Computers in the Classroom: Benefits for Different Learning Styles :: Education Teaching

Computers in the Classroom: Benefits for Different Learning Styles Who could have ever known that technology would rock the new era! Its constant growth has what made its presence so predominant in today’s world, and now even in today’s classroom. More and more classrooms are being infiltrated by this growing technological genius. From the internet, to software, it offers endless amounts of resources and knowledge to it’s user with just the touch of a button. In fact, computers give benefits to any student in the classroom even if they may have a different learning style. Whether the student is a visual, auditory, or kinesthetic learner, the computer offers something for everyone. The computer brings many benefits to the classroom environment even without focusing on separate learning styles. The internet of course is a humongous advantage! With its millions of sources and websites, the internet allows us to find basically any kind of information we need without even having to open a book. Also you can take your work with you anywhere you want to go, even home. â€Å"Nationally, only about 40% of homes have computers in them† (Foulger p1). This is a very sad statistic considering the flexibility computer databases allow. You can even save your work to a disk and upload it onto another computer if you do not have access to the original computer you started working on. This is a major plus for many teachers and students because it allows them to keep grades calculated, and keep work organized. The use of computers in the classroom also can significantly decrease the amount of paper use making it more environmentally friendly. The only time a computer cal ls for the use of paper is when someone needs to print something out, where as with manual work there is always the constant use of paper as a writing canvas. Computers give teachers the option to have students save their work either to a disk, the hard drive or to an internet software program (such as Blackboard) for grading. This benefit also decreases the chance of those disorganized type teachers from losing your paper or having piles and piles of papers upon their desk just waiting for grading. With the use of technology and all the new intelligence coming out, computers and computer programs are becoming more and more beneficial. There are hundreds of programs now out there that can help students to learn any subject matter from spelling and reading, to physics and philosophy.

Kant vs Descartes

Thing in ItselfRene Descartes’ method of doubt provides the argument for the existence of the mind, which is, perhaps, the cornerstone of his philosophy. Immanuel Kant, on the other hand, treats ‘reason’ or rationality as a crucial factor in his philosophical accounts. With regard to Descartes, the concept of the ‘thing in itself’ can be analyzed in terms of his method of hyperbolic doubt, such that he cannot doubt that he exists. As for Kant, the concept of the ‘thing in itself’ can best be understood in terms of his treatment on the distinction between the noumenal or rational world and the spatiotemporal world.Descartes method of doubt tells us that the only thing that an individual can be sure of is his existence, such that the fact that one can begin to doubt one’s existence is proof that there must be that something which ‘doubts’. Given that there is a looming ‘doubt’, it cannot be questioned that t here is indeed something that doubts, and that ‘doubting’ thing is a thinking thing. At the least, the attribute of being able to doubt makes Descartes to believe that he exists for if he did not then he would not have doubted his existence in the first place (Garber, p. 226).As a result, Descartes gives primary emphasis to the mind such that our sensory perceptions cannot wholly provide us with real knowledge. For instance, Descartes provides his classic example of the wax. A wax has a certain size, shape, texture and odor among many others. After the wax is melted, Descartes tells us that many of the physical properties of the wax as observed by our sensory perceptions have changed. Thus, our senses cannot give us the assurance of the essence of the wax, or of things in general. It is at that point that Descartes believes that the deductive mind should be the basis for our inquiries on the essence of objects.Hence, it can be said that the concept of the ‘thing i n itself’ in terms of Descartes’ philosophy stands as something which claims that there is a material, external world outside of the mind. Things by themselves, then, would be as they are whether or not the mind is able to grasp these external entities. Descartes is also known for his belief in the mind and body dualism, such that the mind is a separate entity from the corporeal or physical body. In its entirety, it can be said that Descartes is espousing the idea that the thing in itself is one which is in the external world, although it can also be the thinking thing, or the mind. As for the objects external from the mind, these objects are things in themselves for the reason that the mind is able to acquire knowledge through them, specifically through a deductive inquiry into their nature and essence.Immanuel Kant, on the other hand, espouses the idea of noumenon as synonymous with the ‘thing in itself’, which is that the noumenal realm is the realm whi ch is not accessible precisely because of the limits of the rationality. From here, it can be said that Kant acknowledges that there are indeed ‘things in themselves’ only that human reason is unable to completely grasp these ‘things in themselves’ in the noumenal realm. Kant’s noumenon is to be distinguished with his concept of the phenomenon. On one hand, the phenomenon is that which is grasped by our sensory perceptions or that which is perceived. On the other hand, the noumenon is the actual object which gives the perceived phenomenon (Clarke, p. 55).In order to make the distinction clearer, one can resort to the example of, say, the object ‘pencil’. In terms of Kant’s philosophy, the actual ‘pencil’ is the actual object and the essence of the actual ‘pencil’ cannot be grasped even through our reason and sensory perceptions. On the contrary, what we can only be able to grasp is the phenomenon that ema nates from the actual pencil. That is, our senses are only able to acquire the various attributes of the actual pencil such as size, color, shape and texture among many others. We are never able to grasp the essence of the actual pencil, only the ‘properties’ or the phenomenon that come from it.The contrast between Kant and Descartes’ treatment of the thing in itself resides on their basis for which upon the ‘thing in itself’ can be accessed. Apparently, both Kant and Descartes give a substantial consideration for the mind or reason in trying to understand the material world and the rest of the objects as ‘things in themselves’. Thus, once the mind or reason is deprived of its role in discerning the objects around it, or if the mind or reason is removed from the task of contemplating the ‘thing in itself’, there is strong reason to believe, as far as Kant and Descartes are concerned, that any effort to philosophize about the se things would be futile.More importantly, the distinction between Kant and Descartes resides on the fact that Kant is inclined to believe that we cannot entirely comprehend the essence of any ‘thing in itself’ and that only the phenomenon can be accessed by reason and our sensory perceptions. On the other hand, Descartes does not explicitly make a claim denying the reason of the ability to comprehend the essence of objects. On the contrary, Descartes tells us that we should rely on the deductive process through the minds in our quest for understanding the world of objects and less on the sensory perceptions for they may simply give us a limited account of the world.In conclusion, it can be said that the distinction between Kant and Descartes in terms of their take on the concept of the ‘thing in itself’ differs solely on whether or not the noumenon or the actual objects are accessible. Both Kant and Descartes agree on the substantial function and purpose of reason in discerning the world or at least the ‘thinking thing’ in the words of Descartes. Without the mind, one can hardly arrive at a substantial thought on the world, or that there can be no ‘hyperbolic doubting’ to begin with. The use of the mind is significant in both the philosophies of Kant and Descartes, especially in their analysis of the concept of the ‘thing in itself’.Works CitedGarber, Daniel. â€Å"Descartes and Method in 1637.† PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 2 (1988): 226.Clarke, Michael. â€Å"Kant's Rhetoric of Enlightenmentkant's Rhetoric of Enlightenment.† The Review of Politics 59.1 (1997): 55.

A Narrative Of The Captivity And Restoration - 999 Words

Held Captive, but not in Spirit Puritans take their relationship with God seriously, see him as good, and rely on the Bible for guidance by reading it diligently. They look for ways that the Bible resembles their own real life situations and try to carry on similar as they did. This is called typology and is reoccurring theme in the narrative, â€Å"A Narrative of the Captivity and Restoration,† written by Mary Rowlandson. Rowlandson was taken captive by Indians in 1675, she documented those eleven weeks in this narrative (Rowlandson ,256). It is a tragic tale that starts with seeing her family and friends drowning in their own blood, all the while seeing her old life go up in smoke. Mary is a fine example of puritan faith who never gave up hope. In Mary Rowlandson’s narrative she demonstrates her puritan faith through typology and relying fully on God’s providence to revive her spirit daily. Mary having only the cloths on her back, a sick baby, and a moldy cake in her pocket could only rely on God’s providence to keep her and give her favor. She was wounded when taken captive, but God sent her someone to help her and give her medicine to apply to her wound. â€Å"Then I took oaken leaves and laid to my side, and with the blessing of God it healed me also,† (Rowlandson, 261). We may not consider these to be big blessings, but to Mary being in such a desolate state that they became her bread and butter. After the death of her baby and being of low spirits, Mary asked God for aShow MoreRelatedA Narrative Of The Captivity And Restoration1562 Words   |  7 PagesNative- European encounters date all the way back to the early 1700’s. They’re countless stories and narratives, which focus on different details of the Native Americans, and Europeans. New England colonies were typically known for the formation and development of American literature. European colonization and territorial cross-over onto Native land, spar ked many of the stories written that scholars still read, to this day. Many different themes are used to characterize the literature created duringRead MoreA Narrative Of The Captivity And Restoration Of Mary Rowlandson Essay1342 Words   |  6 Pagesthe semester we have discussed a few captivity narratives such as: John Smith, Mary Rowlandson, and Cotton Mather. From a personal standpoint, Mary Rowlandson’s captivity narrative was one of the best selections we have read in class thus far. It is a prominent source of biblical encouragement to those of the Puritan religion and some other religions that put God above all human and nature. Throughout the short story, a Narrative of the Captivity and Restoration of Mary Rowlandson, it describes theRead MoreThe Narrative Of The Captivity And The Restoration Of Mary Rowlandson1611 Words   |  7 Pagesthese captives, and the resulting captivity narrative, titled The Narrative of the Captivity and the Restoration of Mrs. Mary Rowlandson, published in 1682, is formed based on her memory. Rowlandson’s captivity narrative carried great significance in that it came to be used as a didactic Jeremiad, leading its Calvinist audience back towards God’s path and away from an allegorical wilderness. As a devout Calvinist, Rowlandson believes her journey through captivity is a test wrought by her God. HerRead MoreA Narrative Of The Captivity And Restoration Of Mrs. Mary Rowlandson1042 Words   |  5 Pages â€Å"Incidents in the Life of a Slave Girl† and â€Å"A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson† are both nonfiction narratives that describe the struggles of women in some form of captivity. The similarities between these two texts are in some ways incredibly obvious, for instance they are both written in the first person from the perspective of marginalized women struggling to merely survive. â€Å"Incidents in the Life of a Slave Girl† specifically deals with the extreme level ofRead MoreThe Narrative Of The Captivity And Restoration Of Mrs. Mary Rowlandson1031 Words   |  5 PagesMary Rowlandson Captivity and Spiritual Freedom The Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson, or also known as The Sovereignty and Goodness of God, written by Mary Rowlandson is a powerful captivity narrative. Mary Rowlandson gives a first person perspective about her experience of being held captive during King Phillip’s War. Rowlandson lost everything by an Indian attack on her town. The Indian’s over took the town of Lancaster, catching homes on fire, killing and capturingRead MoreA Narrative Of The Captivity And Restoration Of Mrs. Mary Rowlandson982 Words   |  4 PagesA Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson The life one treasures and takes for granted today can be so easily erased in the blink of an eye and gone tomorrow. Therefore, not only is it important to cherish how one lives for today and now, but it’s also important to how one can overcome the misfortunes and hardships they may suffer; tragedy can make a person or break a person. Mary Rowlandson’s experience during her eleven weeks of captivity as documented in â€Å"A NarrativeRead More Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson1366 Words   |  6 PagesNarrative of the Captivity and Restoration of Mrs. Mary Rowlandson From the violent and brutal clash between Indians [1], and British colonists in Massachusetts during King Philips War (1675-6) grew a new literary genre. After their redemption, some colonists who had been prisoners of the Indians wrote autobiographical accounts of their experiences. These captivity narratives developed a large audience, and interest in the narratives continued into the nineteenth century.[2] After her captureRead MoreThe Narrative Of The Captivity And Restoration Of Mrs. Mary Rowlandson1603 Words   |  7 PagesThe Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson reveals that the ghastly depiction of the Indian religion (or what Rowlandson perceives as a lack of religion) in the narrative is directly related to the ideologies of her Puritan upbringing. Furthermore, Rowlandsons experiences in captivity and encounter with the new, or Other religion of the Indians cause her rethink, and question her past; her experiences do not however cause her to r edirect her life or change her idealsRead MoreThe Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson1600 Words   |  7 PagesThe Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson reveals that the ghastly depiction of the Indian religion (or what Rowlandson perceives as a lack of religion) in the narrative is directly related to the ideologies of her Puritan upbringing. Furthermore, Rowlandsons experiences in captivity and encounter with the new, or Other religion of the Indians cause her rethink, and question her past; her experiences do not however cause her to redirect her life or change her idealsRead MoreThe Narrative Of The Captivity And The Restoration Of Mrs. Mary Rowlandson1422 Words   |  6 Pagesthese captives, and the resulting captivity narrative, titled The Narrative of the Captivity and the Restoration of Mrs. Mary Rowlandson, published in 1682, is formed based on her memory. Rowlandson’s captivity narrative carried great sig nificance in that it came to be used as a didactic Jeremiad, leading its Calvinist audience back towards God’s path and away from an allegorical wilderness. As a devout Calvinist, Rowlandson believes that her journey through captivity is a test wrought by her God. Her