley (1874A1946). The philosophy itself, however, had been the dominant approach to education in America from the beginnings of American history. Early in the twentieth century, essentialism was criticized as being too rigid to prepare students adequately for adult life. But with the launching of Sputnik in 1957, interest in essentialism revived. Among modern supporters of this position are members of the President’s Commission on Excellence in Education. Their 1983 report, A Nation at Risk, mirrors essentialist concerns today. Underlying Philosophical Basis (American) essentialism is grounded in a conservative philosophy that accepts the social, political, and economic structure of American society. It contends that schools should not try to radically reshape society. Rather, essentialists argue, American schools should transmit the traditional moral values and intellectual knowledge that students need to become model citizens. Essentialists believe that teachers should instill such traditional American virtues as respect for authority, perseverance, fidelity to duty, consideration for others, and practicality. Reflecting its conservative philosophy, essentialism ten(tends to accept the philosophical views associated with the traditional, conservative elements of American society. For example, American culture traditionally has l)placed tremendous emphasis on the central importance of tile physical world and of understanding the world through scientific experimentation. As a result, to convey important knowledge about our world, essentialist educators emphasize instruction in natural science rather than non-scientific disciplines such as philosophy or comparative religion. The Essentialist Classroom Essentialists urge that the most essential or basic academic skills and knowledge be taught to all students. Traditional disciplines such as math, natural science, history, foreign language, and literature form the foundation of the essentialist curriculum. Essentialists frown upon vocational, lift-adjustment, or other courses with â€Å"watered down† academic content. Elementary students receive instruction in skills such as writing, reading, measurement, and computers. Even while learning art and music, subjects most often associated with the development of creativity, the students are required to master a body of information and basic techniques, gradually moving from less to more complex skills and detailed knowledge. Only by mastering the required material for their grade level are students promote(l to the next higher grade. Essentialist programs are academically rigorous, for both slow and fast learners. The report A Nation at Risk reflects the essentialist emphasis on rigor. It calls for more core requirements, a longer school day, a longer academic year, and more challenging textbooks. Moreover, essentialists maintain that classrooms should be oriented around the teacher, who ideally serves as an intellectual and moral role model for the students. The teachers or administrators decide what is most important for the students to learn and place little emphasis on student interests, particularly when they divert time and attention from the academic curriculum. Essentialist teachers focus heavily on achievement test scores as a means of evaluating progress. In an essentialist classroom, students are taught to be â€Å"culturally literate,† that is, to possess a working knowledge about the people, events, ideas, and institutions that have shaped American society. Reflecting the essentialist emphasis on technological literacy, A Nation at Risk recommends that all high school students complete at least one semester of computer science. Essentialists hope that when students leave school, they will possess not only basic skills and an extensive body of knowledge, but also disciplined, practical minds, capable of applying schoolhouse lessons in the real world. Progressivism We may, I think, discover certain common principles amid the variety of progressive schools now existing. To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity; to learning from texts and teachers, learning through experience; to acquisition of’ isolated skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct vital appeal; to preparation for a more or less remote future is opposed making the most of the opportunities of present life; to statistics and materials is opposed acquaintance with a changing world. John Dewey Progressivism’s respect for individuality, its high regard for science, and its receptivity to change harmonized well with the American environment in which it was created. The person most responsible for the success of progressivism was John Dewey (1859-1952). Dewey entered the field of education as a liberal social reformer with a background in philosophy and psychology. In 1896, while a professor at the University of Chicago, Dewey ounded the famous Laboratory School as a testing ground for his educational ideas. Dewey’s writings and his work with the Laboratory School set the stage for the progressive education movement, which, beginning in the 1920s, has produced major lasting innovations in American education. The progressivist movement stimulated schools to broaden their curricula, making education more relevant to the needs and interests of students. Its influence waned during the 1950s, particularly after the 1957 launching of Sputnik by the Soviets prompted schools to emphasize traditional instruction in math, science, foreign languages, and other defense-related subjects. In the late 1960s and 1970s, under the guise of citizenship education and educational relevance, many of Dewey’s ideas enjoyed a renewed popularity that decreased again during the education reform movement of the 1980s.